1887
Volume 5, Issue 2
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This paper reports on the findings of a 15-year-old German girl’s motivational and linguistic experiences during her one-semester study abroad (SA) in New Zealand. Chiara primarily interacted in social settings with either locals (e.g. homestay) or other Germans (e.g. school breaks). This paper investigates the nature of her second language (L2) learning motivation in different social settings, as elicited in interviews, reports and blog entries; and the dynamics of her oral L2 development, as captured in six interviews. The findings show that Chiara’s L2 motivation was highly situational: she only made significant efforts in L2 use when she considered the specific social setting valuable for reaching non-linguistic goals and when it validated her sense of self. The linguistic findings, measured in language complexity, accuracy, lexis and fluency (CALF) demonstrated that Chiara improved her already highly functioning oral skills during SA – especially fluency and accuracy – despite inconsistent L2 interactions.

Loading

Article metrics loading...

/content/journals/10.1075/sar.18013.sau
2020-10-07
2024-12-07
Loading full text...

Full text loading...

References

  1. Allen, H. W.
    (2010) Language-learning motivation during short-term study abroad: An Activity Theory perspective. Foreign Language Annals, 43(1), 27–49. 10.1111/j.1944‑9720.2010.01058.x
    https://doi.org/10.1111/j.1944-9720.2010.01058.x [Google Scholar]
  2. Badstübner, T., & Ecke, P.
    (2009) Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis / Teaching German, 42(1), 41–49. 10.1111/j.1756‑1221.2009.00034.x
    https://doi.org/10.1111/j.1756-1221.2009.00034.x [Google Scholar]
  3. Benson, P.
    (2017) Sleeping with strangers. Dreams and nightmares in experiences of homestay. Study Abroad Research in Second Language Acquisition and International Education, 2(1), 1–20. 10.1075/sar.2.1.01ben
    https://doi.org/10.1075/sar.2.1.01ben [Google Scholar]
  4. Block, D.
    (2007) The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91, 863–876. 10.1111/j.1540‑4781.2007.00674.x
    https://doi.org/10.1111/j.1540-4781.2007.00674.x [Google Scholar]
  5. Brown, G., & Yule, G.
    (1983) Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press.
    [Google Scholar]
  6. Churchill, E., & DuFon, M. A.
    (2006) Evolving threads in study abroad research. InM. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp.1–30). Clevedon: Multilingual Matters. 10.21832/9781853598531‑005
    https://doi.org/10.21832/9781853598531-005 [Google Scholar]
  7. Coleman, J. A.
    (2015) Social circles during residence abroad: What students do, and who with. InR. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Eurosla monographs, Vol. 4: Social interaction, identity and language learning during residence abroad (pp.33–51). Paris: Eurosla.
    [Google Scholar]
  8. Daller, M., Turlik, J., & Weir, I.
    (2013) Vocabulary acquisition and the learning curve. InS. Jarvis & M. Daller (Eds.), Vocabulary knowledge. Human ratings and automated measures (pp.185–218). Amsterdam: John Benjamins. 10.1075/sibil.47.09ch7
    https://doi.org/10.1075/sibil.47.09ch7 [Google Scholar]
  9. Davidson, D. E.
    (2010) Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 6–26. 10.1111/j.1944‑9720.2010.01057.x
    https://doi.org/10.1111/j.1944-9720.2010.01057.x [Google Scholar]
  10. Dörnyei, Z.
    (2007) Research methods in applied linguistics. Oxford: Oxford University Press.
    [Google Scholar]
  11. (2009) The L2 motivational self system. InZ. Dörnyei & E. Ushioda (Eds.), Second language acquisition. Motivation, language identity and the L2 self (pp.9–42). Bristol: Multilingual Matters. 10.21832/9781847691293‑003
    https://doi.org/10.21832/9781847691293-003 [Google Scholar]
  12. Dörnyei, Z., Macintyre, P. D., & Henry, A.
    (Eds.) (2014) Motivational dynamics in language learning. Bristol: Multilingual Matters. 10.21832/9781783092574
    https://doi.org/10.21832/9781783092574 [Google Scholar]
  13. Education Counts
    Education Counts (2018) Export education levy full year statistics 2016. Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/statistics/international-education/international-students-in-new-zealand (23October 2018).
    [Google Scholar]
  14. Ellis, R.
    (2008) The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
    [Google Scholar]
  15. Ellis, R., & Barkhuizen, G. P.
    (2005) Analysing learner language. Oxford: Oxford University Press.
    [Google Scholar]
  16. Ferrari, S.
    (2012) A longitudinal study of complexity, accuracy and fluency variation in second language development. InA. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency. Complexity, accuracy and fluency in SLA (pp.277–297). Amsterdam: John Benjamins. 10.1075/lllt.32.12fer
    https://doi.org/10.1075/lllt.32.12fer [Google Scholar]
  17. Foster, P., & Tavakoli, P.
    (2009) Native speakers and task performance: Comparing effects on complexity, fluency, and lexical diversity. Language Learning, 59(4), 866–896. 10.1111/j.1467‑9922.2009.00528.x
    https://doi.org/10.1111/j.1467-9922.2009.00528.x [Google Scholar]
  18. Foster, P., Tonkyn, A., & Wigglesworth, G.
    (2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375. 10.1093/applin/21.3.354
    https://doi.org/10.1093/applin/21.3.354 [Google Scholar]
  19. Gardner, R. C.
    (1985) Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
    [Google Scholar]
  20. Götz, S.
    (2013) Fluency in native and nonnative English speech. Amsterdam: John Benjamins. 10.1075/scl.53
    https://doi.org/10.1075/scl.53 [Google Scholar]
  21. Grieve, A.
    (2015) The impact of host family relations and length of stay on adolescent identity expression during study abroad. Multilingua, 34, 623–657. 10.1515/multi‑2014‑0089
    https://doi.org/10.1515/multi-2014-0089 [Google Scholar]
  22. Gut, U.
    (2009) Non-native speech: a corpus-based analysis of phonological and phonetic properties of L2 English and German. Frankfurt: Peter Lang. 10.3726/978‑3‑653‑01155‑5
    https://doi.org/10.3726/978-3-653-01155-5 [Google Scholar]
  23. Hernández, T.
    (2010) The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. The Modern Language Journal, 94(4), 600–617. 10.1111/j.1540‑4781.2010.01053.x
    https://doi.org/10.1111/j.1540-4781.2010.01053.x [Google Scholar]
  24. Housen, A., Kuiken, F., & Vedder, I.
    (2012) Complexity, accuracy and fluency: Definitions, measurement and research. InA. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency. Complexity, accuracy and fluency in SLA (pp.1–20). Amsterdam: John Benjamins. 10.1075/lllt.32.01hou
    https://doi.org/10.1075/lllt.32.01hou [Google Scholar]
  25. Isabelli-García, C.
    (2006) Study abroad social networks, motivation and attitudes: Implications for second language acquisition. InM. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp.231–258). Clevedon: Multilingual Matters. 10.21832/9781853598531‑013
    https://doi.org/10.21832/9781853598531-013 [Google Scholar]
  26. Juan-Garau, M., & Pérez Vidal, C.
    (2007) The effect of context and contact on oral performance in students who go on a stay abroad. Vigo International Journal of Applied Linguistics, 4, 117–159.
    [Google Scholar]
  27. Kim, T.-Y.
    (2011) Sociocultural dynamics of ESL learning (de)motivation: An activity theory analysis of two adult Korean immigrants. Canadian Modern Language Review, 67(1), 91–122. 10.3138/cmlr.67.1.091
    https://doi.org/10.3138/cmlr.67.1.091 [Google Scholar]
  28. Kinginger, C.
    (2013) Identity and language learning in study abroad. Foreign Language Annals, 46(3), 339–358. 10.1111/flan.12037
    https://doi.org/10.1111/flan.12037 [Google Scholar]
  29. Kormos, J., Csizér, K., & Iwaniec, J.
    (2014) A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2), 151–166. 10.1080/01434632.2013.847940
    https://doi.org/10.1080/01434632.2013.847940 [Google Scholar]
  30. Kormos, J., & Dénes, M.
    (2004) Exploring measures and perceptions of fluency in the speech of second language learners. System, 32, 145–164. 10.1016/j.system.2004.01.001
    https://doi.org/10.1016/j.system.2004.01.001 [Google Scholar]
  31. Lambert, C., & Kormos, J.
    (2014) Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics, 35(5), 607–614. 10.1093/applin/amu047
    https://doi.org/10.1093/applin/amu047 [Google Scholar]
  32. Lantolf, J. P., & Pavlenko, A.
    (2001) (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. InM. P. Breen (Ed.), Applied linguistics and language study. Learner contributions to language learning. New directions in research (pp.141–158). Harlow: Longman.
    [Google Scholar]
  33. Larsen-Freeman, D.
    (2006) The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590–619. 10.1093/applin/aml029
    https://doi.org/10.1093/applin/aml029 [Google Scholar]
  34. Lennon, P.
    (1990) Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387–417. 10.1111/j.1467‑1770.1990.tb00669.x
    https://doi.org/10.1111/j.1467-1770.1990.tb00669.x [Google Scholar]
  35. Leonard, K. R., & Shea, C. E.
    (2017) L2 speaking development during study abroad: Fluency, accuracy, complexity, and underlying cognitive factors. The Modern Language Journal, 101(1), 179–193. 10.1111/modl.12382
    https://doi.org/10.1111/modl.12382 [Google Scholar]
  36. MacWhinney, B.
    (2000) The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
  37. Menezes, V.
    (2011) Affordances for language learning beyond the classroom. InP. Benson & H. Reinders (Eds.), Beyond the language classroom (pp.59–71). Houndmills: Palgrave Macmillan. 10.1057/9780230306790_6
    https://doi.org/10.1057/9780230306790_6 [Google Scholar]
  38. Mercer, S.
    (2011) Language learner self-concept. Complexity, continuity and change. System39, 335–346. 10.1016/j.system.2011.07.006
    https://doi.org/10.1016/j.system.2011.07.006 [Google Scholar]
  39. Mora, J. C., & Valls-Ferrer, M.
    (2012) Oral fluency, accuracy, and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly, 610–641.
    [Google Scholar]
  40. New Zealand Education
    New Zealand Education (2017) Annual report 2016–2017. Wellington: New Zealand Education. Retrieved from https://enz.govt.nz/assets/Uploads/Annual-Report-2016-17.pdf (23October 2018).
    [Google Scholar]
  41. Nippold, M. A., Hesketh, L. J., Duthie, J. K., & Mansfield, T. C.
    (2005) Conversational versus expository discourse. Journal of Speech Language and Hearing Research, 48(5), 1048–1064. 10.1044/1092‑4388(2005/073)
    https://doi.org/10.1044/1092-4388(2005/073) [Google Scholar]
  42. Norris, J. M., & Ortega, L.
    (2009) Towards an organic approach to investigating CAF in instructed SLA: the case of complexity. Applied Linguistics, 30(4), 555–578. 10.1093/applin/amp044
    https://doi.org/10.1093/applin/amp044 [Google Scholar]
  43. Pallotti, G.
    (2009) CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590–601. 10.1093/applin/amp045
    https://doi.org/10.1093/applin/amp045 [Google Scholar]
  44. Pellegrino Aveni, V. A.
    (2005) Study abroad and second language use: Constructing the self. Cambridge: Cambridge University Press. 10.1017/CBO9780511620584
    https://doi.org/10.1017/CBO9780511620584 [Google Scholar]
  45. Pérez-Cañado, M. L.
    (2012) CLIL research in Europe: Past, present, and future. InInternational Journal of Bilingual Education and Bilingualism15(3), 315–341. 10.1080/13670050.2011.630064
    https://doi.org/10.1080/13670050.2011.630064 [Google Scholar]
  46. Polat, B., & Kim, Y.
    (2014) Dynamics of complexity and accuracy: a longitudinal case study of advanced untutored development. Applied Linguistics, 35(2), 187–207. 10.1093/applin/amt013
    https://doi.org/10.1093/applin/amt013 [Google Scholar]
  47. QSR International
    QSR International (2012) NVivo qualitative data analysis Software. Doncaster, Australia.
    [Google Scholar]
  48. Romaine, S., & Lange, D.
    (1991) The use of like as a marker of reported speech and thought: a case of grammaticalization in progress. American Speech, 66(3), 227–279. 10.2307/455799
    https://doi.org/10.2307/455799 [Google Scholar]
  49. Sauer, L.
    (2017) Second language development, language learning motivation and language learning opportunities: a longitudinal case study of German high school exchange students in New Zealand (Unpublished doctoral dissertation). University of Auckland.
  50. Sauer, L., & Ellis, R.
    (2019) The social lives of adolescent study abroad learners and their L2 development. The Modern Language Journal, 102, S.471.
    [Google Scholar]
  51. Schauer, G. A.
    (2006) Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269–318. 10.1111/j.0023‑8333.2006.00348.x
    https://doi.org/10.1111/j.0023-8333.2006.00348.x [Google Scholar]
  52. Serrano, R., Llanes, À., & Tragant, E.
    (2011) Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. International Journal of Educational Technology and Applied Linguistics, 39(2), 133–143.
    [Google Scholar]
  53. Serrano, R., & Tragant, E.
    (2016) Examining L2 development in two short-term intensive programmes for teenagers: Study abroad vs. ‘at home’. System, 57, 43–54. 10.1016/j.system.2016.01.003
    https://doi.org/10.1016/j.system.2016.01.003 [Google Scholar]
  54. Shotter, J., & Newson, J.
    (1982) An ecological approach to cognitive development: implicate orders, joint action and intentionality. InG. Butterworth & P. Light (Eds.), Social cognition. Studies of the development of understanding (pp.32–52). Brighton, England: Harvester Press.
    [Google Scholar]
  55. Skehan, P.
    (1998) A cognitive approach to language learning. Oxford: Oxford University Press.
    [Google Scholar]
  56. (2009) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. 10.1093/applin/amp047
    https://doi.org/10.1093/applin/amp047 [Google Scholar]
  57. Skehan, P., & Foster, P.
    (1999) The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120. 10.1111/1467‑9922.00071
    https://doi.org/10.1111/1467-9922.00071 [Google Scholar]
  58. Spenader, A. J.
    (2011) Language learning and acculturation: Lessons from high school and gap-year exchange students. Foreign Language Annals, 44(2), 381–398. 10.1111/j.1944‑9720.2011.01134.x
    https://doi.org/10.1111/j.1944-9720.2011.01134.x [Google Scholar]
  59. Tan, D., & Kinginger, C.
    (2013) Exploring the potential of high school homestays as a context for local engagement and negotiation of difference. InC. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp.155–177). Amsterdam: John Benjamins. 10.1075/lllt.37.07tan
    https://doi.org/10.1075/lllt.37.07tan [Google Scholar]
  60. Tauroza, S., & Allison, D.
    (1990) Speech rates in British English. Applied Linguistics, 11(1), 90–105. 10.1093/applin/11.1.90
    https://doi.org/10.1093/applin/11.1.90 [Google Scholar]
  61. Taylor, C.
    (2016) Slope of regression line and correlation coefficient. Retrieved from statistics.about.com/od/Descriptive-Statistics/a/Slope-Of-Regression-Line-And-Correlation-Coefficient.htm (30July 2016).
    [Google Scholar]
  62. Tonkyn, A.
    (2012) Measuring and perceiving changes in oral complexit, accuracy and fluency: Examining instructed learners’ short-term gains. InA. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency. Complexity, accuracy and fluency in SLA (pp.221–245). Amsterdam: John Benjamins. 10.1075/lllt.32.10ton
    https://doi.org/10.1075/lllt.32.10ton [Google Scholar]
  63. Ushioda, E.
    (2009) A person-in-context relational view of emergent motivation, self and identity. InZ. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.215–228). Bristol: Multilingual Matters. 10.21832/9781847691293‑012
    https://doi.org/10.21832/9781847691293-012 [Google Scholar]
  64. Ushioda, E., & Dörnyei, Z.
    (2012) Motivation. InS. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.396–409). New York, NY: Routledge.
    [Google Scholar]
  65. Verspoor, M. H., de Bot, K., & Lowie, W.
    (Eds.) (2011) A dynamic approach to second language development: Methods and techniques. Amsterdam: John Benjamins. 10.1075/lllt.29
    https://doi.org/10.1075/lllt.29 [Google Scholar]
  66. Wahyuni, D.
    (2012) The research design: Understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research, 10(1), 69–80.
    [Google Scholar]
  67. Wigglesworth, G.
    (1997) An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85–106. 10.1177/026553229701400105
    https://doi.org/10.1177/026553229701400105 [Google Scholar]
/content/journals/10.1075/sar.18013.sau
Loading
/content/journals/10.1075/sar.18013.sau
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error