The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions
The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions
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出国留学与课堂环境对西班牙语 SLA 的影响：旧假设、新见解和未来研究方向
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发表时间：
2006
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影响因子：
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通讯作者：
B. Lafford
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作者：
B. Lafford
传统上，人们认为留学环境是学习第二语言和理解其文化的最佳环境。事实上，多年来，美国的语言教师和大学管理者都认为，参加“国外大三”的经历，与来自目标文化的寄宿家庭一起生活，不仅可以拓宽学生的文化视野，而且还可以帮助他们成为“流利”的语言使用者，在他们的目标语言（L2）发音、语法（形态句法）使用、词汇知识和语篇能力比在家学习和在课堂上习得目标语言的学生有所提高。事实上，Carroll（1967）发现，在国外度过的时间是预测美国大学语言专业学生目标语言能力达到高水平的最有力因素。在美国，尽管大多数学院和大学不要求学生参加这样的项目，但出国经历一直受到强烈鼓励，尤其是对语言专业的学生。相比之下，英国在30多年前就规定了语言学位学生必须在国外大量居住的强制性要求（Ife et al. 2000:56）。然而，Meara（1994:38）指出了从20世纪60年代末到90年代初进行的间歇性出国留学研究的方法缺陷，并指出英国人对出国留学一年重要性的信念是基于“非常薄弱和大部分轶事证据”。Coleman（1996:8）还指出，“强制性海外居住的目标在成熟度、文化洞察力和语言能力方面定义不清，其好处也没有得到充分研究。”他接着说，需要进一步的辩论和进一步的研究来确定“在国外居住究竟提高了学习者的熟练程度的哪些组成部分”（1996:85）。Freed （1995a:16）还指出了从20世纪60年代末到80年代进行的实证研究在方法上的局限性，例如，研究对象数量少和/或研究持续时间短，经常缺乏对照组，只使用测试分数来衡量语言表现。在20世纪90年代初，Brecht等人（1990）、Brecht和Davidson（1991,1992）、DeKeyser（1991）、Freed（1990,1993）、Ginsberg（1992）和Huebner（1991）的研究开始认真地提出，需要对海外留学经历对目的语习得的影响进行更有控制的实证研究。在那个十年的中期（1995年），弗里德出版了第一本
Study abroad (SA) contexts have traditionally been assumed to be the best environments in which to acquire a second language and understand its culture. Indeed, for many years American language instructors and university administrators believed that participating in a “junior year abroad” experience and living with host families from the target culture would not only broaden students’ cultural horizons, but would also help them to become “fluent” speakers of the language, with more improvement in their target language (L2) pronunciation, grammar (morphosyntactic) usage, vocabulary knowledge and discursive abilities than those learners who stayed at home and acquired the target language in the classroom. In fact, Carroll (1967) found that time spent abroad was the factor that most strongly predicted high levels of target language proficiency attainment in the nation’s pool of US university language majors. In the United States, even though most colleges and universities cannot require students to participate in such programs, the experience abroad has been strongly encouraged, especially for language majors. In contrast, a mandatory substantial residence abroad requirement for language degree students in Britain was established over 30 years ago (Ife et al. 2000:56). However, Meara (1994:38) noted methodological shortcomings of the intermittent study abroad research carried out from the late 1960s to the early 1990s and stated that the British belief in the importance of a year abroad were based on “very flimsy and largely anecdotal evidence.” Coleman (1996:8) also stated that “the objectives of compulsory residence abroad in terms of maturity, cultural insight and language proficiency are ill-defined and its benefits are inadequately researched.” He goes on to say that further debate and further research were needed to determine “exactly what components of learners’ proficiency improve as a result of residence abroad” (1996:85). Freed (1995a:16) also notes the methodological limitations of empirical studies carried out from the late 1960’s through the 1980’s, e.g., small numbers of subjects and/or short duration of the studies, frequent lack of a control group and use of only test scores to measure language performance. The need for more controlled empirical studies on the effects of a study abroad experience on the acquisition of the target language began to be addressed in earnest in the early 1990s with the work of Brecht et al. (1990), Brecht and Davidson (1991, 1992), DeKeyser (1991), Freed (1990, 1993), Ginsberg (1992) and Huebner (1991). Halfway through that decade (1995), Freed published the first
使用大规模纵向学习者语料库进行材料开发
DOI：
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发表时间：
2023
期刊：
影响因子：
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作者：
Brooks;G. & Jordan;J.
通讯作者：
J.