Placement type and language learning during residence abroad-猫眼课题宝

国外居住期间的安置类型和语言学习

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2015

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R. Mitchell;Kevin McManus;Nicole Tracy

“海外年”是英国大学语言学位课程的一个由来已久的组成部分。正如其他评论家(Coleman，1997和本卷；Colentine，2009)所指出的那样，英国的“海外年”通常是由语言专业的学生进行的，这些学生有几年的语言学习经历，在目标语言方面的水平也相对较高(S)。在国外度过两个学期是完成课程的常见要求。然而，学生在如何度过国外时间方面可以有相当大的自由度，国内机构的评估相对“轻松”，通常涉及大量项目或长篇论文。如今，语言专业的学生通常接受三种安置类型之一：英语助教、其他形式的工作安置，或者作为伊拉斯谟交换生参加合作大学的相关学术课程。参加经典海外大学生交换课程的英国语言学生的数量相对稳定，每年约为7500人，远低于英国大学的国际学生，尽管接受助教和其他工作安排的人数有所上升(英国学院和大学现代语言理事会，2012年；King，Findlay，&Ahrens，2010)。国外年的语言效益已被各种研究追踪(Coleman，1996,1997；Ife，2000；Klayper&Rees，2012；Meara，1994；Willis，Doble，Sankarayya和Smithers，1977)。总体而言，这项研究表明，尽管学习者在他们的第二语言目标上取得了相当大的进步，但更广泛的海外留学项目所特有的变异性也影响了这一群体(见Klayper&Rees，2012)。研究项目“留学一年中的社会网络、目标语互动和第二语言习得：纵向研究”(LANGSNAP项目：http://langsnap.soton.ac.uk)计划提供有关留学一年中二语习得的更全面的证据，包括记录一系列语言领域的发展，并将二语学习的进展与一系列个人、社会和语境变量联系起来。(参见Mitchell，2014)该项目跟踪了一组56名主修法语或西班牙语的学生，他们在2011-12学年在法国、西班牙或墨西哥留学一年之前、期间和之后。本章报告了该项目发现的一个方面：不同安置类型的法国第二语言参与者(N=29)在法国的经历，以及安置类型与他们的目标语言发展方面的关系

The “year abroad” is a longstanding component of British university degree programmes in languages. As noted by other commentators (Coleman, 1997 and this volume; Collentine, 2009), the British “year abroad” is typically undertaken by language majors with several years’ prior language study and a relatively advanced proficiency level in their target language(s). It is a common requirement for programme completion, to spend two academic semesters abroad. However students can have considerable latitude in how the time abroad is spent, and assessment by the home institution is relatively “light touch”, typically involving e.g. a substantial project or long essay. Today, languages students typically undertake one of three placement types: as English language teaching assistants, on other forms of work placement, or as Erasmus exchange students following relevant academic programmes at a partner university. Numbers of U.K. languages students undertaking the classic university student exchange version of the year abroad are relatively stable at around 7,500 per year, a much smaller number than incoming international students at U.K. universities, though numbers undertaking teaching assistantships and other work placements have risen (British Academy & University Council for Modern Languages, 2012; King, Findlay, & Ahrens, 2010). The linguistic benefits of the year abroad have been tracked in various research studies (Coleman, 1996, 1997; Ife, 2000; Klapper & Rees, 2012; Meara, 1994; Willis, Doble, Sankarayya, & Smithers, 1977). In general, this research indicates that while learners make considerable progress in their target L2, the variability which is characteristic of residence abroad programmes more widely (Kinginger, 2008) affects this group as well (on this see especially Klapper & Rees, 2012). The research project “Social Networks, Target Language Interaction and Second Language Acquisition During the Year Abroad: A longitudinal study“ (the LANGSNAP project: http://langsnap.soton.ac.uk) was planned to provide fuller evidence on L2 acquisition during the year abroad, including documenting development on a range of language domains, and connecting progress in L2 to a range of individual, social and contextual variables. (See Mitchell, 2014 for an overview.)The project tracked a cohort of 56 students majoring in French or Spanish, before, during and after spending their year abroad in France, Spain or Mexico during the academic year 2011-12.This chapter reports one aspect of the findings of this project: the experience of the French L2 participants (N=29) of different placement types in France, and how placement type related to aspects of their target language development

Placement type and language learning during residence abroad

国外居住期间的安置类型和语言学习

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