Examining the Role of Learning Context and Individual Differences in Gains in L2 Writing Performance: The Case of Teenagers on an Intensive Study-Abroad Programme

Autor/inn/en	Llanes, Àngels; Tragant, Elsa; Serrano, Raquel
Titel	Examining the Role of Learning Context and Individual Differences in Gains in L2 Writing Performance: The Case of Teenagers on an Intensive Study-Abroad Programme
Quelle	In: Language Learning Journal, 46 (2018) 2, S.201-216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2015.1020332
Schlagwörter	Individual Differences; Second Language Learning; Second Language Instruction; Study Abroad; Spanish; Romance Languages; English (Second Language); Native Language; Outcomes of Education; Learning Motivation; Language Usage; Learning Experience; Bilingualism; Secondary School Students; Correlation; Questionnaires; Pretests Posttests; Foreign Countries; Language Fluency; Student Characteristics; Student Attitudes; United Kingdom (England); Spain + Suchen Sie Ihr Suchwort? Individueller Unterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Spanisch; Romanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Sprachgebrauch; Lernerfahrung; Bilingualismus; Sekundarschüler; Korrelation; Fragebogen; Ausland; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Spanien
Abstract	The present study examines the effects that a 3-week study-abroad (SA) experience and a set of individual differences have on the foreign language (FL) development of a group of 64 Catalan/Spanish speakers, learners of English as an FL. Moreover, the present study attempts to account for the outcome differences between successful and less successful FL learners. Results suggest that short SA experiences are beneficial for the FL development, that certain individual differences such as motivation and FL use in free time (among others) play a role, and that the successful and less successful learners' SA experience differed in several aspects that could explain the differences in their outcome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01