Developing the Use of Formulaic Language for Study Abroad: A Targeted Instructional Intervention

Autor/inn/en	Wang, Jiayi; Halenko, Nicola
Titel	Developing the Use of Formulaic Language for Study Abroad: A Targeted Instructional Intervention
Quelle	In: Language Learning Journal, 50 (2022) 4, S.409-426 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jiayi) ORCID (Halenko, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2088446
Schlagwörter	Teaching Methods; Intervention; Comparative Analysis; Study Abroad; Chinese; Second Language Learning; Second Language Instruction; Longitudinal Studies; Phrase Structure; Instructional Effectiveness; Oral Language; Task Analysis; Language Usage; Undergraduate Students; Language Tests; Grammar; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Studies abroad; Auslandsstudium; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Phrasenstruktur; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Sprachgebrauch; Language test; Sprachtest; Grammatik; Ausland; Großbritannien
Abstract	This study investigates the immediate and sustained effects of a pre-departure study abroad training on the oral production of L2 Chinese formulaic language across a range of social and transactional interactions. Eighteen upper-intermediate learners of Chinese were assigned to either an instructed or non-instructed group to determine the efficacy of instruction designed to enhance their study abroad year in China and beyond. A three-stage pre-post-delayed longitudinal experimental design was adopted to examine instructional effects over an academic year, elicited by means of a computerised oral task (COT). The assessment was based on quantitative appropriateness ratings and a qualitative analysis of the output. Results show that the instructed group outperformed the control group immediately after the pre-study abroad (pre-SA) instruction, as well as after the year abroad. The significant difference between the two groups, however, decreased after the period abroad as the control group also showed significant improvement without the pre-SA instruction. Nevertheless, the sustained effect of the instruction enabled the experimental group to retain their competitive edge, even after a year in the target language country. The findings demonstrate the longitudinal benefits of pre-SA instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01