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作者 Kinginger, Celeste
書名 Social and Cultural Aspects of Language Learning in Study Abroad
出版項 Amsterdam : John Benjamins Publishing Company, 2013
©2013
國際標準書號 9789027271839 (electronic bk.)
9789027213150
book jacket
說明 1 online resource (354 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
系列 Language Learning & Language Teaching ; v.37
Language Learning & Language Teaching
附註 Social and Cultural Aspects of Language Learning in Study Abroad -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgement -- Introduction -- 1. Research on language learning and study abroad -- 2. Contemporary study abroad -- 3. Epistemology and methodology in applied linguistics -- 4. Overview of the volume -- References -- Researching whole people and whole lives -- 1. Introduction -- 2. European language proficiency survey -- 3. Terminology -- 4. Definitions -- 5. The matrix -- 6. Rethinking the research paradigm -- 7. Social circles -- 8. The languages of the concentric circles -- 9. Whole people and whole lives: The Senegal study -- 10. Conclusion -- References -- Self-regulatory strategies of foreign language learners -- 1. Introduction -- 2. Background -- 3. A sociocultural theoretical perspective on self-regulation and language-learning motivation -- 4. Study design -- 4.1 Participants and their SA program -- 4.2 Data collection and analysis -- 5. Findings -- 5.1 Adam -- 5.1.1 Pre-study abroad -- 5.1.2 Study abroad -- 5.1.3 Post-study abroad -- 5.2 Rebecca -- 5.2.1 Pre-study abroad -- 5.2.2 Study abroad -- 5.2.3 Post-study abroad -- 5.3 Taylor -- 5.3.1 Pre-study abroad -- 5.3.2 Study abroad -- 5.3.3 Post-study abroad -- 6. Discussion -- 6.1 Instructional implications -- References -- "Opening up to the world"? -- 1. Introduction -- 2. Theoretical commitments: A (Re)unification of language and culture -- 2.1 A sociocultural view of teacher learning -- 2.2 A "third space" for intercultural learning -- 2.3 Activity theory -- 3. The study -- 3.1 Data collection & analysis -- 4. The findings: Anna's experience in the activity system -- 4.1 A descriptive profile -- 4.2 Anna's learning about diversity: A conceptual mapping -- 4.3 Socio-historical resources: What Anna brought to the experience
4.4 Cultural noticing -- 4.5 Direct and personal interactions with the other -- 4.6 Scaffolding for second language learning -- 4.7 Tension & discomfort within the "third space" -- 5. Conclusion -- 5.1 Implications for teacher education -- References -- Appendix 1 -- Politics of identification in the Use of Lingua Francas in student mobility to finland and France -- 1. Introduction -- 2. Representations of Lingua Francas in study abroad -- 3. Researching identification -- 4. A macro approach to the politics of identification in the use of ELF -- 4.1 Representations of spoken English -- 4.2 The others' English -- 4.3 Speaking English as a Lingua Franca with people from one's own country? -- 4.4 Refusal of sameness -- 4.5 Disappointment with finnish -- 5. A case study: French as a Lingua Franca in study abroad -- 5.1 A few words about the method -- 5.2 Ideal-type of the pro-FLF user -- 5.3 Deficiency in French - competence in FLF? -- 5.4 Deficiency expressed through others -- 5.5 Strong identification with FLF users -- 5.6 Compartmentalized in-groups -- 5.7 FLF vs. ELF -- 6. Conclusion -- References -- An American in Paris -- 1. Introduction -- 2. Research design -- 2.1 Participant selection and program details -- 2.2 The "island" study abroad program -- 2.3 Data collection procedures -- 2.4 Analytical foci and the relation between language and identity -- 3. Case study: Lola -- 3.1 Post script -- 4. Discussion -- References -- Appendix -- Transcription Conventions -- Exploring the potential of high school homestays as a context for local engagement and negotiation of difference -- 1. Introduction -- 2. Background -- 3. The current project -- 4. Program -- 5. Data -- 6. Analysis -- 7. Results -- 8. Local engagement in Chinese homestay settings -- 9. Retrospective views of college-aged alumni -- 10. Negotiating difference -- 11. Conclusion -- References
The transformation of "a frog in the well" -- 1. Introduction -- 2. Theoretical framework -- 2.1 Situated learning: L2/intercultural socialization and identities -- 2.2 The developmental model of intercultural sensitivity (DMIS) and identity expansion -- 2.3 Identity and transformational learning theory -- 3. The case study -- 3.1 Kingston's story -- 3.2 Profile -- 3.3 Language ability and usage -- 3.4 Self-identity formation -- 3.5 Intercultural awareness and sensitivity -- 3.6 Pre-departure aims, expectations, and concerns -- 3.7 The yearlong sojourn in Canada -- 3.8 Immediate post-sojourn reflections -- 3.9 Intercultural adjustment and social networks -- 3.10 L2 learning/intercultural communication skills -- 3.11 Self-identities and new visions/goals -- 3.12 The preparation of future exchange students -- 3.13 Immediate reentry -- 3.14 The Post-sojourn intercultural transitions course -- 4. Conclusions -- 5. Pedagogical implications -- Acknowledgements -- References -- "I joke you don't" -- 1. Introduction -- 2. Study background -- 2.1 Humor and identity -- 2.2 Cross-cultural humor -- 2.3 Second language humor -- 3. Method -- 3.1 Participants -- 3.2 Data elicitation -- 3.3 Coding -- 4. Findings -- 4.1 Intended identity. The self-positioning group -- 4.2 Received identity -- 4.3 Native speaker data -- 4.4 Learner data. receiving learner group -- 4.5 Effects of proficiency -- 4.5.1 Self-positioning learners' proficiency -- 4.5.2 Receiving learners' proficiency -- 4.6 Effects of study abroad -- 4.6.1 Self-positioning learners' cultural exposure -- 4.6.2 Receiving learners' cultural exposure -- 5. Discussion -- 6. Conclusion -- References -- Appendix -- Elicited apology -- Elicited birthday invitation -- Elicited request -- Getting over the hedge -- 1. Introduction -- 2. Previous studies -- 2.1 Learning Japanese during study abroad programs
2.2 Individual learners and their subjectivities -- 3. The five participants and earlier work -- 3.1 L2 Learners' priorities and outcomes (Iwasaki 2007) -- 3.2 L2 Learners' style shifting (Iwasaki 2010) -- 3.3 L2 Learners' personal accounts of desu/masu use (Iwasaki 2011b) -- 3.4 Other pragmatic devices: Fillers (Iwasaki 2011a) and hedges -- 4. Hedges in L2 language learning -- 4.1 Hedges -- 4.2 Hedges in L2 -- 4.3 Hedges in Japanese -- 5. Objectives and method of the study -- 5.1 Participants, instrument and procedures -- 5.2 Analysis -- 6. Findings -- 6.1 Frequency, repertoire, and interpersonal hedges -- 6.2 L1 Peers' ratings on sociability -- 6.3 Hedges frequently used by young speakers -- 6.4 Qualitative analyses: Social packaging -- 7. Discussion and conclusion -- References -- Identity and honorifics use in Korean study abroad -- 1. Introduction -- 2. Linguistic identity in study abroad -- 3. Korean honorifics: Contaymal and panmal -- 3.1 Contaymal -- 3.2 Panmal -- 4. Research design -- 4.1 Participants -- 4.2 Methods of data collection -- 5. Data analysis: Underlying honorific competence of participants -- 6. Data analysis: Case studies -- 6.1 Richard -- 6.2 Hiroki -- 6.3 Patrick -- 6.4 Daniel -- 7. Discussion and conclusion -- References -- Appendix -- A corpus-based study of vague language use by learners of Spanish in a study abroad context -- 1. Introduction -- 2. General extenders in Spanish and in study abroad -- 3. Research design -- 3.1 The Spanish Learner Language Oral Corpora (SPLLOC 1 & 2) -- 3.2 The participants -- 3.3 The tasks -- 4. Results -- 4.1 Frequency of GE use by task in SPLLOC 1 & SPLLOC 2 -- 4.2 Functions of GE used in SPLLOC 1 & SPLLOC 2 -- 4.3 GE use by individual learners in SPLLOC 1 & SPLLOC 2 -- 4.4 Focal learners -- 4.5 Ana (Learner 90 -- SPLLOC 1) -- 4.6 María (Learner 71 -- SPLLOC 1) -- 4.7 Isabel (Learner 72
SPLLOC 1) -- 4.8 José (Learner 83 -- SPLLOC 1) -- 5. Limitations of the study -- 6. Conclusion -- References -- Appendix 1 -- GEs in SPLLOC -- Appendix 2 -- Summary of tasks performed by learners in SPLLOC 1 -- Appendix 3 -- Summary of tasks performed by learners in SPLLOC 2 -- Afterword -- References -- Name index -- Subject index
This chapter seeks to demonstrate some of the potential contributions of a corpus-based approach to study abroad research. Drawing on the Spanish Learner Language Oral Corpora, the present analysis examines a set of vague expressions known as general extenders (GEs) (Overstreet 1999) utilized by undergraduate English L1 learners after a year abroad. Specifically, the analysis focuses on patterns emergent from the concordancing analysis of learner language production alongside four exploratory case studies of learners' motives and dispositions towards their study abroad experience. The discussion draws parallels between the corpus-derived types, frequencies and pragmatic functions of GEs, and individual learner access to everyday language use in various study abroad situations
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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
鏈接 Print version: Kinginger, Celeste Social and Cultural Aspects of Language Learning in Study Abroad Amsterdam : John Benjamins Publishing Company,c2013 9789027213150
主題 Second language acquisition.;Foreign study -- Social aspects.;Language and languages -- Study and teaching -- Foreign speakers.;Intercultural communication.;Language and culture
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