Social and cultural aspects of language learning in study abroad [[electronic resource] /] / edited by Celeste Kinginger

• Record Nr.: UNINA9910463114903321
• Pubbl/distr/stampa: Amsterdam, : John Benjamins Publishing Company, 2013
• ISBN: 90-272-7183-6
• Descrizione fisica: 1 online resource (354 p.)
• Collana: Language Learning & Language Teaching, , 1569-9471 ; ; v. 37
• Altri autori (Persone): KingingerCeleste <1959->
• Disciplina: 418.0071
• Soggetti: Second language acquisition; Foreign study - Social aspects; Language and languages - Study and teaching - Foreign speakers; Intercultural communication; Language and culture; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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 study10. Conclusion; References; Self-regulatory strategies of foreign language learners; 1. Introduction; 2. Background; 3. A sociocultural theoretical perspective on self-regulationand 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 abroad6. 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 other4.6 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
• Sommario/riassunto: 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 discussi