02530 am 22004933u 450 991028793490332120221206180413.03-96110-093-410.5281/zenodo.1300630(OCoLC)on1065536327(CKB)4100000006999968(ScCtBLL)5ba5fe51-347e-472c-b549-c9efc5002eae(oapen)https://directory.doabooks.org/handle/20.500.12854/34353(PPN)243711158(EXLCZ)99410000000699996820181014h20182018 fy 0engurm|#---|||||txtrdacontentcrdamediacrrdacarrierLearning context effects study abroad, formal instruction and international immersion classrooms /edited by Carmen Pérez Vidal, Sonia López-Serrano, Jennifer Ament, Dakota J. Thomas-WilhelmBerlinLanguage Science Press2018Berlin, Germany :Language Science Press,[2018]©20181 online resource (ix, 324 pages) PDF, digital file(s)EuroSLA studies ;1Print version: 9783961100958 Includes bibliographical references and indexes.This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF).Second language acquisitionLinguisticsSecond language acquisition.401.93Pérez Vidal Carmenedt1356742Pérez Vidal CarmenLópez-Serrano SoniaAment JenniferThomas-Wilhelm., Dakota J.ES-MaCSIBOOK9910287934903321Learning context effects3361617UNINA