An exploratory study of the role of age and language learning aptitude in a short stay abroad

  1. Raquel Serrano
  2. Àngels Llanes
Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2015

Número: 12

Páginas: 107-126

Tipo: Artículo

DIALNET GOOGLE SCHOLAR

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

El objetivo de este estudio es analizar el efecto de la edad y la aptitud en el aprendizaje de inglés como lengua extranjera por un grupo de estudiantes bilingües castellano/catalán que pasaron tres semanas en el Reino Unido. Los participantes incluyen 39 aprendientes de edades comprendidas entre los 12 y los 17 años. Para medir la aptitud se adoptó un test de vocabulario que examina el aprendizaje memorístico (LLAMA B, Meara, 2005). El progreso lingüístico se examinó a través de un test de gramática y otro de fórmulas hechas en inglés. Los resultados indican que los participantes progresaron significativamente después de una estancia de tressemanas en el extranjero. Además, tanto la edad como la aptitud tuvieron un impacto significativo en el progreso lingüístico: los aprendientes más mayores obtuvieron mejor resultado que los más jóvenes en las dos tareas, y los participantes con un mayor grado de aptitud obtuvieron mejores puntuaciones que los que tenían menos aptitud en el test de fórmulas. Sin embargo, no se observaron interacciones entre progreso lingüístico y edad o aptitud.

Referencias bibliográficas

  • Allen, H.W. 2010. “Language-learning motivation during short-term study abroad: An activity theory perspective”. Foreign Language Annals 43: 27-49.
  • Amuzie, G., and P. Winke. 2009. “Changes in language learning beliefs as a result of study abroad”. System, 37,: 366-379.
  • Brecht, R. D., D. Davidson, and R.B. Ginsberg. 1993. “Predictors of foreign language gain during study abroad”. NFLC Occasional Articles. Washington, DC: National Foreign Language Center.
  • Carroll, J. B. 1962. “The prediction of success in intensive foreign language training”. In R. Glaser (ed) 1962 Training research and education. Pittsburgh, PA: University of Pittsburgh Press.
  • ___. 1967. “Foreign language proficiency levels attained by language majors near graduation from college”. Foreign Language Annals,, 1: 131-151.
  • Carroll, J. B. and S. Sapon. 1959. Modern Language Aptitude Test (MLAT): Manual. San Antonio, TX: Psychological Corporation.
  • Collentine, J. 2009. “Study abroad research: Findings, implications and future directions”. In C. Doughty and M. Long (eds) 2009 Handbook of language teaching. Malden, MA: Blackwell.
  • de Graaf, R. 1997. “The eXperanto experiment: Effects of explicit instruction on second language acquisition”. Studies in Second Language Acquisition, 19: 249-297.
  • DeKeyser, R. M. 1991. “Foreign language development during a semester abroad”. In B. F. Freed (ed.) 1991 Foreign language acquisition research and the classroom. Lexington, Mass.: D. C. Heath.
  • DeKeyser, R. M. 2003. “Implicit and explicit learning”. In C. Doughty & M. H. Long (eds) 2003 The handbook of second language acquisition. Oxford: Blackwell Publishing.
  • DeKeyser, R. M. 2012. “Aptitude”. In P. Robinson (eds) Routledge encyclopedia of second language acquisition. London: Routledge.
  • Dewey, D. 2008. “Japanese vocabulary acquisition by learners in three contexts”. Frontiers: The Interdisciplinary Journal of Study Abroad, 15: 127-148.
  • Doughty, C. J., S.G. Campbell., M.A. Mislevy, M.F. Bunting, A.R. Bowles, and J.T. Koeth. 2010. “Predicting near-native ability: The factor structure and reliability of Hi-LAB”. In Matthew T. Prior et al. (eds.) 2010 Selected Proceedings of the 2008 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project.
  • Evans, M., and L. Fisher. 2005. “Measuring gains in pupils’ foreign language competence as a result of participation in a school exchange visit: The case of Y9 pupils at three comprehensive schools in the UK”. Language Teaching Research, 9: 173-192.
  • Foster, P. 2009. “Lexical diversity and native-like selection: The bonus of studying abroad”. In B. Richards, M. Daller, D. Malvern, P. Meara, J. Milton, and J. TreffersDaller (eds.), Vocabulary studies in first and second language acquisition. Hampshire: Palgrave Macmillan.
  • Freed, B. 1995. “What makes us think that students who study abroad become fluent?” In B. Freed (ed) 1995 Second language acquisition in a study abroad context. Amsterdam: John Benjamins Publishing Company.
  • Freed, B., N. Segalowitz, and D. Dewey. 2004. “Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programmes”. Studies in Second Language Acquisition, 26: 275-301.
  • Gao, X. 2006. “Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural reinterpretation”. System, 3: 55-67.
  • Harley, B., and D. Hart. 1997. “Language aptitude and second language proficiency in classroom learners of different starting ages”. Studies in Second Language Acquisition, 19: 379–400.
  • Harley, B., and D. Hart. 2002. “Age, aptitude, and second language learning on a bilingual exchange”. In P. Robinson (ed) 2002 Individual differences and instructed language learning. Amsterdam: John Benjamins Publishing Company.
  • Howard, M. 2001. “The effects of study abroad on the L2 learner’s structural skills: Evidence from advanced learners of French”. Eurosla Yearbook, 1: 123-141.
  • Ife, A., G. Vives, and P. Meara. 2000. “The impact of study abroad on the vocabulary development of different proficiency groups”. Spanish Applied Linguistics, 4: 55-84.
  • Kinginger, C. 2009. Language learning and Study Abroad: A critical reading of research. Basingstoke: Palgrave Macmillan.
  • Krashen, S. D. 1981. “Aptitude and attitude in relation to second language acquisition and learning”. In K. C. Diller (ed) 1981 Individual differences and universals in language learning aptitude. Rowley, Mass.: Newbury House.
  • Lennon, P. 1990. “Investigating fluency in EFL: A quantitative approach”. Language Learning, 40: 387-417.
  • Llanes, À. 2010. Children and adults learning English in a study abroad context. Unpublished Ph.D. dissertation. Department of English Studies, Universitat de Barcelona.
  • Llanes, À. 2011. “The many faces of Study Abroad: An update on the research on L2 gains emerged during a Study Abroad experience”. International Journal of Multilingualism, 3: 189-215.
  • Llanes, À., and C. Muñoz. 2009. “A short stay abroad: Does it make a difference?” System, 37: 353-365.
  • Llanes, À. and C. Muñoz. 2013. “Age effects in a study abroad context: Children and adults studying abroad and at home”. Language Learning, 63: 63-90.
  • Llanes, À., E. Tragant, and R. Serrano. 2012. “The role of individual differences in a study abroad experience: The case of Erasmus students”. International Journal of Multilingualism, 9: 318-342.
  • Martinsen, R. A. 2010. “Short-term study abroad: Predicting changes in oral skills”. Foreign Language Annals, 43: 504-530.
  • Meara, P. 2005. LLAMA: language aptitude tests: The manual. Swansea, UK: Lognostics.
  • Mendelson, V. 2004. “Hindsight is 20/20´ student perceptions of language learning and the study abroad experience" . The interdisciplinary Journal of Study Abroad, X: 43-63.
  • Muñoz, C. and À. Llanes. 2014. “Study abroad and changes in degree of foreign accent in children and adults”. Modern Language Journal, 98, 1: 432-449.
  • Nattinger, J. R., and J.S. DeCarrico. 1992. Lexical phrases and language teaching. Oxford: Oxford University Press.
  • O’Brien, I., N. Segalowitz, B. Freed, and J. Collentine. 2007. “Phonological memory predicts second language oral fluency gains in adults”. Studies in Second Language Acquisition, 29: 557-581.
  • Pawley, A., and F. H. Syder. 1983. “Two puzzles for linguistic theory: nativelike selection and nativelike fluency”. In J. C. Richards and R. W. Schmidt (eds) 1983 Language and communication. London: Longman.
  • Reves, T. 1983. What makes good language learners? Unpublished Ph.D. dissertation. Hebrew University of Jerusalem.
  • Robinson, P. 1995. “Aptitude, awareness, and the fundamental similarity of implicit and explicit second language acquisition”. In R. Schmidt (ed) 1995 Attention and awareness in foreign language learning. Manoa, HI: Second Language Teaching & Curriculum Center.
  • Robinson, P. 2005. “Aptitude in second language acquisition”. Annual Review of Applied Linguistics, 25: 46-73.
  • Ross, S., N. Yoshinaga, and M. Sasaki. 2002. “Aptitude-exposure interaction effects on Wh-movement violation detection by preand post-critical period Japanese bilinguals”. In P. Robinson (ed) 2002 Individual differences and instructed language learning. Amsterdam/Philadelphia: John Benjamins Publishing company.
  • Segalowitz, N., and B. Freed. 2004. “Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts”. Studies in Second Language Acquisition, 26: 173-199.
  • Serrano, R., E. Tragant, and À. Llanes. 2012. “A longitudinal analysis of the effects of one year abroad”. Canadian Modern Language Review, 68: 138-163.
  • Skehan, P. 1989. Individual differences in second language learning. London: Edward Arnold.
  • Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.
  • Skehan, P. 2002. “Theorizing and updating aptitude”. In P. Robinson (ed) 2002 Individual differences and instructed language learning. Amsterdam: John Benjamins Publishing Company.
  • Sternberg, R. J. 2002. “The theory of successful intelligence and its implications for language-aptitude testing”. In P. Robinson (ed) 2002 Individual differences and instructed language learning. Amsterdam: John Benjamins Publishing Company.
  • Sunderman, G., and J. Kroll. 2009. “When study-abroad experience fails to deliver: The internal resources threshold effect”. Applied Psycolinguistics, 30: 79-99.
  • Taguchi, N. 2008. “Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context”. Language Learning, 58: 33-71.
  • Tragant, E. 2012. Change or stability in learners’ perceptions. In C. Muñoz (ed) 2012 Intensive exposure experiences in second language learning. Clevedon, UK: Multilingual Matters.
  • Wesche, M. 1981. “Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems”. In K. C. Diller (ed) 1981 Individual differences and universals in language aptitude. Rowley, Mass.: Newbury House.
  • Yager, K. 1998. “Learning Spanish in Mexico: The effect of informal contact and student attitudes on language gain”. Hispania, 81: 898-913.
  • Zobl, H. 1992. “Sources of linguistic knowledge and uniformity of nonnative performance”. Studies in Second Language Acquisition, 14: 387-403.
Fuente de los datos: Dialnet