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Author Name:    PEREZ-VIDAL, Carmen, (ed.)

Title:   Language Acquisition in Study Abroad and Formal Instruction Contexts . AILA Applied Linguistics Series.

Publisher:    John Benjamins Publishing Company, Amsterdam & Philadelphia, 2014, ISBN:9789027205315 

Seller ID:   106508

PÉREZ-VIDAL, Carmen, (ed.). Language Acquisition in Study Abroad and FormalInstruction Contexts. Amsterdam & Philadelphia : John Benjamins Publishing Company, (2014). Pp (4),[v]-vi,(4),[1]- 329,(1). Figures, tables in text. 8vo, blue hardcovers. No. 13 In the AILA Applied Linguistics Series. "This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educationallanguage program involving learner mobility. The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educationalconditions that appear to facilitate success in study abroad programs. "- from rear cover. 1. Contributions of study abroad research to our understanding of SLA processes and outcomes: The SALA Project, an appraisal (by Cristina Sanz). Part I. The SALA Project. 2. Study abroad and formal instruction contrasted: The SALA Project (by Carmen Pérez-Vidal); 3. The ‘ins and outs’ of a study abroad programme: The SALA exchange programme (by John Beattie). Part II. The SALA Project. 4. Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effects (by Maria Juan-Garau); 5. L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contact (by Margalida Valls-Ferrer and Joan C. Mora); 6. Phonological development in L2 speech production during study abroad programmes differing in length of stay (by Pilar Avello and Ann Rebecca Lara); 7. The role of onset level on L2 perceptual phonological development after formal instruction and study abroad(by Joan C. Mora); 8. Listening performance and onset level in formal inst ruction and study abroad (by John Beattie, Margalida Valls-Ferrer and Carmen Pérez-Vidal); 9. Comparing progress in academic writing after formal instruction and study abroad (by Carmen Pérez-Vidal and Elisa Barquin); 10. English L2 learners’ lexico-grammatical and motivational development at home and abroad (by Maria Juan-Garau, Juana Salazar-Noguera and José Igor Prieto-Arranz); 11. A longitudinal study of learners’ motivation and beliefs in athome and study abroad contexts (by Mireia Trenchs-Parera and Maria Juan-Ga rau); 12. Contrasting intercultural awareness at home and abroad (by Elena Merino and Pilar Avello). Part III. The SALA Project and Beyond. 13. Research on language development during study abroad (by Robert M. DeKeyser). With index. Fine, as new. 80.00


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