Book contents
- Practice in Second Language Learning
- Practice in Second Language Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Introduction
- Part I Theoretical Perspectives
- Part II Receptive Practice
- Part III Productive Practice
- 6 Using Computer-assisted Language Learning (CALL) Tools to Enhance Output Practice
- 7 Practising Online with Your Peers: The Role of Text Chat for Second Language Development
- 8 Language Practice and Study Abroad
- 9 How Does Collaborative Practice Facilitate Learning? Processes Involved in a Wiki-mediated Collaborative Writing Task
- 10 Conclusion
- Index
- References
8 - Language Practice and Study Abroad
from Part III - Productive Practice
Published online by Cambridge University Press: 27 February 2018
Edited by
Book contents
- Practice in Second Language Learning
- Practice in Second Language Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Introduction
- Part I Theoretical Perspectives
- Part II Receptive Practice
- Part III Productive Practice
- 6 Using Computer-assisted Language Learning (CALL) Tools to Enhance Output Practice
- 7 Practising Online with Your Peers: The Role of Text Chat for Second Language Development
- 8 Language Practice and Study Abroad
- 9 How Does Collaborative Practice Facilitate Learning? Processes Involved in a Wiki-mediated Collaborative Writing Task
- 10 Conclusion
- Index
- References
Summary
The present study measures the impact that pragmatic intervention has when students are exposed to targeted language practice during a six-week study abroad program . The intervention had three goals. First, the researcher drew learners’ attention to language use and context.. Second, the intervention aimed at making students aware of the pragmatic norms of the target culture.The third and final goal was to afford the participants opportunities to engage in what DeKeyser (2007) and others argue are five critical aspects of language practice during study abroad: input, output, interaction, guided reflection, and targeted feedback. Results indicated that over time all six students increased their use of target-like request strategies and that the students became more aware of appropriate target-like request behavior as a result of the language practice. Students also attributed their pragmatic development to three additional sources: interactions with host families and other native speakers, their participation in service encounter exchanges, and the targeted feedback given to them by the researcher. The results suggest that exposure to targeted language practice prior to and during study abroad can facilitate pragmatic learning and contribute to a more successful study abroad experience.
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- Practice in Second Language Learning , pp. 197 - 227Publisher: Cambridge University PressPrint publication year: 2018
References
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