Hostname: page-component-6766d58669-zlvph Total loading time: 0 Render date: 2026-05-24T17:00:43.262Z Has data issue: false hasContentIssue false
  • English
  • Français

LEARNING CONTEXT AND ITS EFFECTS ON SECOND LANGUAGE ACQUISITION: Introduction

Published online by Cambridge University Press:  23 April 2004

Joseph Collentine  and
Barbara F. Freed
Joseph Collentine
Affiliation:
Northern Arizona University
Barbara F. Freed
Affiliation:
Carnegie Mellon University
Get access Rights & Permissions [Opens in a new window]

Extract

Thirty years ago, Dell Hymes (1972) observed that knowing what goes on outside the school setting is necessary to understanding what goes on inside. He noted further that “the key to understanding language in context is to start not with language but with context … [and then to] systematically relate the two” (pp. xix–lvii). Recently, the importance of learning context has stirred debate within SLA circles, and two coexisting lines of research have contributed to the overall picture that researchers and pedagogues have on SLA. On the one hand, scholars such as Long (1997) contended that it is important to provide an understanding of the acquisition process in psycholinguistic terms relatively independent of external factors (e.g., sociolinguistic variables or the particular methodology employed in a classroom). Researchers such as Firth and Wagner (1997) contended that the best predictive models of SLA consider the interaction of social activity and psycholinguistic elements.

Information

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 26 , Issue 2 , June 2004 , pp. 153 - 171
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525–545.Google Scholar
Batstone, R. (2002). Contexts of engagement: A discourse perspective on “intake” and “pushed output.” System, 30, 1–14.Google Scholar
Brecht, R., Davidson, D., & Ginsberg, R. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37–66). Amsterdam: Benjamins.
Brecht, R., & Robinson, J. (1995). On the value of formal instruction in study abroad: Student reactions in context. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 317–334). Amsterdam: Benjamins.
Broner, M. (2000). Impact of interlocutor and task on first and second language use in a Spanish immersion program. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
Burr, V. (1995). An introduction to social constructionism. London: Routledge.
Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52, 401–438.Google Scholar
Chaudron, C. (2001). Progress in language classroom research: Evidence from The Modern Language Journal, 1916–2000. Modern Language Journal, 85, 57–76.Google Scholar
Crookes, G. (1997). SLA and language pedagogy: A socioeducational perspective. Studies in Second Language Acquisition, 19, 93–116.Google Scholar
DeKeyser, R. (1986). From learning to acquisition? Foreign language development in a U.S. classroom and during a semester abroad. Unpublished doctoral dissertation, Stanford University, CA.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. F. Freed (Ed.), Foreign language acquisition: Research and the classroom (pp. 104–119). Lexington, MA: D. C. Heath.
DeKeyser, R., & Sokalski, K. J. (1996). The differential role of comprehension and production practice. Language Learning, 46, 613–642.Google Scholar
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. New York: Cambridge University Press.
Ellis, R. (1994). Second language acquisition. Oxford: Oxford University Press.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285–300.Google Scholar
Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28, 323–351.Google Scholar
Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605–628.Google Scholar
Freed, B. F. (1995a). Language learning and study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 3–33). Amsterdam: Benjamins.
Freed, B. F. (1995b). What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123–148). Amsterdam: Benjamins.
Freed, B. F. (1998). An overview of issues and research in language learning in a study abroad setting. Frontiers, 4, 31–60.Google Scholar
Gee, J. P. (1992). The social mind. London: Bergin & Garvey.
Golonka, E. (2000). Identification of salient linguistic and metalinguistic variables in the prediction of oral proficiency gain at the advanced-level threshold among adult learners of Russian. Unpublished doctoral dissertation, Bryn Mawr College, PA.
Guntermann, G. (1995). The Peace Corps experience: Language learning in training and in the field. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 149–170). Amsterdam: Benjamins.
Hoffman-Hicks, S. (1999). The longitudinal development of French foreign language pragmatic competence: Evidence from study abroad participants. Unpublished doctoral dissertation, Indiana University, Bloomington.
Hymes, D. (1962). The ethnography of speaking. In T. Gladwin (Ed.), Anthropology and human behavior (pp. 15–53). Washington, DC: W. C. Sturtevan.
Hymes, D. (1972). Reinventing anthropology. New York: Random House.
Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.
Isabelli, C. (2000). Motivation and extended interaction in the study abroad context: Factors in the development of Spanish language accuracy and communication skills. Unpublished doctoral dissertation, University of Texas, Austin.
Johnson, R. K., & Swain, M. (Eds.). (1997). Immersion education: International perspectives. New York: Cambridge University Press.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (2000). Social discursive constructions of self in L2 learning. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 133–153). Oxford: Oxford University Press.
Lafford, B. (1995). Getting into, through, and out of a survival situation: A comparison of communicative strategies used by students studying Spanish abroad and “at home.” In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 97–121). Amsterdam: Benjamins.
Lantolf, J. P. (1994). Sociocultural theory and second language learning: Introduction to the special issue. Modern Language Journal, 78, 418–420.Google Scholar
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lantolf, J. P., & Appel, G. (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex.
Lightbown, P., & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429–448.Google Scholar
Liskin-Gasparro, J. (1998). Linguistic development in an immersion context: How advanced learners of Spanish perceive SLA. Modern Language Journal, 82, 159–175.Google Scholar
Long, M. (1997). Construct validity in SLA research: A response to Firth and Wagner. Modern Language Journal, 81, 318–323.Google Scholar
Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–56.Google Scholar
Long, M., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82, 357–371.Google Scholar
Marriot, H. (1995). Acquisition of politeness patterns by exchange students in Japan. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 197–224). Amsterdam: Benjamins.
Miller, L., & Ginsberg, R. (1995). Folklinguistic theories of language learning. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 293–316). Amsterdam: Benjamins.
Milleret, M. (1990, August). Assessing the gain in oral proficiency from summer foreign study. Paper presented at the summer meeting of American Association of Teachers of Spanish and Portuguese, Miami, FL.
Milton, J., & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. Review of Applied Linguistics, 107–108, 17–34.Google Scholar
Norris, J. M., & Ortega, L. (2001). Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, 157–213.Google Scholar
O'Connor, N. (1988, December). Oral proficiency testing of junior year abroad: Implications for the undergraduate curriculum. Paper presented at the annual meeting of the Modern Language Association, New Orleans, LA.
Paige, M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (2002). Culture learning in language education: A review of the literature. Retrieved December 6, 2003, from the University of Minnesota, Center for Advanced Research on Language Acquisition, web site: http://carla.acad.umn.edu/IS-litreview/litreview.html.
Perdue, C. (1993). Adult language acquisition: Crosslinguistic perspectives: Vol. 2. The results. New York: Cambridge University Press.
Polanyi, L. (1995). Language learning and living abroad: Stories from the field. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 271–292). Amsterdam: Benjamins.
Regan, V. (1995). The acquisition of sociolinguistic native speech norms: Effects of a year abroad on second language learners of French. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 245–268). Amsterdam: Benjamins.
Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27–68.Google Scholar
Rodríguez, S. (2001). The perception of requests in Spanish by instructed learners of Spanish in the second- and foreign-language contexts: A longitudinal study of acquisition patterns. Unpublished doctoral dissertation, Indiana University, Bloomington.
Schell, K. (2000). Functional categories and the acquisition of aspect in L2 Spanish: A longitudinal study. Unpublished doctoral dissertation, University of Washington, Seattle.
Schmidt, R. W., & Frota, S. N. (1986). Developing basic conversational ability in the second language: A case study of an adult learner of Portuguese. In R. R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237–320). Rowley, MA: Newbury House.
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 225–244). Amsterdam: Benjamins.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Talburt, S., & Stewart, M. (1999). What's the subject of study abroad? Race, gender, and “living culture.” Modern Language Journal, 83, 163–175.Google Scholar
Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79, 166–178.Google Scholar
VanPatten, B. (1996). Input processing and grammar instruction. Norwood, NJ: Ablex.
Veguez, R. (1984, April). The oral proficiency interview and the junior year abroad: Some unexpected results. Paper presented at the Northeast Conference on the Teaching of Foreign Language, New York.
Wilkinson, S. (1995). Foreign language conversation and the study abroad transition: A case study. Unpublished doctoral dissertation, The Pennsylvania State University, University Park.
Wilkinson, S. (1998). On the nature of immersion during study abroad: Some participant perspectives. Frontiers, 4, 61–80.Google Scholar
Williams, J., & Evans, J. (1998). What kind of focus and on which forms? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139–155). New York: Cambridge University Press.