dc.contributor.author | Ożańska-Ponikwia, Katarzyna | |
dc.contributor.author | Carlet, Angélica | |
dc.contributor.author | Pujol Valls, Maria | |
dc.date.accessioned | 2020-06-07T14:52:41Z | |
dc.date.available | 2020-06-07T14:52:41Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Ożańska-Ponikwia, Katarzyna; Carlet, Angélica; Pujol Valls, Maria. L2 gain or L2 Pain? A comparative case study of the target language development among Erasmus+ mobility students and at-home students. Theory and Practice of Second Language Acquisition, 2019, 5(1), p. 73-92. Disponible en: <https://www.journals.us.edu.pl/index.php/TAPSLA/article/view/7404>. Fecha de acceso: 7 jun. 2020. DOI: 10.31261/TAPSLA.2019.05.05. | ca |
dc.identifier.issn | 2450-5455 | ca |
dc.identifier.uri | http://hdl.handle.net/20.500.12328/1570 | |
dc.description.abstract | The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (cf. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting. | ca |
dc.format.extent | 20 | ca |
dc.language.iso | eng | ca |
dc.publisher | Uniwersytet Śląski w Katowicach | ca |
dc.relation.ispartof | Theory and Practice of Second Language Acquisition | ca |
dc.relation.ispartofseries | 5;1 | |
dc.rights | The Copyright Holders of the submitted text are the Author and the Journal. The Reader is granted the rights to use the material available in the TAPSLA websites and pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). Any commercial use requires separate written agreement with the Author and a proper credit line indicating the source of the original publication in TAPSLA. | ca |
dc.subject.other | Educació internacional | ca |
dc.subject.other | Estudiants -- Intercanvi | ca |
dc.subject.other | Viatges d'estudis | ca |
dc.subject.other | Llengua i ensenyament | ca |
dc.subject.other | Educación internacional | |
dc.subject.other | Estudiantes -- Intercambio | |
dc.subject.other | Viajes de estudio | |
dc.subject.other | Lenguaje y educación | |
dc.subject.other | International education | |
dc.subject.other | Exchange of students | |
dc.subject.other | Study trips | |
dc.subject.other | Language and teaching | |
dc.title | L2 gain or L2 Pain? A comparative case study of the target language development among Erasmus+ mobility students and at-home students | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.description.version | info:eu-repo/semantics/acceptedVersion | ca |
dc.embargo.terms | cap | ca |
dc.identifier.doi | https://dx.doi.org/10.31261/TAPSLA.2019.05.05 | ca |