Language Learning and Study Abroad: A Critical Reading of Research

259 Pages·2009·0.82 MB·English

by  Celeste Kinginger

Language Learning and
Study Abroad
A Critical Reading of Research
Celeste Kinginger
Language Learning and Study Abroad
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Language Learning and
Study Abroad
A Critical Reading of Research
Celeste Kinginger
ThePennsylvaniaStateUniversity
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©CelesteKinginger2009
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Kinginger,Celeste,1959–
Languagelearningandstudyabroad:acriticalreadingofresearch/
CelesteKinginger.
p. cm.
Includesbibliographicalreferencesandindex.
ISBN978–0–230–54924–1(alk.paper)
1. Secondlanguageacquisition. 2. Languageandlanguages—
Studyandteaching—Foreignspeakers. 3. Foreignstudy.
4. Interculturalcommunication. I. Title.
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To Jon and Sam
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Contents
ListofTables viii
Acknowledgments ix
1 SituatingLanguageLearninginStudyAbroad 1
2 MeasuringLanguageAcquisition 29
3 DomainsofCommunicativeCompetence 69
4 CommunicativeSettingsforLanguageLearningAbroad 114
5 LanguageSocializationandIdentity 154
6 InterpretingResearchonLanguageLearningin
StudyAbroad 205
Notes 224
References 225
NameIndex 242
SubjectIndex 246
vii
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List of Tables
2.1 Assessmentofproficiencydevelopment 42
2.2 Assessmentoffluencydevelopment 50
2.3 Assessmentoflisteningcomprehension 59
2.4 Assessmentofreadingandwriting 62
3.1 Assessmentofgrammaticalcompetence 73
3.2 Researchonspeechacts 84
3.3 Studiesofdiscoursecompetence 92
3.4 Studiesofsociolinguisticcompetence 103
4.1 Researchoncommunicativesettingsforlanguage
learning 116
5.1 Researchonlanguagesocializationandidentity 157
viii
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Acknowledgments
I would like to thank my colleagues and students in the Department
of Applied Linguistics, the Department of French and Francophone
Studies, and the Center for Language Acquisition at the Pennsylvania
State University for their support of my research and for many inspir-
ing conversations about language learning. I am indebted to David
Block and to Aneta Pavlenko for their invaluable comments on the
manuscript. My thanks also go to Jill Lake, Priyanka Pathak, and
Melanie Blair at Palgrave/Macmillan for taking on this project and
seeing it to completion with expertise and humane professionalism.
The preparation of this book was partially supported by a grant of
sabbatical leave from the College of Liberal Arts at the Pennsylvania
State University and by a grant from the US Department of Education
(CFDA 84.229, P229A020010) to the Center for Advanced Language
Proficiency Education and Research (CALPER) at the Pennsylvania
State University. However, the contents do not necessarily represent
thepolicyoftheDepartmentofEducationandoneshouldnotassume
endorsementbytheFederalGovernment.
ix
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