Evolving Threads in Study Abroad Research

ETON CHURCHILL and MARGARET A. DUFON

Introduction

For the second language acquisition (SLA) researcher, there are perhaps few contexts as potentially rich and complex as study abroad. On the one hand, concentrated time enjoyed by learners in the host context would appear to facilitate significant linguistic gains. On the other hand, pre-departure individual differences interact in complex ways and are affected by the study abroad context, itself conditioned by cultural norms and factors related to program design. Adding to these dynamics, patterns of acquisition of skills and specific forms are far from linear and have proven difficult to consistently record based on pre–post tests. Given these interactions, it is not surprising that within-group differences are just as frequently reported as between-group differences and that these findings are supported by accounts in qualitative studies (see Coleman, 1995, 1996, 1997, 1998; Freed, 1995a, 1998 for overviews; Huebner 1995b, 1998; Pellegrino, 1998 for discussions of research methods; and Regan, 1998; Pellegrino, 1998 respectively for reviews concentrating on sociolinguistics and conditions of learning experienced by the SA student).

In the present chapter, drawing primarily from studies published subsequent to the reviews cited above, we will focus on what is learned, how individual differences interact with proficiency gains, and how cultural and program related factors shape opportunities for contact with native speakers. We begin with the literature on gains in linguistic skills and then turn our attention to the area of pragmatics. We then address the research on individual differences concentrating on motivation, learning strategies and anxiety. Finally, we focus on the dynamics of language learning highlighting learner involvement in the host context, and on how engagement with native speakers can be enhanced or mitigated by cultural norms and program design. Thus, we hope to delineate what is known regarding the formal aspects of acquisition in the SA context while drawing reader attention to the social conditions in which this learning takes place. Concurrently, we intend to introduce potential directions for future research.

Acquisition of Linguistic Abilities

Reflecting the predominant interest in SLA, the bulk of study abroad research has focused on what is acquired (e.g. forms and skills) by the learner. The majority of these studies have concentrated on gains in specific skills in individual programs. However, returning to an earlier approach taken by DeKeyser (1986) and Lafford (1995), the research agenda has recently expanded to include studies comparing gains in SA contexts with those attained in domestic programs (Bradley, 2003; Collentine, 2004; Dewey, 2004a, 2004b; Díaz-Campos, 2004; Freed et al., 2004; Hoffman-Hicks, 2000; Howard, 2001; Matsumura, 2001; Rodriguez, 2002; Segalowitz & Freed, 2004; Stevens, 2001; Torres, 2003). In the discussion below, we outline the acquisition of linguistic abilities in terms of literacy, listening, speaking (oral proficiency, fluency and pronunciation) and grammar. In each section, we first address the results from single program studies and then review the comparative studies.

Literacy

Relatively few studies of language learners within SA contexts have focused on the acquisition of literacy skills, reflecting a bias in programs themselves and in expectations for gains in the aural/oral skills. To wit, Allen (2002) found that students preferred to obtain information by talking to others (either NSs of their L1 or the L2) rather than by reading or listening to the radio. Although the emphasis has been on oral rather than written language, evidence from both quantitative and qualitative studies suggests that the area of literacy merits more attention.

Researchers have taken different methodological approaches depending on their view of literacy. Some, such as Fraser (2002), who compared the ability of learners to match anaphora and cataphora to their referents, have taken a skills-based approach. Meanwhile, Dewey (2004a, 2004b) used both quantitative (vocabulary tests) and qualitative measures to examine increased word knowledge, improved comprehension, reading processes, habits, strategies and learner perceptions. Elsewhere, Kline (1998) investigated how learners' literacy-related identities affected literacy behaviors and text-related interaction over time.

Despite the varied methodologies employed, the consistent finding is that SA learners develop their reading skills (Dewey, 2004a, 2004b; Fraser, 2002; Waldbaum, 1997) and literacy (Kline, 1998). For example, Dewey (2004a) reported that his American learners of Japanese became stronger in vocabulary recognition and text comprehension, and developed more confidence in their reading ability. This seemed to be due to the frequency and range of experiences in interacting with text in a naturalistic environment, a claim qualitatively supported by other studies (see Churchill, 2003a: 286–289; Huebner, 1995b: 185; Wilkinson, 1995). Adding further evidence to Dewey's observations on reader confidence, Kline reported that over the course of a year in France, students gained greater independence in reading texts, learned to look for a 'deeper meaning' and began to discuss reading material with their host families. Meanwhile in terms of specific reading skills, learners of German typically advanced in their ability to match anaphora and cataphora to their referents, though the amount of gain depended on preprogram levels and effort expended.

Of these studies, Dewey (2004a, 2004b) is the only one to have compared SA students with those studying at home. SA learners in Japan gained greater confidence than the intensive at-home (AH) group; yet despite increased confidence, there were no significant...