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    Wyświetlanie 1-2 z 2
    Tytuł:
    Catalan Law and Business Students in Italy
    Autorzy:
    Martin-Rubió, Xavier
    Diert-Boté, Irati
    Powiązania:
    https://bibliotekanauki.pl/articles/2053530.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    fluency
    accuracy
    stay abroad
    additional language learning
    englishisation
    ELF
    Opis:
    The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 35-52
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and At-Home Students
    Autorzy:
    Ożańska-Ponikwia, Katarzyna
    Carlet, Angélica
    Pujol Valls, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783240.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    L2 gains
    stay abroad
    Erasmus mobility
    personality
    attitudes
    satisfaction
    Opis:
    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.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 73-92
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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