This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.

中文翻译：

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短暂的海外学习经历后的第二语言阅读和词汇发展

这项研究探索了由于短暂（3周）的SA经历而导致的L2阅读和词汇的发展。鉴于有关“国外研究”（SA）研究的文献不断增加，本次调查试图对两个尚未充分研究的领域（例如L2阅读和词汇）有所了解，并且针对一群青少年（n = 52）进行了研究。尽管是SA项目中最常见的参与者之一，但常常被SA研究忽视。参加者是英语的西班牙语学习者（L2），接受了一项分班测试以确定他们的初始L2水平，阅读文本（从中计算流利度和理解力），Updated Vocabulary Level测试以测量他们的接受词汇知识，以及撰写论文以掌握词汇的准确性，流利程度，密度和精致度。结果表明，短暂的SA经历对于阅读流利度和理解力以及接受词汇的发展都是积极的。在生产性词汇技能方面，发现并不那么积极。最后，结果未能显示阅读能力与初始熟练程度和词汇水平之间的直接关系。