ABSTRACT

The number of students embarking on a study abroad experience continues to grow steadily. A new setting for study abroad in English has developed recently where students may be studying in an environment where English is used as a lingua franca but is not an official language of the country. This setting is referred to as English as a lingua franca study abroad or ELFSA (Köylü 2016 Köylü, Z. 2016. The Influence of Context on L2 Development: The Case of Turkish Undergraduates at Home and Abroad. Unpublished doctoral dissertation, University of South Florida, USA. [Google Scholar]). The present study explores the outcomes that may arise from participating in an ELFSA programme and it compares the merits of this type of context to those arising from traditional, anglophone settings. Using a written task and a proficiency test, the L2 gains of 48 Catalan/Spanish undergraduates, learners of English as an L2, were investigated before and after their international stay in either an anglophone country (n = 29) or a non-Anglophone (n = 19) one. Results show that students improved on the four measures investigated and no differences were found between the groups in terms of their L2 gains.

摘要

开始出国留学的学生人数继续稳步增长。最近出现了一种新的英语出国留学环境，学生可能会在英语被用作通用语但不是该国官方语言的环境中学习。这种设置被称为英语作为通用语言的出国留学或 ELFSA (Köylü 2016 Köylü, Z. 2016 年。语境对二语发展的影响：以国内外土耳其本科生为例。未发表的博士论文，美国南佛罗里达大学。 [谷歌学术]）。本研究探讨了参与 ELFSA 计划可能产生的结果，并将此类背景的优点与传统的英语环境产生的优点进行了比较。使用书面任务和能力测试，调查了 48 名加泰罗尼亚语/西班牙裔本科生，英语作为 L2 的学习者，在他们在英语国家（n = 29）或非英语国家（n = 29）国际逗留前后的 L2增益 。n = 19) 一。结果表明，学生在所调查的四项措施上有所进步，并且在他们的 L2 增益方面没有发现各组之间的差异。