Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-12-03T14:31:14.889Z Has data issue: false hasContentIssue false
  • English
  • Français

THE LANGUAGE CONTACT PROFILE

Published online by Cambridge University Press:  23 April 2004

Barbara F. Freed ,
Dan P. Dewey ,
Norman Segalowitz  and
Randall Halter
Barbara F. Freed
Affiliation:
Carnegie Mellon University
Dan P. Dewey
Affiliation:
University of Pittsburgh
Norman Segalowitz
Affiliation:
Concordia University
Randall Halter
Affiliation:
Concordia University
Get access Rights & Permissions [Opens in a new window]

Extract

Efforts to gather data of various sorts—demographics, language-learning history, contact with native speakers, use of the language in the field—as they relate to participants in SLA research studies are inherent to understanding more about language acquisition and use. Scholars frequently develop questionnaires of their own, which are rarely shared widely in the profession. Consequently, much time and effort is invested in reinventing the process of gathering the types of data that are commonly needed.This research was funded in part by a grant to Barbara F. Freed from the Council for International Educational Exchange (New York), in part by a grant from the Natural Sciences and Engineering Research Council of Canada to Norman Segalowitz, and in part by a grant from the Dean's Office, Faculty of Arts and Science, at Concordia University to Segalowitz.

Type
Research Article
Information
Studies in Second Language Acquisition , Volume 26 , Issue 2 , June 2004 , pp. 349 - 356
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bialystok, E. (1978). Language skills and the learners: The classroom perspective. In C. Blatchford & J. Schachter (Eds.), On TESOL '78 (pp. 224–231). Washington, DC: TESOL.
Day, R. (1985). The use of the target language in context and second language proficiency. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 69–95). Rowley, MA: Newbury House.
Dewey, D. (2002). The effects of study context and environment on the acquisition of reading by students of Japanese as a second language during study-abroad and intensive domestic immersion. Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.
Freed, B. F. (1990). Language learning in a study abroad context: The effects of interactive and noninteractive out-of-class contact on grammatical achievement and oral proficiency. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics: Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research (pp. 459–477). Washington, DC: Georgetown University Press.
Freed, B. F. (1995). What makes us think that students who study abroad become fluent? In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123–148). Amsterdam: Benjamins.
Kohro, Y. (2001). A pilot study of the linguistic impact of study abroad experiences on the writing of Japanese college ESL learners in America. JACET [The Japan Association of College English Teachers] Bulletin, 33, 57–72.Google Scholar
Mendelson, V. (in preparation). Spain or bust: Assessment and student perceptions out-of-class contact and oral proficiency in a study abroad context. Unpublished doctoral dissertation, University of Massachusetts, Amherst.
Paige, R. M., Cohen, A., Kappler, B., Chi, J., & Lassegard, J. (2002). Maximizing study abroad. Minneapolis: University of Minnesota Press.
Seliger, H. (1977). Does practice make perfect? A study of interaction patterns and L2 competence. Language Learning, 27, 263–278.CrossRefGoogle Scholar
Spada, N. (1986). The interaction between types of contact and types of instruction: Some effects on the second language proficiency of adult learners. Studies in Second Language Acquisition, 8, 181–199.CrossRefGoogle Scholar