Keywords

study abroad, language learning, social interactions

Abstract

For many years, researchers have assumed that studying abroad produces “fluent” speakers of a given language. However, in the past several decades, researchers have recognized that learners do not always avail themselves of opportunities to interact in the target language, and even when they do, success is not guaranteed. Scholars have begun to recognize that the quality of learners’ interactions during study abroad may be more important for ultimate language gains than the quantity of language use. This qualitative study documents the interactions of 82 students of Arabic studying in Amman, Jordan, as well as the factors that influenced the quality of their interactions, and the strategies they used to improve them. Data include surveys, weekly speaking journals, and interviews. Findings suggest that learners’ self-regulatory strategies as well as programme interventions can improve the SA experience.

Original Publication Citation

Bown, J., Dewey, D. P., & Belnap, R. K. (2015). Student interactions during study abroad in Jordan. In R.F. Mitchell, K. McManus, & N. T. Ventura (Eds.) Social interaction, identity and language learning during residence abroad: EURLOSLA Monograph Series 4 (pp. 199-222). Essex, UK. http://www.eurosla.org/monographs/EM04/Bown_etal.pdf

Document Type

Peer-Reviewed Article

Publication Date

2015

Publisher

Language Science Press

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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Linguistics Commons

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