Keywords

fluency gains across learning contexts, intensive immersion vs. study abroad outcomes, out-of-class language use and oral fluidity

Abstract

We compared the acquisition of various dimensions of fluency by 28 students of French studying in three different learning contexts: formal language classrooms in an at home (AH) institution, an intensive summer immersion (IM) program, and a study abroad (SA) setting. For the purpose of oral data collection, students participated in oral interviews (similar to the Oral Proficiency Interview) at the beginning and the end of the semester and provided information regarding language use and interactions. Analyses included comparisons of gain scores as a function of the learning context and as a function of the time reported using French outside of class. The main findings that reached statistical significance include: (a) The IM group made significant gains in oral performance in terms of the total number of words spoken, in length of the longest turn, in rate of speech, and in speech fluidity based on a composite of fluidity measures. When compared to the AH group, the SA group made statistically significant gains only in terms of speech fluidity but fewer gains than the IM group. The AH group made no significant gains. (b) The IM students reported that they spoke and wrote French significantly more hours per week than the other two groups. The SA group reported using English more than French (although the difference was not statistically significant) and reported using significantly more English in out-of-class activities than the IM group. (c) Multiple regression analyses revealed that reported hours per week spent writing outside of class was significantly associated with oral fluidity gains.

Original Publication Citation

Freed, B.F., Segalowitz, N., & Dewey. D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275-301. https://doi.org/10.1017/S0272263104262064

Document Type

Peer-Reviewed Article

Publication Date

2004

Publisher

Studies in Second Language Acquisition

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Full Professor

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Linguistics Commons

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