Abstract: Enhancing Opportunities for international learning experience in French (original) (raw)
Related papers
French Learners’ Opinion About the Effect of Study Abroad Experience on Language Learning
Mediterranean Journal of Social & Behavioral Research, 2019
According to the majority of learners and educators, the best way to learn a second language is to live in a country where this language is spoken. To become proficient in a second language, study abroad is admitted as 'sine qua non'. Several studies demonstrated the positive impact of the study abroad experience. However, they usually measured language gains by test scores. Fewer studies consider the value of learners' view of their personal and linguistic development during study abroad. The aim of this study is to enlighten the perceptions of French learners study abroad experience and how a L2 is learned. We used semi-structured interview for collecting data from six students of French Language Teaching Department at Anadolu University. The subjects stayed in France during 2012-2013 academic year, one or two semesters with Erasmus exchange program. Students reported that they have gained fluency and their selfconfidence has developed after the experience.
International Journal of Educational Excellence
As study abroad efforts take on increased importance globally, it is vital that we use the resources of the academy to research the impact and effectiveness of these programmes (Lederman, 2007). For this paper, action research was used to assess all aspects of the varied exchange (EXC) programmes and study abroad (SA) programmes which exist at the University of the West Indies, St. Augustine campus. Data was collected from among students in the French and Spanish programmes. While many students lauded the broad intentions of the programmes, it was found that the impact of these international experiences on student learning has not to date been assessed with an aim to making interventions in the varied programmes. The study seeks to assess the academic benefit of the programmes while at the same time assess the value-added aspects of the programmes. As Vande Berg indicates, to simply send students to a location abroad for academic study is not sufficient toward facilitating the larger goal of creating effective global citizenship. Findings from this research lend empirical support to the notion that study abroad and exchange programmes at all levels facilitate the creation of global citizens. Additionally, it must be noted that it is not enough to send students to study abroad without intentional pedagogy focused on outcomes of intercultural effectiveness.
2013 Studying abroad – participants' reflections regarding their sojourns, 75-92.pdf
The research reported below is a contribution to the discussion on the benefits of study abroad programmes, the Erasmus programme in particular. The aim of the study undertaken was to investigate the development of intercultural competence among former study abroad participants. The tool used to this end was an interview conducted with 10 participants of the Erasmus programme coming from different Polish universities. Key words: intercultural competence, study abroad, Erasmus
Journal of Studies in International Education, 2009
This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the context of learning during SA wherein context is emergent from individuals’ language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA.
International Student Exchange – Motives, Benefits and Barriers of Participation
Scientific Papers of Silesian University of Technology. Organization and Management Series
Erasmus mobility is one of the most important manifestations of internationalization of education in Europe. The aim of the study is to ascertain the participants' motives and the benefits coming from this international exchange of students as well as to diversify the results with regard to gender. The article, in its theoretical part, characterizes the concept of internationalization of education, describes the factors motivating for educational mobility, the benefits and the barriers of participation. The empirical part contains own researches carried out on a group of 125 students from Polish and foreign universities, using the CAWI (Computer-Assisted Web Interview) tool. It turns out that the main motivators to participate in student international education mobility is, among women, desire to travel as well as development of language skills. Men are mainly motivated by having fun and good time. Regardless of the research results it can be noticed that, generally, employers are more likely to decide to hire people who participated in and international student exchange, and the risk of long-term unemployment among graduates with international experience is lower by half than among graduates without such international experience. On the other hand, internationalization of education involves risks, including commercial profits, academic colonization and difficulties in providing high-quality education.
Expanding Boundaries: Current and New Directions in Study Abroad Research and Practice
Foreign Language Annals, 2018
In spite of advances in the understanding of the effects of the immersion experience on language and cultural development in the last three decades, many questions in study abroad (SA) research remain unanswered. The present article offers a close examination of the field as it is today with an eye toward future trends and gaps in the literature. The authors discuss how the field is being reshaped in response to the preponderant role of new technologies in research and educational practices; to constant challenges to diversify access for minority students, including heritage language learners; and to meeting the growing demands of a globalized economy and workforce. Current trends in SA program design such as the incorporation of service‐learning, volunteering, and internships into the SA curriculum are also given special consideration. The article focuses on language development first and then on the factors influencing that development that are internal and external to learners. I...