In their study The
Role of Individual Differences in the Study Abroad Context: Cognitive Capacity
and Language Development During Short-Term Intensive Language Exposure,
Sarah Grey, Ellen Serafini, Jessica Cox, and Cristina Sanz investigate the
effects of short term study abroad on second language acquisition, and what
role student cognitive capacity plays in these effects. The authors tested advanced-level students on
their lexical and grammatical second language (L2) capability in Spanish before
and after a five-week study abroad program in Barcelona, Spain. By doing this, they hoped to answer “Does a
5-week L2 intensive language experience abroad lead to improved L2 grammatical
and/or lexical development in advanced learners, as measured by accuracy and
latency?” and “Are working memory and/or phonological working memory related to
the degree of L2 grammatical and lexical development over a 5-week intensive
language experience program?” Based on
the accuracy and reaction time results of the students in the pre-and
post-program grammatical and lexical judgment tests, the authors determined
that “…advanced proficiency learners can and do improve their L2 abilities
during a 5-week intensive experience abroad.”
In addition, they determined that “…advanced-level participants improved
in their L2 morphosyntactic and lexical judgment accuracy over the 5 weeks
abroad, regardless of potential variation in their cognitive capacity.” They conclude “that intensive study abroad,
even for only 5 weeks, is useful for making significant progress in the L2 at
an advanced proficiency level” and that this progress was “not constrained by
variation in learners’ cognitive resources.”
The results of this study have strong implications for study
abroad and language education. As
pointed out in reports such as the Council on Foreign Relations’ 2012 US Education Reform and National Security
and the Committee for Economic Development’s 2006 Education for Global Leadership, internationalization of US
education is essential for US economic and national security. An important component for both of these
priorities is foreign language skills, in fact, the CED report even has a
subsection titled “Knowledge of Foreign Languages and Cultures is an Economic
Necessity”, where they argue that due to the increasingly globalized marketplace,
US businesses now need employees with foreign language skills in order to
communicate with foreign customers. As
far as national security goes, the CFR report warns that “Americans’ failure to
learn strategic languages, coupled with a lack of formal instruction about the
history and cultures of the rest of the world, limits U.S. citizens’ global
awareness, cross-cultural competence, and ability to assess situations and
respond appropriately in an increasingly interconnected world.” Clearly foreign language skills are essential
to the future of the US economy and national security, but how best to go about
acquiring those skills? What if students
can’t afford a full semester or year of study abroad, or can’t fit it in their
curriculum? These are the two most
common barriers, but both can be circumvented by cheaper and less
time-demanding short-term abroad programs, which this study shows that “even
for only 5 weeks, is useful for making significant progress in the L2 at an
advanced proficiency level,” regardless of cognitive capability. By foreign language results in that short of
a time frame, businesses may even be able to send their employees abroad for
language training if necessary. This
study should aid US economic and national security through the promotion of
accessible short-term study abroad programs for intensive language study.
References:
Grey, S., Cox, J. G., Serafini, E. J., & Sanz, C.
(2015). The Role of Individual Differences in the Study Abroad Context:
Cognitive Capacity and Language Development During Short‐Term Intensive
Language Exposure. The Modern Language Journal, 99(1), 137-157.
Heintz, S., & Isaacson, W. (2006). Education for global
leadership: The importance of international studies and foreign language
education for US economic and national security.
Klein, J. I., & Rice, C. (2014). US education reform and
national security (No. 68). Council on Foreign Relations.
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