Second language acquisition in study abroad programs

Abstract

Study abroad programs have gained their condition of international experience for language learning purposes and represent an alternative or complementary recourse for language learners. However, even if the effects that they exert on students are positive due to the rich learning environment where this experience takes place, in many cases, the results are not the ones expected. By analysing the findings and conclusions of many authors who have contributed to the scope of study abroad research, it can be claimed that some sort of programmatic and pedagogical reform must be taken so that the learning process in this type of context can be enriched. We need to take into account the characteristics of the context, the variables affecting study abroad experiences, and how what we know about second language acquisition methodology can help us when enhancing students’ learning outcomes. The aim of the present study is to examine the theoretical conditions with reference to the aforementioned implications. It is also aimed at presenting the design of a pedagogical proposal which could be used as the necessary treatment to improve teenage students’ linguistic results while participating in a short stay abroad in summer. The pedagogical proposal, which includes two examples of tasks, is based on the theoretical assumptions which are developed in previous parts of the project, and on the authors’ own experiences in this type of programs.