Research Article
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Erasmus+’ın Yabancı Dil Gelişimi Üzerine Etkileri

Year 2023, Volume: 12 Issue: 2, 303 - 314, 15.04.2023
https://doi.org/10.14686/buefad.1034878

Abstract

Bu makale, nicel bir araştırma modeli aracılığı ile Erasmus+ programından sonra İngilizce dil becerilerinin (dinleme, okuma, kelime bilgisi ve dilbilgisi) gelişimini ele almaktadır. Veri toplama sürecinde Avrupa Komisyonu tarafından düzenlenen OLS (Online Linguistic Support) sistemi değerlendirme sonuçları kaynak olarak alınmıştır. Bu dil desteği aracılığı ile öğrenciler, programın zorunlu bir uygulaması olarak, faaliyet öncesi ve sonrası olmak üzere iki değerlendirmeye tabi tutulmaktadırlar. Avrupa’nın farklı ülkelerinde kalan 213 öğrenciye OLS değerlendirme sonuçlarının sorgulandığı bir anket uygulanmıştır. Yukarıda sözü edilen yeterliliklerin değerlendirilmesi ile ilgili toplanan veriler Wilcoxon Signed-Rank Testi ile analiz edilmiştir. Sonuçlar, bir sömestr sonrasında bile katılımcıların yurtdışında eğitim sayesinde okuma, dinleme, kelime ve dil bilgisi becerilerinin geliştiğini göstermektedir. Ayrıca, başlangıçtaki yeterlilik düzeylerinin faaliyet sonrası dil gelişmini ne ölçüde etkilediğini araştırmak için başlangıç ve nihai değerlendirme sonuçları arasındaki ilişki de incelenmiştir. Analize göre CEFR seviyelerine göre başlangıçta A2 ve B1 seviyesinde olan öğrencilerin diğer öğrencilere göre daha fazla ilerleme kaydettikleri ve İngilizce bilgilerini okuma, dinleme, dilbilgisi ve kelime bilgisi açısından geliştirdikleri tespit edilmiştir.

References

  • Allen, H. W., & Herron, C. (2003). A mixed- methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.
  • Arnett, C. (2013). Syntactic gains in short‐term study abroad. Foreign Language Annals, 46(4), 705-712.
  • Aydın, S. (2012). I am not the same after my Erasmus- A qualitative research. The Qualitative Report, 17(28), 1-23.
  • Batstone, R. (1994). Grammar. Oxford University Press.
  • Beattie, J., Valls-Ferrer, M., & Perez-Vidal, C. (2014). Listening performance and onset level in formal instruction and study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp. 195-216). John Benjamins.
  • Borras, J. & Llanes, A. (2020). L2 reading and vocabulary development after a short study abroad experience. Vigo International Journal of Applied Linguistics, 17(17), 35-55.
  • Botas, P. C., & Huisman, J. (2013). A bourdieusian analysis of the participation of polish students in the Erasmus program: Cultural and social capital perspectives. Higher Education, 66(6), 741-754.
  • Björkman, B. (2013). English as an academic lingua franca. Hubert & Co. GmbH & Co. KG.
  • Brecht, R. D., Davidson, D. E., & Ginsberg, R. B. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37-66). John Benjamins.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson.
  • Cardwell, P. J. (2019). Does studying abroad help academic achievement? European Journal of Higher Education, 10(13), 1-17.
  • Carroll, J. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131–151.
  • Cojocaru, F.-C. (2018). Developing (new) Language skills thorough student mobility- the impact of an Erasmus+ experience. Journal of Educational Sciences, 37(1), 53-65.
  • Coleman, J. (1998). Language learning and study abroad: The European perspective. Frontiers: The International Journal of Study Abroad, 4(1), 167-203.
  • Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227-248.
  • Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
  • Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The impact of short-term study abroad programs on L2 listening comprehension skills. Foreign Language Annals, 41(1), 157-186.
  • Davidson, D. E., Shaw, J. R. (2019). A cross-linguistic and cross-skill perspective on L2 development in study abroad. In S. M. Gass & P. Winke (Eds.), Foreign language proficiency in higher education (pp. 217-244). Springer.
  • Davidson, D. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 6–26.
  • Davie, J. (1996). Language skills, course development and the year abroad. The Language Learning Journal, 13(1), 73-76.
  • De Keyser, R. M. (1991). Foreign language development during a semester abroad. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom (pp.104-119). D.C. Health and Company.
  • De Keyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80–92.
  • Dewey, D. P., Bown, J., Baker, W., Martinsen, R. A., Gold, C., & Eggett, D. (2014). Language use in six study abroad programs: An exploratory analysis of possible predictors. Language Learning, 64(1), 36-71.
  • Dewey, D. P. (2008). Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 127-48.
  • Di Pietro, G. (2015). Do study abroad programs enhance the employability of graduates? Education Finance and Policy, 10(2), 223-243.
  • Doerr, N. M. (2019). Transforming study abroad. Berghahn Books.
  • Elgort, I. & Nation, P. (2010). Vocabulary learning in a second language: familiar answers to new questions. In P. Seedhouse, S. Walsh & C. Jenks (Eds.) Vocabulary learning in a second language: Familiar answers to new questions (pp. 89-104). Palgrave MacMillan.
  • Erasmus+ OLS (2020). Erasmus+ OLS Presentation. Retrieved May 5, 2020, from https://www.dropbox.com/sh/tns5pcd1nf32tp9/AABj18b8Xg7Q4XzOgoUY9nr0a?dl=0&utm_source=BackendBEN.
  • Erickson, L., Berka, S., Xiaoyan, H., & Castro, Z. (2020). Enhancing study abroad: Interventions for greater language proficiency and intercultural development. NECTFL Rewiev,86, 9-31.
  • Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German As a Foreign Language, 3(1), 44-65.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Gonzalez-Baixauli, C., Montanes-Brunet, E., & Perez-Vazquez, P. (Eds). (2018). Effects of mobility programmes on university students' academic performance. In Proceedings from 4th International Conference on Higher Education Advances (HEAd’18) (pp.553-562). Polytechnic University of Valencia.
  • Hu, M. & Nation, I.S.P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403- 430.
  • Huebner, T. (1995). The effects of overseas language programs: repot on a case study of an intensive Japanese course. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 171-194). John Benjamins Publishing Company.
  • Ife, A., Boix, G. V., & Meara, P. (2000). The impact of study abroad on the vocabulary development of different proficiency groups. Spanish Applied Linguistics, 4(1), 55-84.
  • Ilida, T. & Herder, S. (2019). second language development before, during, and after study abroad: A longitudinal study at a Japanese women’s university. JACET Journal, 63, 27-45.
  • Isabelli-Garcia, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484.
  • Issa, B. & Zalbidea, J. (2018). Proficiency levels in study abroad: Is there an optimal time for sojourning? In C. Sanz & A. Morales-Front (Eds.) The Routledge handbook of study abroad research and practice (pp. 453-464). Routledge.
  • Juan-Garau, M., & Pérez-Vidal, C. (2007). The effect of context and contact on oral performance in students who go on a stay abroad. Vigo International Journal of Applied Linguistics, (4), 117-134.
  • Kenne, E. (2014). Study abroad: An essential part of language acquisition. Unpublished Honors Program Thesis. University of Northern Iowa.
  • Khoroshilova, S., Kostinaa, E., Bezdenezhnykha, L., Vezirovb, T. & Shibaevc, V. (2015). Academic mobility: The impact of short-term language courses abroad on the development of language competences. Procedia - Social and Behavioral Sciences, 214, 992-999.
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31(1), 58-73.
  • Kinginger, C. (2009). Language learning and study abroad. Palgrave Macmillan.
  • Kinginger. C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92(1), 1-124.
  • Kraut, R. E. (2017). The development of L2 reading skills: A case study from an eight-week intensive English program course. Dialogues, 1(1), 25-43.
  • Krzaklewska, E. (2008). Why study abroad? – An analysis of Erasmus students’ motivation. In F. Derwin & M. Byram (Eds.), Students, staff and academic mobility in higher education (pp. 82-98). Cambridge Scholars Publishing.
  • Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417.
  • Lessard-Clouston, M. (1994). Challenging student approaches to ESL vocabulary development. TESL Canada Journal, 12(1), 69-80.
  • Li, L. (2015). Language proficiency, reading development, and learning context. 2015 The Forum on Education Abroad, 24(14), 73-92.
  • Llanes, A., Mancho-Bares, G & Arno, E. (2016). Erasmus students using English as a lingua franca: does study abroad in a non-English-speaking country improve L2 English? The Language Learning Journal, 44(33), 292-303.
  • Llanes, A. (2012). The impact of study abroad and age on second language accuracy development. In C. Munoz (Ed.), Intensive exposure experiences in second language learning (pp. 193-212). Multilingual Matters.
  • Llanes, A., & Munoz, C. (2009). A short stay abroad: Does it make a difference? System, 37(3), 353-365.
  • Lopez-Serrano, S. (2010). Learning languages in study abroad and at home contexts: A critical review of comparative studies. Porta Linguarum,13(13), 149-163.
  • Marques-Pascual, L. (2011). Study abroad, previous language experience, and Spanish l2 development. Foreign Language Annals, 44(3), 565-582.
  • McManus, K., Mitchell, R., Tracy-Ventura, N. (2020). A longitudinal study of advanced learners’ linguistic development before, during, and after study abroad. Applied Linguistics, 42(1), 3-29.
  • Mızıkacı, F., & Arslan, Z. U. (2019). A European perspective in academic mobility: A case of Erasmus program. Journal of International Studies, 9(2), 705-726.
  • Milton, J., & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. International Journal of Applied Linguistics, 107(8), 17-34.
  • Möhle, D., & Raupach, M. (1983). Planen in der Fremdsprache [Approaches in second language acquisition]. Peter Lang.
  • O'Donnell, K. (2004). Student perceptions of language learning in two contexts: At home and study abroad. Unpublished doctoral thesis. Pittsburgh.
  • Perez-Vidal, C., & Barquin, E. (2014). Comparing progress in academic writing after formal instruction and study abroad. In C. Perez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 217-234). John Benjamins.
  • Perez-Vidal, C., & Juan-Garau, M. (2011). The effect of context and input conditions on oral and written development: A study abroad perspective. International Review of Applied Linguistics in Language Teaching, 49(2), 157-185.
  • Regan, V., Howard, M., & Lemee, I. (2009). The acquisition of sociolinguistic competence in a study abroad context. Short Run Press.
  • Savage, B. L. & Hughes, Z. H. (2014). How does short-term foreign language immersion stimulate language learning? Frontiers: The Interdisciplinary Journal of Study Abroad, 24(2), 103-120.
  • Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge University Press.
  • Schmitt, M. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
  • Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173-199.
  • Simonova, I., Kostolanyova, K. (2020). English language development via Erasmus+: Students’ feedback. 2020 International Symposium on Educational Technology (ISET).
  • Taillefer, G. F. (2005). Foreign language reading and study abroad: Cross-cultural and cross- linguistic questions. The Modern Language Journal, 89(4), 503-528.
  • Tanaka, K., Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63-85.
  • Teichler, U. (2015). The impact of temporary study abroad. In Mitchell, R., Tracy-Ventura, N., Mcmanus, K. (Eds.), Social interaction, identity and language learning during residence abroad (pp. 15-32). Eurosla Monograph Series 4.
  • Tracy-Ventura, N. (2017). Combining corpora and experimental data to investigate language learning during residence abroad: A study of lexical sophistication. System, 71, 35-45.
  • Twombly, S., Salisbury, M., Tumanut, S., & Klute, P. (2012). Study abroad in a new global century: Renewing the promise, refining the purpose. Wiley.
  • Walsh, R. (1994). The year abroad–a linguistic challenge. TEANGA: The Irish Book of Applied Linguistics, 14, 48-57.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.

The Impacts of Erasmus+ on Foreign Language Development

Year 2023, Volume: 12 Issue: 2, 303 - 314, 15.04.2023
https://doi.org/10.14686/buefad.1034878

Abstract

Through a quantitative research model, this paper deals with improvement of English language skills (listening, reading, vocabulary and grammar) after Erasmus+ programme. The assessment results of OLS (Online Linguistic Support) system which is organized by European Commission [EC] are taken as a source for data collection process. By means of this linguistic support, students are subject to two assessments which are held before-and after-mobility as a mandatory regulation of the programme. 213 Turkish Erasmus+ students who sojourned in different European countries were applied a questionnaire that inquires OLS assessment results. The collected data about the evaluations of aforementioned skills was analyzed via Wilcoxon Signed-Rank Test. Results demonstrate that reading, listening, vocabulary and grammatical competences of the participants improved thanks to studying abroad even after one semester. Moreover, the relationship between initial and final results of the assessments were also examined in order to search to what extend initial level of proficiencies effect after mobility language development. According to analysis, it is found that students who were initially at A2 and B1 on CEFR levels progressed more than other students and improved their English language in respect of reading, listening, grammar and vocabulary.

References

  • Allen, H. W., & Herron, C. (2003). A mixed- methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals, 36(3), 370-385.
  • Arnett, C. (2013). Syntactic gains in short‐term study abroad. Foreign Language Annals, 46(4), 705-712.
  • Aydın, S. (2012). I am not the same after my Erasmus- A qualitative research. The Qualitative Report, 17(28), 1-23.
  • Batstone, R. (1994). Grammar. Oxford University Press.
  • Beattie, J., Valls-Ferrer, M., & Perez-Vidal, C. (2014). Listening performance and onset level in formal instruction and study abroad. In C. Pérez-Vidal (Ed.), Second language acquisition in study abroad and formal instruction contexts (pp. 195-216). John Benjamins.
  • Borras, J. & Llanes, A. (2020). L2 reading and vocabulary development after a short study abroad experience. Vigo International Journal of Applied Linguistics, 17(17), 35-55.
  • Botas, P. C., & Huisman, J. (2013). A bourdieusian analysis of the participation of polish students in the Erasmus program: Cultural and social capital perspectives. Higher Education, 66(6), 741-754.
  • Björkman, B. (2013). English as an academic lingua franca. Hubert & Co. GmbH & Co. KG.
  • Brecht, R. D., Davidson, D. E., & Ginsberg, R. B. (1995). Predictors of foreign language gain during study abroad. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 37-66). John Benjamins.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson.
  • Cardwell, P. J. (2019). Does studying abroad help academic achievement? European Journal of Higher Education, 10(13), 1-17.
  • Carroll, J. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131–151.
  • Cojocaru, F.-C. (2018). Developing (new) Language skills thorough student mobility- the impact of an Erasmus+ experience. Journal of Educational Sciences, 37(1), 53-65.
  • Coleman, J. (1998). Language learning and study abroad: The European perspective. Frontiers: The International Journal of Study Abroad, 4(1), 167-203.
  • Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26(2), 227-248.
  • Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
  • Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The impact of short-term study abroad programs on L2 listening comprehension skills. Foreign Language Annals, 41(1), 157-186.
  • Davidson, D. E., Shaw, J. R. (2019). A cross-linguistic and cross-skill perspective on L2 development in study abroad. In S. M. Gass & P. Winke (Eds.), Foreign language proficiency in higher education (pp. 217-244). Springer.
  • Davidson, D. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 6–26.
  • Davie, J. (1996). Language skills, course development and the year abroad. The Language Learning Journal, 13(1), 73-76.
  • De Keyser, R. M. (1991). Foreign language development during a semester abroad. In B. F. Freed (Ed.), Foreign language acquisition research and the classroom (pp.104-119). D.C. Health and Company.
  • De Keyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), 80–92.
  • Dewey, D. P., Bown, J., Baker, W., Martinsen, R. A., Gold, C., & Eggett, D. (2014). Language use in six study abroad programs: An exploratory analysis of possible predictors. Language Learning, 64(1), 36-71.
  • Dewey, D. P. (2008). Japanese vocabulary acquisition by learners in three contexts. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 127-48.
  • Di Pietro, G. (2015). Do study abroad programs enhance the employability of graduates? Education Finance and Policy, 10(2), 223-243.
  • Doerr, N. M. (2019). Transforming study abroad. Berghahn Books.
  • Elgort, I. & Nation, P. (2010). Vocabulary learning in a second language: familiar answers to new questions. In P. Seedhouse, S. Walsh & C. Jenks (Eds.) Vocabulary learning in a second language: Familiar answers to new questions (pp. 89-104). Palgrave MacMillan.
  • Erasmus+ OLS (2020). Erasmus+ OLS Presentation. Retrieved May 5, 2020, from https://www.dropbox.com/sh/tns5pcd1nf32tp9/AABj18b8Xg7Q4XzOgoUY9nr0a?dl=0&utm_source=BackendBEN.
  • Erickson, L., Berka, S., Xiaoyan, H., & Castro, Z. (2020). Enhancing study abroad: Interventions for greater language proficiency and intercultural development. NECTFL Rewiev,86, 9-31.
  • Fraser, C. C. (2002). Study abroad: An attempt to measure the gains. German As a Foreign Language, 3(1), 44-65.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
  • Gonzalez-Baixauli, C., Montanes-Brunet, E., & Perez-Vazquez, P. (Eds). (2018). Effects of mobility programmes on university students' academic performance. In Proceedings from 4th International Conference on Higher Education Advances (HEAd’18) (pp.553-562). Polytechnic University of Valencia.
  • Hu, M. & Nation, I.S.P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403- 430.
  • Huebner, T. (1995). The effects of overseas language programs: repot on a case study of an intensive Japanese course. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 171-194). John Benjamins Publishing Company.
  • Ife, A., Boix, G. V., & Meara, P. (2000). The impact of study abroad on the vocabulary development of different proficiency groups. Spanish Applied Linguistics, 4(1), 55-84.
  • Ilida, T. & Herder, S. (2019). second language development before, during, and after study abroad: A longitudinal study at a Japanese women’s university. JACET Journal, 63, 27-45.
  • Isabelli-Garcia, C., Bown, J., Plews, J. L., & Dewey, D. P. (2018). Language learning and study abroad. Language Teaching, 51(4), 439-484.
  • Issa, B. & Zalbidea, J. (2018). Proficiency levels in study abroad: Is there an optimal time for sojourning? In C. Sanz & A. Morales-Front (Eds.) The Routledge handbook of study abroad research and practice (pp. 453-464). Routledge.
  • Juan-Garau, M., & Pérez-Vidal, C. (2007). The effect of context and contact on oral performance in students who go on a stay abroad. Vigo International Journal of Applied Linguistics, (4), 117-134.
  • Kenne, E. (2014). Study abroad: An essential part of language acquisition. Unpublished Honors Program Thesis. University of Northern Iowa.
  • Khoroshilova, S., Kostinaa, E., Bezdenezhnykha, L., Vezirovb, T. & Shibaevc, V. (2015). Academic mobility: The impact of short-term language courses abroad on the development of language competences. Procedia - Social and Behavioral Sciences, 214, 992-999.
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31(1), 58-73.
  • Kinginger, C. (2009). Language learning and study abroad. Palgrave Macmillan.
  • Kinginger. C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92(1), 1-124.
  • Kraut, R. E. (2017). The development of L2 reading skills: A case study from an eight-week intensive English program course. Dialogues, 1(1), 25-43.
  • Krzaklewska, E. (2008). Why study abroad? – An analysis of Erasmus students’ motivation. In F. Derwin & M. Byram (Eds.), Students, staff and academic mobility in higher education (pp. 82-98). Cambridge Scholars Publishing.
  • Lennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417.
  • Lessard-Clouston, M. (1994). Challenging student approaches to ESL vocabulary development. TESL Canada Journal, 12(1), 69-80.
  • Li, L. (2015). Language proficiency, reading development, and learning context. 2015 The Forum on Education Abroad, 24(14), 73-92.
  • Llanes, A., Mancho-Bares, G & Arno, E. (2016). Erasmus students using English as a lingua franca: does study abroad in a non-English-speaking country improve L2 English? The Language Learning Journal, 44(33), 292-303.
  • Llanes, A. (2012). The impact of study abroad and age on second language accuracy development. In C. Munoz (Ed.), Intensive exposure experiences in second language learning (pp. 193-212). Multilingual Matters.
  • Llanes, A., & Munoz, C. (2009). A short stay abroad: Does it make a difference? System, 37(3), 353-365.
  • Lopez-Serrano, S. (2010). Learning languages in study abroad and at home contexts: A critical review of comparative studies. Porta Linguarum,13(13), 149-163.
  • Marques-Pascual, L. (2011). Study abroad, previous language experience, and Spanish l2 development. Foreign Language Annals, 44(3), 565-582.
  • McManus, K., Mitchell, R., Tracy-Ventura, N. (2020). A longitudinal study of advanced learners’ linguistic development before, during, and after study abroad. Applied Linguistics, 42(1), 3-29.
  • Mızıkacı, F., & Arslan, Z. U. (2019). A European perspective in academic mobility: A case of Erasmus program. Journal of International Studies, 9(2), 705-726.
  • Milton, J., & Meara, P. (1995). How periods abroad affect vocabulary growth in a foreign language. International Journal of Applied Linguistics, 107(8), 17-34.
  • Möhle, D., & Raupach, M. (1983). Planen in der Fremdsprache [Approaches in second language acquisition]. Peter Lang.
  • O'Donnell, K. (2004). Student perceptions of language learning in two contexts: At home and study abroad. Unpublished doctoral thesis. Pittsburgh.
  • Perez-Vidal, C., & Barquin, E. (2014). Comparing progress in academic writing after formal instruction and study abroad. In C. Perez-Vidal (Ed.), Language acquisition in study abroad and formal instruction contexts (pp. 217-234). John Benjamins.
  • Perez-Vidal, C., & Juan-Garau, M. (2011). The effect of context and input conditions on oral and written development: A study abroad perspective. International Review of Applied Linguistics in Language Teaching, 49(2), 157-185.
  • Regan, V., Howard, M., & Lemee, I. (2009). The acquisition of sociolinguistic competence in a study abroad context. Short Run Press.
  • Savage, B. L. & Hughes, Z. H. (2014). How does short-term foreign language immersion stimulate language learning? Frontiers: The Interdisciplinary Journal of Study Abroad, 24(2), 103-120.
  • Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge University Press.
  • Schmitt, M. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.
  • Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26(2), 173-199.
  • Simonova, I., Kostolanyova, K. (2020). English language development via Erasmus+: Students’ feedback. 2020 International Symposium on Educational Technology (ISET).
  • Taillefer, G. F. (2005). Foreign language reading and study abroad: Cross-cultural and cross- linguistic questions. The Modern Language Journal, 89(4), 503-528.
  • Tanaka, K., Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63-85.
  • Teichler, U. (2015). The impact of temporary study abroad. In Mitchell, R., Tracy-Ventura, N., Mcmanus, K. (Eds.), Social interaction, identity and language learning during residence abroad (pp. 15-32). Eurosla Monograph Series 4.
  • Tracy-Ventura, N. (2017). Combining corpora and experimental data to investigate language learning during residence abroad: A study of lexical sophistication. System, 71, 35-45.
  • Twombly, S., Salisbury, M., Tumanut, S., & Klute, P. (2012). Study abroad in a new global century: Renewing the promise, refining the purpose. Wiley.
  • Walsh, R. (1994). The year abroad–a linguistic challenge. TEANGA: The Irish Book of Applied Linguistics, 14, 48-57.
  • Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.
There are 75 citations in total.

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Primary Language English
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Journal Section Articles
Authors

Nazlı Altıntaş 0000-0003-2533-9994

Arif Sarıçoban 0000-0002-5966-507X

Early Pub Date March 10, 2023
Publication Date April 15, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Altıntaş, N., & Sarıçoban, A. (2023). The Impacts of Erasmus+ on Foreign Language Development. Bartın University Journal of Faculty of Education, 12(2), 303-314. https://doi.org/10.14686/buefad.1034878

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education