Efficacy of Early Study Abroad on Second-language English Morphosyntactic Competence: Effects of Age and Learning Contexts
Copyright 2020 KASELL
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Abstract
Early study abroad (SA) continues to be a popular form of foreign language education based on the assumed benefits of immersing oneself in the target language-speaking context. Taking a comparative perspective, this study aims to confirm an association between early SA and L2 English grammatical competence. Data were collected from questionnaires and a 72-item grammaticality judgment test administered to 195 Korean high school students, which were analyzed using ANCOVA and Multiple Regression Analysis. The results confirmed that the early study-abroad context is more advantageous than the study-at-home context for English morphosyntax acquisition. The L2 English-immersion context in the L1-speaking macro-setting was beneficial only to the study-abroad group. The findings also show that length of residence is a more influential factor than the age of arrival during early SA for improving L2 English grammatical competence. It is argued that the study-abroad context facilitated L2 English grammar more effectively than did the foreign language learning or L2 English-immersion contexts; however, the length of SA was more important than the effect of age.
Keywords:
early study abroad, learning contexts, age effect, length of residenceReferences
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Sangki, Kim, ProfessorDepartment of English Linguistics and English LiteratureKonkuk University268 Chungwon-daero, Chungju-si,Chungcheongbuk-do 27478, KoreaTel: 010-4581-2808Email: zzzzeyes@gmail.com