Interviewing Returnees to Inform Classroom SLA Research

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Every year, students all around Japan take advantage of various opportunities to study English for an extended period in the countries in which it is spoken as a first anguage. As Dornyei and Csizer (2005, p. 328) observe, living in another culture “creates opportunities for developing language skills and acts as a powerful influence shaping the learners’ attitudinal/motivational disposition, there by promoting motivated learning behavior.” While the primary beneficiaries of such study abroad programs are the students themselves, teacher-researchers in Japan can also benefit by interviewing returning students about their experiences, thus gaining direct insight into various aspects of second language acquisition (SLA), such as motivation, interlanguage development and communication strategies. This is important because “principles learned through research are understood more deeply and are likely to be applied with greater responsibility and commitment” (Rost,2002, p.202). With this in mind, the purpose of the current paper is to present the findings of an interview conducted with a Japanese university student following his experience studying English at a university in Canada.

source:The Language Education Center of JOSAI UNIVERSITY BULLETIN

identifier:JOS-18801919-0704

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