Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms, edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018)

Authors

  • Talia Walker The University of Sydney

DOI:

https://doi.org/10.1558/isla.39727

Keywords:

language learning, language learning contexts, study abroad, immersion, English medium instruction, English as a foreign language

Abstract

Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms Edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018) Berlin: Language Science Press, 328pp.

Author Biography

  • Talia Walker, The University of Sydney

    Talia Walker is a PhD candidate in the Department of Italian Studies at the University of Sydney. Her areas of interest include pragmatics, sociolinguistics and intercultural communication, and her thesis explores the performance of written apologies by Australian learners of Italian.

References

Barner, D. and Snedeker, J. (2005) Quantity judgments and individuation: evidence that mass nouns count. Cognition, 97(1): 41–66. https://doi.org/10.1016/j.cognition.2004.06.009

Schumann, J. H. (1978) The pidginization process: a model for second language acquisition. Rowley, MA: Newbury House Publishers.

Schumann, J. H. (1986) Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development 7(5): 379–392. https://doi.org/10.1080/01434632.1986.9994254

Tejada-Sanchez, M. I. (2014) L’acquisition de l’anglais et l’exposition intensive en contexte d’immersion scolaire en colombie. (PhD: Unpublished doctoral dissertation), Universitat Pompeu Fabra - Université Paris, Barcelona/Paris. Retrieved from http://hdl.handle.net/10803/145503

Downloads

Published

2020-04-01

Issue

Vol. 4 No. 1 (2020)

Section

Reviews

How to Cite

Walker, T. (2020). Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms, edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018). Instructed Second Language Acquisition, 4(1), 104-108. https://doi.org/10.1558/isla.39727