Impact of Informal language acquisition through Study Abroad Experience

Kyle Lipscombe

Advisors:Dr. Yoshiko Saito-AbbottDr. Chikaomi Takahashi

OutlineSignificance of StudyResearch QuestionResearch Background

Background 1Background 2Background 3

Research MethodResearch FindingsConclusionBibliographyAcknowledgements

Significance of the StudyI became interested in studying second

language acquisition after auditing a course in second language acquisition during my studying abroad experience.

By looking at language not as tool to communicate, but in a scientific manner, I found myself becoming more and more interested in studying language.

I then became interested in looking at informal language learning through social contexts.

Because of these reasons I wanted to perform a study on language acquisition .

Research QuestionsIn what ways does studying abroad help to

reduce speaking anxiety?

What social activities contribute to attaining higher language proficiency and why?

Background Research Study Abroad

Numbers of Japanese students that study abroad Numbers of foreign students in Japan.

Language Acquisition Social Networks

Percentages of social network participation Types of social networks

Speaking Anxiety and Language Acquisition Speaking anxiety

Foreign Language anxiety defined

Language Acquisition Methodologies, English teaching in Japan

Translation Method Communication Based Instruction (CBI)

Foreign Language Teaching in America ACTFL Proficiency guidelines National Standards 21st century skills map

Globalization of JapanWhy did Japan decide to Globalize?

Americanization: After America’s occupation of Japan, and Japan’s

Dependency on America for security, the “Americanization” of Japan can also be used for Japan’s Globalization attempts as both Countries’ economies became dependent on each other.

Growing Globalization of the Economy: For a continuously growing economy, Japan needed

to become more stability internationally.

Isozaki, I. (n.d.). Globalization, education and Japan.

Globalization of JapanThe Center for Global Partnership(CGP ):

Developed as a part of The Japan Foundation in 1991 “Looks to promote collaboration between Japan,

United states and beyond to address issues of global concern.”

CGP Grant program Supports non-profit organizations in order to produce

dialog between the U.S. and Japan. http://www.jpf.go.jp/cgp/e/grant/index.html

Trends of Japanese students studying abroad

This graph shows the trends of Japanese students participating in study abroad before and After CGPs establishment .

http://www.kantei.go.jp/jp/singi/ywforum/dai2/sankou3.pdf

University Globalization Education Reforms of 2004

MEXT Global 30 project Ministry of Education, Sports, Science and

Technology(MEXT) looks to reform 30 universities to make them more appealing to foreign students.

What makes a university Global?Teaching a college students what it means to be a

global citizen.Teaching Japanese students to live and work in other

cultures. Global universities should be about systemic reform

not statistical quotas. http://fla-sir.weebly.com/uploads/2/4/7/1/2471121/sir33-mckinley_thompson.pdf

Globalization of JapanImpact on Education:

Kizuna Project: Started in 2011 this program aims to promote Japan’s

reconstruction plans and global understanding • Short term Experience: 10 days• Long term Experience: 1 year

This project allows high school students from 41 countries to apply to study abroad. http://sv2.jice.org/kizuna/e/what/about/

Kakahashi Project: Developed: May 2013 Short term study tour

Send 2,300 Japanese high school students to America for two weeks to show the Charm of Japan.

Invite 2,300 American High school students to Japan for 10 days to travel, and experience what Japan has to offer.

Japanese Students that study Abroad

UNESCO Institute for Statistics. (2008). Global Education Digest 2008. Montreal, Quebec: UNESCO Institute for StatisticsThis Graph shows the trends of Japanese students studying abroad in foreign countries from 2006 to 2010

2006 2007 2008 2009 2010

US 40,086 36,062 34,010 28,783 24,622

UK 6,200 5,706 4,465 3,871 3,354

Canada 1,551 933 1,908 1,847 1,815

Germany 2,000 2,039 1,858 1,778 1,784

Austalia 3,976 3,249 2,974 2,701 2,413

0

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10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

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Japanese Students Studying Abroad

International students in Japan Nation wide (2008)

Outline of student exchange system: Study in Japan 2010. (n.d.). Retrieved April 2, 2014, from MEXT: Ministry of Education, Culture, Sports, Science and Technology-Japan website: http://www.mext.go.jp/component/english/__icsFiles/afieldfile/2011/12/14/1303740_1.pdf

This graph shows the amount of students recorded to be studying Nation wide in Japan during 2008

Foreign students in Japan

International students in Japan 2010. (2010, December 22). Retrieved February 2, 2014, from Japan Student Survives Organization website: http://www.jasso.go.jp/statistics/intl_student/ data10_e.html

This graph shows the trends of foreigners studying in Japan that received the Jasso scholarship between 2006 and 2011

English education in Japanese elementary schoolsBecame compulsory in 2011

Objective: To foster foundation for students’ ability to communicate through foreign languages

Goals: Develop understanding and being aware of interesting

aspects of language Foster a positive attitude toward communicating with

othersFamiliarization with sounds and basic expressions

Problems: Japanese Teachers don’t have training for teaching English Eguchi, A. (n.d.). Inside elementary fireign language classrooms: the influence of

teachers pedagogical beliefs. Retrieved from http://repository.aichi-edu.ac.jp/dspace/bitstream/10424/ 4219/1/claritas222747.pdf

Language teaching in JapanYakudoku Method:

Word by word translation Teacher gives grammatical explanations in

JapaneseStudents have few chances to Speak English

70-80% of teachers use the Yakudoku Method to teach English.

Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. JALT Journal, 30(1), 29-30.

Language Teaching in Japan Cont.Communication Based Instruction: Aims to

develop Communicative competency.

Nishino, T. (2008) This graph shows the reasons why Japanese teachers don’t

use CBI in their classrooms

Foreign Language teaching In AmericaACTFL Guidelines

American Council on the Teaching of Foreign Languages

Developed in 1986Teaches: Speaking, Writing, Reading and

listening in real world, spontaneous situations National Standards

Developed 199621 century skills map

ACTFL Proficiency Guidelines

Levels of proficiency:Distinguished Superior Advanced IntermediateNovice Teaches: Speaking, Writing, Reading and

listening in real world, spontaneous situations

National Standards

Communication- Communicate in Language other than English.

Cultures- Gain Knowledge and Understanding of other Cultures.

Connections-Connect with other Disciplines and Acquire Information

Comparisons – Develop Insight into the Nature of Language and Culture

Communities – Participate in Multilingual communities at Home and Around the World.

Standards for foreign language learning. (n.d.). Retrieved from http://www.actfl.org/sites/default/ files/pdfs/public/StandardsforFLLexecsumm_rev.pdf

21st century skills map

Ways to improve language competency.Formal ( inside the classroom) language

learning

Informal (outside of a classroom) language learning

Study abroad

Foreign Language Anxiety Foreign Language Anxiety:

“A distinct complex of self-perception, beliefs, and behaviors related to classroom learning arising from the uniqueness of the language learning arising process”

Formal Language learning Anxiety

The more anxious student tends to avoid attempting difficult or personal messages in the target language.)

Test anxiety: Test-anxiety refers to a type of performance anxiety stemming from a fear of failure. Grades(Elaine K. Horwitz, Michael B. Horwitz, Joann Cope 1986 pg. 12

Because of higher levels of anxiety, Students that expected high grades usually received lower marks(Horwitz 2001)

Types of Social Activities Joining ClubsPublic places Language Café’sHikingSporting eventsSchool events or classesAll you can eat buffetPublic Baths Language Forums

Social Network formation

Ring, S. A, Gardner, D. & Dewey D. P. 2013. Social network development during study abroad in Japan. In K. Kondo-Brown. Y. Saito-Abbott, S. Satsutani, M. Tsutsui, & A. Wehmeyer (Eds), New perspectives on Japanese language learning, linguistics, and culture (pp. 95-121) Honolulu: University of Hawai’i, National Foreign Language Resource Center

Participants of the study: 254 College students

The studyIn what ways does studying abroad help to

reduce speaking anxiety?

What social activities contribute to attaining higher language proficiency and why?

Research MethodParticipants

60 University Students 26 Japanese

10 male and 16 female 20 Americans

22 Male and 13 Female Other

15Research Instrument

Survey English: Japanese:

Survey.pdf

Japanese survey.pdf

Ｄｅｍｏｇｒａｐｈｉｃｓ60 University Students

26 Japanese- Language of study: English 10 male and 16 female

18 Americans- Language of study: Japanese12 Male and 6 Female

Other- Language of study: Japanese2

1 Canadian1 British

Research question 1:In what ways does studying abroad help to

reduce speaking anxiety?

I feel more anxious when my teacher has me speak in my target language during class

American students show a more than 75% anxiety reduction after studying abroad. Japanese students nearly 50% reduction

Being unprepared for a conversation with a native speaker in my target language makes me feel anxious

Americans show no real little change in anxiety.Japanese show a 13% decrease in Anxiety

I am nervous when I know I have to speak in public

American and Japanese students constant public speaking anxiety.

Negative evaluations from my peers makes me unwilling to participate in speaking activities during class

American students show over 50% decrease in speaking anxietyJapanese students remain constant.

When I meet a native speaker for the first time I feel anxious when I have to speak in my target language

Over 75% of American’s show a decrease Japanese students show constant speaking Anxiety

A fear of making mistakes when talking in my target language forces me to talk slower

Americans show over 50% decline in their anxiety Japanese show a 13% decline

I believe that my peers speak better than me when speaking in my target language

Americans show less than 50% decline Japanese students over a 75% decline

The thought that I need to speak perfectly in my target language makes me feel anxious.

50% of Japanese students show decrease Americans show almost 50% decrease

Being unprepared for a conversation with a native speaker in my target language makes me feel anxious

American students show more than a 50% decrease in Anxiety Japanese students show only a 13% decrease

Findings: Research Ｑ uestion 1American’s Show higher speaking anxiety when

meeting native speakers for the first time. Speaking anxiety drops after studying abroad.

Both Japanese and American show a constant levels of high Anxiety for public speaking, However, both show low levels of anxiety caused by negative evaluations

Japanese Students show constant levels of anxiety in all fields

Public speaking, and speaking with native speakers are the highest producers of Speaking anxiety

Findings: Research Questions(2)While Japanese students become anxious when

they think peers are evaluating them negatively, American students show little anxiety.

Before studying abroad, American students said they felt anxious when meeting a native speaker, after studying abroad, the students that felt anxious was less than half. Most Japanese speakers said they still felt anxious when meeting native speakers after studying abroad.

A fear of making mistakes after studying abroad is the lowest cause of anxiety between both nations.

Research Question 2What social activities contribute to attaining

higher language proficiency and why?

What social activities contribute to attaining higher language proficiency

American students said that attending classes together and group traveling are the best ways to improve language

What social activities contribute to attaining higher language proficiency

For Japanese students: living in an international dorm, language café’s and school clubs are among the best ways to gain higher proficiency

Summary: Research Question 2American and Japanese students agree that,

Attending classes together, Group traveling, Group Parties and living in an International Dorm are the best ways to improve language proficiency

Over half of the participants thought group traveling helped their proficiency.

Over half also said attending classes with native speakers was the best way to improve.

Nearly all Japanese participants said living in an international dorm was effective Under half of Americans said it was effective

Conclusion and Discussion American students have higher language

anxiety before studying abroad, their language anxiety becomes lower after studying abroad

Due to Americans Language teaching system, American students are better equipped to solve language anxiety.

Japanese students’ language anxiety levels remain constant even after studying abroad.

Living in international dorms, and going to class with native speakers are the best social activities to help language improvement.

Conclusion and Discussion 2The social activities that are the most effective

have common characteristics: Their out of class, thus they have an informal situations, and they’re group oriented.

Due to America’s education setup, American students would thrive, and improve easier in informal settings.

Japanese students show to value group activities, so improving in Social activities rather than class room, or individual activities would by why Japanese students value social over individuality.

Limitations of the study and further research A lack of survey Japanese survey participants

planning to study abroad, showed to effect the data a lot.

By only randomly sending to students, a good amount of participants from both sides was difficult to reach.

For a future study, I would like to perform more of a long term study where I survey students, prior, during, and after to see how the numbers change.

Also, I’d like to study how language anxiety is effected by diet; whether it be abroad or in the students own country.

Bibliography1. Second-Language Awareness and Development during Study Abroad: A Case StudyGillian Lord

Hispania , Vol. 92, No. 1 (March 2009), pp. 127-141

Published by: American Association of Teachers of Spanish and Portuguese

2. Foreign Language Reading and Study Abroad: Cross-Cultural and Cross-Linguistic QuestionsGail F. Taillefer

The Modern Language Journal , Vol. 89, No. 4 (Winter, 2005), pp. 503-52

3. Language Learning during Study Abroad: What We Know and What We Have Yet to LearnDan P. Dewey

Japanese Language and Literature , Vol. 41, No. 2, Study Abroad for Advanced Skills (Oct., 2007), pp. 245-269

4. Study Abroad for Advanced Skills in Japanese: Improving Students' Communicative Competence Using Self-Instructional StrategiesChristopher S. Thompson

Japanese Language and Literature , Vol. 41, No. 2, Study Abroad for Advanced Skills (Oct., 2007), pp. 315-332

5. Ellis, R. (n.d.). Second language acquisiton. In Oxford introductions to language study. (Reprinted from Second language acquisition, pp. 20-21, 2012, Oxford, NY: Oxford University Press)

Bibliography Cont.6. Pellegrino Aveni, V. A. (2005). Study broad and language use. Cabridge, United Kingdom: Cambridge University Press. 7. McKinley, J., & Thompson, M. (n.d.). The Globalization of Japanese Higher Education and the FLA Core. Retrieved from http://fla-sir.weebly.com/uploads/2/4/7/1/2471121/ sir33-mckinley_thompson.pdf 8. Eguchi, A. (n.d.). Inside elementary fireign language classrooms: the influence of teachers pedagogical beliefs. Retrieved from http://repository.aichi-edu.ac.jp/dspace/bitstream/10424/ 4219/1/claritas222747.pdf

Media Resources

Acknowledgements