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Title:
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A Study of Linguistic, Perceptual and Pedagogical Change in a Short-Term Intensive Language Program
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Author:
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Karen Woodman
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Email:
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click here to access email
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Degree Awarded:
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University of Victoria
, Department of Linguistics
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Degree Date:
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1998
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Linguistic Subfield(s):
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Applied Linguistics
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Subject Language(s):
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English
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Director(s):
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John Esling
Margaret Warbey
Bradley Harris
Robert Anthony
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Abstract:
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This study investigates linguistic, perceptual and pedagogical change (LPPC) in a short-term study-abroad English immersion program. A conceptual and methodological framework, the LPPC Interactive Model of SLA, is proposed based on the Socioeducational Model (Gardner, 1985) and Woods' (1996) BAK structure. The framework is applied in a cross-cultural context, focussing on the participants in the 1993 Camosun Osaka Aoyama English Language Institute: 384 Japanese English as a Second Language (ESL) students from Aoyama Junior College in Osaka (Japan) and 14 Non-Japanese ESL teachers at Camosun College and the University of Victoria in Victoria, British Columbia (Canada). Theoretical issues identified in this study include the definition of teacher achievement, the distinction between language activation and language acquisition in the short-term study-abroad context, the development of the constructs SBAK+, TBAK+ and CBAK+ to describe interactions in 'class fit', and the influence of temporal parameters on linguistic, perceptual and pedagogical change. Research findings support the hypothesis that change occurs in each of the linguistic, perceptual and pedagogical dimensions explored within the Camosun Osaka Aoyama English Language Institute. Support was also found for the constructs proposed for the Model.
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