Abe, M. (2019). Comparing errors across an L2 spoken and written error-tagged Japanese EFL learner corpus. In G. Sandra, & J. Mukherjee (Eds.), Learner Corpora and Language Teaching (pp. 157–174). Benjamins.
Arnett, C. (2013). Syntactic gains in short-term study abroad. Foreign Language Annals, 46(4), 705–712. https://doi.org/10.1111/flan.12052
Baker, W., Trofimovich, P., Mack, M., & Flege, J. (2002). The effect of perceived phonetic similarity on non-native sound learning by children and adults. In B. Skarabela, S. Fish, & A. Do (Eds.), Proceedings of the 26th annual Boston University Conference on Language Development (pp. 36–47). Cascadilla Press.
Baker, W., Trofimovich, P., Flege, J. E., Mack, M., & Halter, R. (2008). Child – adult differences in second-language phonological learning: The role of cross-language similarity. Language and Speech, 51(4), 317–342. https://doi.org/10.1177/0023830908099068
Balaban, H, Ö., & Hohenberger, A. (2020). The development of narrative skills in Turkish- speaking children: A complexity approach. PLOS ONE, 15(5): e0232579. https://doi.org/10.1371/ journal.pone.0232579
Baró, A. L., & Serrano, R. S. (2011). Length of stay and study abroad: Language gains in two versus three months abroad. Revista Española de Lingüística Aplicada (RESLA), 24, 95110.
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48.
Birdsong, D., & Molis, M. (2001). On the evidence for maturational constraints in second language acquisition. Journal of Memory and Language, 44(2), 235–249. https://doi.org/10.1006/jmla.2000.2750
Birdsong, D., & Vanhove, J. (2016). Age of second language acquisition: Critical periods and social concerns. In E. Nicoladis & S. Montanari (eds.), Bilingualism across the lifespan: Factors moderating language proficiency (pp. 163–181). American Psychological Association.
Bongaerts, T., Mennen, S., & van der Silk, F. (2000). Authenticity of pronunciation in naturalistic second language acquisition: The case of very advanced late learners of Dutch as a second language. Studia Linguistica, 54(2), 298–308. https://doi.org/10.1111/1467-9582.00069
Borràs, J., & Llanes, À. (2020). L2 reading and vocabulary development after a short Study Abroad experience. Vigo International Journal of Applied Linguistics, 17, 35–55. https://doi.org/10.35869/vial.v0i17.1464
Carlo, M. S., Barr, C. D., August, D., Calderón, M., & Artzi, L. (2014). Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners. Bilingual Research Journal, 37(3), 287–310. https://doi.org/10.1080/15235882.2014.963739
Chuang, H., Joshi, R. M., & Dixon, L. Q. (2012). Cross-language transfer of reading ability: Evidence from Taiwanese ninth-grade adolescents. Journal of Literacy Research, 44(1), 97–119. https://doi.org/10.1177/1086296X11431157
Cohen, C., Bauer, E., Minniear, J. (2021). Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders. Linguistics and Education (Elsevier), 63(1). https://doi.org/10.1016/j.linged.2021.100905
Conroy, M. A. (2018). Contextual factors in second language learning in a short-term study abroad programme in Australia. The Language Learning Journal, 46(3), 311–328. https://doi.org/10.1080/09571736.2015.1118643
Cubillos, J. H., Chieffo, L., & Fan, C. (2008). The impact of short-term study abroad programs on L2 listening comprehension skills. Foreign Language Annals, 41(1), 157–185. https://doi.org/10.1111/j.1944-9720.2008.tb03284.x
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 198–203.
D’Amico, L. M. (2012). L2 fluency and willingness to communicate: The impact of short- term study abroad versus at-home study. US-China Foreign Language, 10(10), 1608-1625.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499–533. https://doi.org/10.13140/RG.2.1.3958.4486
DeKeyser, R., Alfi-Shabtay, I., & Ravid, D. (2010). Cross-linguistic evidence for the nature of age effects in second language acquisition. Applied Psycholinguistics, 31(3), 413–438. https://doi.org/10.1017/S0142716410000056
Di Silvio, F., Diao, W., & Donovan, A. (2016). The development of L2 fluency during study abroad: A cross-language study. The Modern Language Journal, 100(3), 610–624. https://doi.org/10.1111/modl.12343
Di Silvio, F., Donovan, A., & Malone, M. E. (2014). The effect of study abroad homestay placements: Participant perspectives and oral proficiency gains. Foreign Language Annals, 47(1), 168–188. https://doi.org/10.1111/flan.12064
Di Silvio, F., Donovan, A., & Malone, M. E. (2015). Promoting oral proficiency gains in study abroad homestay placements. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 75–94). European Second Language Association
Ecke, P. (2014). The effects of study abroad in the German-speaking world: A research review. A Journal of the American Association of Teachers of German, 47(2), 121–139. https://doi.org/10.1111/tger.10166
Evans, M., & Fisher, L. (2005). Measuring gains in pupils’ foreign language competence as a result of participation in a school exchange visit: The case of Y9 pupils at three comprehensive schools in the UK. Language Teaching Research, 9(2), 173–192. https://doi.org/10.1191/1362168805lr162oa
Fathman, A. (1975). The relationship between age and second language learning ability. Language Learning, 25(2), 245–253. https://doi.org/10.1111/j.1467- 1770.1975.tb00244.x
Freed, B. F., Segalowitz, N., & Dewey, D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26(2) , 275–301. https://doi.org/10.1017/S0272263104262064
Griffin, T. M., Hemphill, L., Camp, L., Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123–147. https://doi.org/10.1177/0142723704042369
Hammer C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, B. (2012). Predicting Spanish-English bilingual children’s language abilities. Journal of Speech Language and Hearing Research, 55(5), 1251–1264. https://doi.org/10.1044/1092-4388(2012/11-0016)
Heilmann, J. J., Rajos, R., Iglesias, A., & Miller. J. F. (2016). Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the ‘Frog’ stories. International Journal of Language and Communication Disorders, 51(3), 339–345. https://doi.org/10.1111/1460-6984.12201
Hernández, T. A. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. The Modern Language Journal, 94(4), 600–617. https://doi.org/10.1111/j.1540- 4781.2010.01053.x
Hernández, T. A. (2016). Short-term study abroad: Perspectives on speaking gains and language contact. Applied Language Learning, 26(1), 39–64.
Homano-Bunce, D., Murray, R., & Campbell, B. (2019). The effects of a short study abroad programme on Japanese learners’ L2 listening. The Asian EFL Journal, 23(4.1), 106–129.
Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. John Benjamins.
Huang, X., Liang, X., & Dracopoulos, E. (2011). A study on the relationship between university students’ Chinese writing proficiency and their English writing proficiency. English Language Teaching, 4(2), 55–65. https://doi.org/10.5539/elt.v4n2p55
Hyltenstam, K. (2018). Second language ultimate attainment: Effects of maturation, exercise, and social/psychological factors. Bilingualism: Language and Cognition, 21(5), 921–923. https://doi.org/10.1017/S1366728918000172
Hyltenstam, K., & Abrahamsson, N. (2003). Maturational constraints in SLA. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 539–588). Blackwell.
Institute of International Education. (2021). Open doors fast facts 2021. Retrieved February 20, 2022, from https://opendoorsdata.org/wp- content/uploads/2021/11/OD21_Fast-Facts-2021.pdf.
Isabelli-Garcia, C. (2010). Acquisition of Spanish gender agreement in two learning contexts: Study abroad and at home. Foreign Language Annals, 43(2), 289–303. https://doi.org/10.1111/j.1944-9720.2010.01079.x
Isabelli-García, C., Bown, J., Plews, J., & Dewey, D. (2018). Language learning and study abroad. Language Teaching, 51(4), 439–484. https://doi.org/10.1017/S026144481800023X
Izmaylova-Culpepper, A., & Olovson, B. (2017). Exploring learner language development during short-term study abroad. In J. A. Foss (Ed.), Performance + Proficiency = Possibilities: Selected Papers from the 2017 Central States Conference on the Teaching of Foreign Languages (pp. 109–132). Robert M. Terry.
Jochum, C. J. (2014). Measuring the effects of a semester abroad on students’ oral proficiency gains: A comparison of at-home and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 24, 93–104. https://doi.org/ 10.36366/frontiers.v24i1.338
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0
Juan-Garau, M. (2014). Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effects. In C. Pérez-Vidal (Ed.), Language Acquisition in Study Abroad and Formal Instruction Contexts (pp.87– 110). John Benjamins Publishing.
Juan-Garau, M. (2015). Speaking an additional language: Can study abroad do the trick? Language Value, 7(1), 45–60. https://doi.org/10.6035/LanguageV.2015.7.4 Karlsen, J., Hjetland, H. N., Hagtvet, B. E., Braeken, J., Melby-Lervåg, M. (2021). The concurrent and longitudinal relationship between narrative skills and other language skills in children. First Language, 41(5), 555–572. https://doi.org/10.1177/0142723721995688
Karlsen, J., Geva, E., & Lyster, S. (2016). Cognitive, linguistic, and contextual factors in Norwegian second language learner’s narrative production. Applied Psycholinguistics, 37(5), 1117–1145. https://doi.org/10.1017/S014271641500051X
Kim, Y., Park, C., Park, Y. (2015). Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: an exploratory study. Reading and Writing, 28(5), 633–654. https://doi.org/10.1007/s11145-015- 9542-7
Kinginger, C. (2015). Language socialization in the homestay: American high school students in China. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp.52–74). The European Second Language Association.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
Lee, A. Y. (2008). Child second language acquisition: Acquisition of functional categories – a case study [Unpublished doctoral dissertation]. Universiät Wien.
LABO Teaching Information Center (2020). LABO International Exchange Program: Language Opens the Door to Your Child’s Future [Unpublished manuscript]. LABO Teaching Information Center.
Labov, W., & Waletsky, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). University of Washington Press.
Leonard, K. R., & Shea. C. E. (2017). L2 speaking development during study abroad: Fluency, accuracy, complexity, and underlying cognitive factors. The Modern Language Journal, 101(1), 179–193. https://doi.org/10.1111/modl.12382
Lenneberg, E. H. (1967). The biological foundations of language. Hospital Practice, 2(12), 59–67. https://doi.org.icu.remotexs.co/10.1080/21548331.1967.11707799
Leśniewska, J., & Pichette, F. (2018). Crosslinguistic influence in English as the weaker language of French-English and Polish-English bilingual children. Studia Linguistica Universitatis Lagellonicae Cracoviensis, 135(2), 131–146. https://doi.org/10.4467/20834624SL.18.011.8470
Lightbown, P. M., & Spada, N. (2020). Teaching and learning L2 in the classroom: It’s about time. Language Teaching, 53(4), 422–432. https://doi.org/10.1017/S0261444819000454
Lindseth, M. U. (2010). The development of oral proficiency during a semester in
Germany. Foreign Language Annals, 43(2), 246–268. https://doi.org/10.1111/j.1944-9720.2010.01077.x
Llanes, À. (2011). The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 8(3), 189–215. https://doi.org/10.1080/14790718.2010.550297
Llanes, À., & Muñoz, C. (2009). A short stay abroad: Does it make a difference? System, 37(3), 353–365. https://doi.org/10.1016/j.system.2009.03.001
Llanes, À., & Muñoz, C. (2013). Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 63(1), 63–90. https://doi.org/10.1111/j.1467-9922.2012.00731.x
Llanes, À., & Serrano, R. (2017). The effectiveness of classroom instruction ‘at home’ versus study abroad for learners of English as a foreign language attending primary school, secondary school and university. The Language Learning Journal, 45(4), 434–446. https://doi.org/10.1080/09571736.2014.923033
Lucero, A. (2015). Cross-linguistic lexical, grammatical, and discourse performance on oral narrative retells among young Spanish speakers. Child Development, 86(5), 1419–1433. https://doi.org/10.1111/cdev.12387
Luk, Z. P., & Shirai, Y. (2009.) Is the acquisition order of grammatical morphemes impervious to L1 knowledge? Evidence from the acquisition of plural –s, articles, and possessive ‘s. Language Learning, 59(4), 721–754. https://doi.org/10.1111/j.1467-9922.2009.00524.x
Magnan, S. S., & Back, M. (2007). Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43–61. https://doi.org/10.1111/j.1944- 9720.2007.tb02853.x
Martohardjono, G., & Klein, E. C. (2017). The development of morphosyntax in child and adult second language acquisition. In E. M. Fernández & H. S. Cairns (Eds.), The Handbook of Psycholinguistics (pp. 653–673). Wiley Blackwell.
Mayer, M. (1969). Frog, Where are you? Dial Press.
Michel, M. (2017). Complexity, Accuracy and Fluency in L2 Production. In S. Loewen &M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 50–68). Routledge.
Miller, R. D., Correa, V. I., & Katsiyannis, A. (2018). Effects of a story grammar intervention with repeated retells for English learners with language impairments. Communication Disorders Quarterly, 40(1), 15–27. https://doi.org/10.1177/1525740117751897
Mokhtar, N. H., Hlim, M. F. A., & Kamarulzaman, S. Z. S. (2011). The effectiveness of storytelling in enhancing communicative skills. Procedia Social and Behavioral Sciences, 18, 163–169. https://doi.org/10.1016/j.sbspro.2011.05.024
Mora, J. C., & Valls-Ferrer, M. (2012). Oral fluency, accuracy, and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly, 46(4), 610–641. https://doi.org/10.1002/tesq.34
Morvay, G. (2015). The role of L1 reading ability, L2 proficiency and non-verbal intelligence in L2 reading comprehension. Argentinean Journal of Applied Linguistics, 3(1), 26–47.
Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition, 21(1), 81–108. https://doi.org/10.1017/S0272263199001035
Muñoz, C. (2008a). Age-related differences in foreign language learning: Revising the empirical evidence. International Review of Applied Linguistics, 46(3), 197–220. http://dx.doi.org/10.1515/IRAL.2008.009
Muñoz, C. (2008b). Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 29(4), 578–596. https://doi.org/10.1093/applin/amm056
Muñoz, C. (2010). On how age affects foreign language learning. Advances in Research on Language Acquisition and Teaching: Selected Papers, 39–49.
Muñoz, C. (2014). Starting age and other influential factors: Insights from learner interviews. Studies in Second language Learning and Teaching, 4(3), 465–484. https://doi.org/10.14746/ssllt.2014.4.3.5
Muñoz, C., & Llanes, À. (2014). Study abroad and changes in degree of foreign accents in children and adults. The Modern Language Journal, 98(1), 432–449. https://doi.org/10.1111/j.1540-4781.2014.12059.x
Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44(1), 1–35. https://doi.org/10.1017/S0261444810000327
Munro, M., Flege, J., & MacKay, I. (1996). The effect of age of second language learning on the production of English vowels. Applied Psycholinguistics, 17(3), 313–334. https://doi.org/10.1017/S0142716400007967
Nakamura, K. (2009). Language and affect: Japanese children’s use of evaluative expresions in narratives. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, S. Ozcaliskan (Eds.) Crosslinguistic approaches to the psychology of language research in the tradition of Dan Isaac Slobin (pp.225–239). Psychology Press.
Nakamura, K. (2019). Evaluative language in Japanese and English narrative discourse: From the perspective of L1 and L2. The 21st Annual International Conference of the Japanese Society for Language Sciences Conference Handbook, 59–62.
Norbury, C. F., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language and Communication Disorders,38(3), 287–313. https://doi.org/10.1080/136820310000108133
Organization for Economic Co-operation and Development. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing, Paris.
Pae, T. (2019). A simultaneous analysis of relations between L1 and L2 skills in reading and writing. Reading Research Quarterly, 54(1), 109–124. https://doi.org/10.1002/rrq.216
Paradis, J., Rice, M. L., Crago, M., & Marquis, J. (2008). The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment. Applied Psycholinguistics, 29(4), 689–722. https://doi.org/10.1017/S0142716408080296
Pérez-Vidal, C., López-Serrano, S., Amnet, J., & Thomas-Wilhelm, D. J. (2018). Context effects in second language acquisition: formal instruction, study abroad and immersion classrooms. In C. Pérez-Vidal, S. López-Serrano, J. Amnet, & D. J.
Thomas-Wilhelm (Eds.), Learning context effects: Study abroad, formal instruction and international immersion classrooms (pp. 131–154). Language Science Press.
Pichette, F., & Leśniewska, J. (2018). Percentage of L1-based errors in ESL: An update on Ellis (1985). International Journal of Language Studies, 12(2), 1–16.
Quan, T. (2016). Becoming fluent abroad: Examining the interactions of oral fluency, formulaic language, and learner investment in study abroad [Unpublished doctoral dissertation]. University of California, Davis.
Quay, S., & Kano, M. (2015). Short-term stays abroad: Effectiveness for balancing bilingual development. Studies in Language Sciences: Journal of the Japanese Society for Language Sciences, 14, 83–105.
R Core Team. (2021). R: A language and environment for statistical computing [R]. Vienna, Austria: R Foundation for Statistical Computing. Retrieved February 10, 2022, from https://www.R-project.org/.
Reily, J., Losh, M., Bellugi, U., Wulfeck, B. (2004). “Frog, where are you?” Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome. Brain and Language, 88(2), 229–247. https://doi.org/10.1016/S0093- 934X(03)00101-9
Savage, B. L., & Hughes, H. Z. (2014). How does short-term foreign language immersion stimulate language learning? Frontiers: The Interdisciplinary Journal of Study Abroad, 24(1), 103–120. http://dx.doi.org/10.36366/frontiers.v24i1.339 Schenker, T. (2018). Making short-term study abroad count – Effects on German language skills. Foreign Language Annals, 51(2), 411–429. https://doi.org/10.1111/flan.12339
Schenker, T. (2021). Online journaling and language learning in intensive summer study abroad programs. Language Teaching Research, 00(0), 1–19. https://doi.org/10.1177%2F13621688211036673
Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and Full Transfer / Full Access. Second language Research, 12(1), 40–72. https://doi.org/10.1177/026765839601200103
Segalowitz, N., Freed, B., Collentine, J., Lafford, B., Lazaar, N., & Diaz-Campos, M. (2004). A comparison of Spanish second language acquisition in two different learning contexts: Study abroad and the domestic classroom. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1–18. https://doi.org/10.36366/frontiers.v10i1.130
Serrano, R., Llanes, À., & Tragant, E. (2011). Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39(2), 133–143. https://doi.org/10.1016/j.system.2011.05.002
Shibasaki, H., Tokimoto, S., Ono, Y., Inoue, T., & Tamaoka, K. (2015). English reading comprehension by Japanese high school students: Structural equation modeling including working memory and L1 literacy. Open Journal of Modern Linguistics, 5, 443–458. http://dx.doi.org/10.4236/ojml.2015.55039
Stölten, K., Abrahamsson, N., & Hyltenstam, K. (2015). Effects of age and speaking rate on voice onset time: The production of voiceless stops by near-native L2 speakers. Studies in Second Language Acquisition, 37(1), 71–100. https://doi.org/10.1017/S0272263114000151
Thompson, I. (1991). Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 41(2), 177–204. https://doi.org/10.1111/j.1467- 1770.1991.tb00683.x
Ukrainetz, T. A. (2006). Teaching narrative structure: Coherence, cohesion, and captivation. In T.A. Ukrainetz (Ed.), Contextualized Skill Intervention (pp.195– 246). Pro-Ed.
van Gelderen, A., Schoonen, R., Stoel, R. D., de Glopper, K., & Hulstijn, J. (2007). Development of adolescent reading comprehension in language 1 and language 2: A longitudinal analysis of constituent components. Journal of Educational Psychology, 99(3), 477–491. https://doi.org/10.1037/0022-0663.99.3.477
Viberg, Å. (2001). Age- and L2-related features in bilingual narratives in Sweden. In L.
Verhoeven & S. Str ömqvist (Eds.), Narrative development in a multilingual context. John Benjamins.
White, L., & Genesee, F. (1996). How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12(3), 233-265. http://dx.doi.org/10.1177/026765839601200301
Yamashita, J. (2002). Mutual compensation between L1 reading and L2 language proficiency in L2 reading comprehension. Journal of Research in Reading, 25(1), 81–95. https://doi.org/10.1111/1467-9817. 00160
論文の公開元へ
