Informal language contact and formulaic language development of Chinese students abroad during a global crisis
Bibliographic Data
| ID | 21458403 |
|---|---|
| Authors | Siyang Zhou (0000-0003-0852-0265, Monash University), Edsoulla Chung (0000-0001-8480-7992, Saint Louis University) |
| Year | 2025 |
| Volume | 48 |
| Issue | 2 |
| Pages | 224-247 |
| Publication date | 2025-05-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Review of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.24008.zho |
| OpenAlex | W4403042574 |
| Language | EN |
| References cited | 50 |
This longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019–2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second language (L2). Data from a Language Contact Questionnaire, a Study Abroad Social Network Survey, and semi-structured interviews indicated significant changes in their L2 use and social networks. Our findings showed that the students sharply reduced their L2 contact and increased their use of first language (L1) during the pandemic. Productive and receptive tests assessing phrasal verb knowledge revealed that the students did not make significant gains after the pandemic lockdown. The study suggests that significant changes in the living environment can directly impact students’ L2 usage and their formulaic language development
Language contact · Linguistics · Pedagogy · Political science · Sociology · Study abroad · EFL/ESL Teaching and Learning · Philosophy · Second Language Acquisition and Learning · Second Language Learning and Teaching
Second Language Acquisition in a Study Abroad Context
Linguistic Diversity and Social Justice
Social Support Theory and Measurement
Social Network Development, Language Use, and Language Acquisition during Study Abroad
Researching whole people and whole lives
The Language Contact Profile
Students under lockdown
Study Abroad Social Networks, Motivation and Attitudes
Impacts of the Covid-19 Pandemic on Life of Higher Education Students
How periods abroad affect vocabulary growth in a foreign language
Trapped in a Double Bind
Rethinking self, presence, and participation in online teaching and learning during the Covid-19 pandemic
How Output Outweighs Input and Interlocutors Matter for Study‐Abroad SLA
“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
It is not my fault”
An update on the study abroad experience
Covid‐19 in the news
Relationships between social networks and language development during study abroad
Tracking the trajectories of international students’ pragmatic choices in studying abroad in China
Technology and L2 engagement in study abroad
Detailing L1 and L2 use in study-abroad research
Out-of-class language contact and vocabulary gain in a study abroad context
Language learning and study abroad
The Most Frequently Used English Phrasal Verbs in American and British English
Variables Affecting L2 Gains During Study Abroad
Using thematic analysis in psychology
A Longitudinal Analysis of the Effects of One Year Abroad
Frequency Effects in Language Processing
Language Use in Six Study Abroad Programs
Unsettling race and language
Stress, Coping, and Social Support Processes
| Citation velocity | historical |
|---|---|
| Highly cited | No |