The Overseas Immersion Setting as Contextual Variable in Adult SLA: Learner Behaviors Associated with Language Gain to Level-3 Proficiency in Russian: In Honor of Richard D. Brecht

Previous quantitative studies (Brecht, Davidson, Ginsburg (1995), Davidson (2007, 2010) have provided large-scale, multi-institutional analyses of language gain by American students (N = 1,881) engaged in the formal study of language and regional studies at U.S. partner universities in Russia at the...

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Bibliographic Details
Published in:Russian language journal 2010-01, Vol.60, p.55-78
Main Authors: Davidson, Dan E, Lekic, Maria D
Format: Article
Language:English
Online Access:Get full text
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Summary:Previous quantitative studies (Brecht, Davidson, Ginsburg (1995), Davidson (2007, 2010) have provided large-scale, multi-institutional analyses of language gain by American students (N = 1,881) engaged in the formal study of language and regional studies at U.S. partner universities in Russia at the intermediate and advanced levels. Subjects represented statistically robust numbers at different initial levels of proficiency engaged in typical study durations of 8-weeks (summer), 15-weeks (semester), or 30 weeks (academic year). The present study is focused on the advanced to superior levels (and above), providing updated outcomes and correlation data for this level (the Russian Overseas Flagship Program), noted for a smaller sample in Davidson (2010), and new data on the effects of different levels and varieties of on-program language utilization on ultimate proficiency outcomes. Adapted from the source document
ISSN:0036-0252