Preparedness for Study Abroad: Comparing the Linguistic Outcomes of a Short-Term Spanish Program by Third, Fourth and Sixth Semester L2 Learners

Abstract

The present study examines second language development in a short-term program based on the number of courses that learners have completed prior to their abroad experience. However, it does not presume that longer seat time before studying abroad equals proportionately higher linguistic returns. Rather, it aims to describe what kind of language development occurs in the short-term study abroad environment based on learners’ previous language experience. This descriptive approach allows us to take into account the individual variation that characterizes study abroad learning outcomes (Segalowitz et al., 2004). It also brings a level of detail that is useful in investigating optimal timing conditions toward the study abroad experience, that is, a threshold level at which learners are primed to benefit most from study abroad (Segalowitz & Freed, 2004).