Travelling to an
English-speaking country:
Does it guarantee fast and effortless language learning?
By Mayra Yaranga
It is no secret that many factors, not
just one, make someone achieve proficiency in a foreign language. Several have
been suggested, such as motivation, age, method, adaptation and particularly
exposure to the target language, which has become the main justification for
language immersion courses. These offer quick learning, sometimes in courses as
short as two weeks, with good results. Is this the solution to all our language
learning needs?
English abroad? Yes, please!
Schumann’s
Acculturation theory (1978, 1986) argues that there is a close relationship
between the leaner’s interest in the target language culture, the chance to
interact with native speakers and the degree of success in mastering a
language. Language programmes in English-speaking countries take advantage of
this assumption. For one thing, students receive a great deal of language input
all day long. Since they wake up, everything around is in English: the TV
programmes, the transport signs, the ads in the street and the contexts for
interaction, such as asking for directions, shopping, travelling around, etc.
Without any doubt, these scenarios are translated into unique opportunities to
use linguistic tools and interact in REAL LIFE situations (not “life-like”
ones).
Another popular
advantage is being taught by native speakers. Indeed, students will benefit
from accurate pronunciation, not just in terms of articulation and stress but
also pace of delivery, and will have the tools for imitation. It is also common
to hear that being in an English-speaking country “unblocks your ears”, as
learners will become aware of the vast diversity of accents in multicultural
contexts, for example, if they are studying in cities like London or New York,
with a high influx of foreign population.
Not all that glitters
is gold
Indeed. Studying a language abroad may
seem the perfect way to learn, but it should be noted that it has a number of
limitations. In the first place, it is relatively prohibitive due to its costs;
not everybody can easily afford a three-month stay in countries with a high
cost of living, especially if they are not working at the same time (student
visas may not allow them to work).
Other than that, there is an important
point to make regarding language studying abroad. While studying in the target
language country can cause excellent results and a marked improvement in
language proficiency, some students may feel anxious because they do not have a
language background solid enough to have a simple conversation. They are
perfectly aware of this fact, which increases their anxiety enormously, making
learning not easier, but a lot more challenging and somewhat frustrating. Time
could also be a factor inducing anxiety, especially when the courses are very
short and there is external pressure to perform; for example, someone who is
sent by their company to learn quickly because there is urgent demand for a
bilingual professional. Both cases echo what Krashen referred to as the
“affective filter” hypothesis.
Final verdict
Language courses abroad, whatever their
nature, are effective. We can be sure that there are countless success stories
worldwide. However, we should be aware of their restrictions. In order to take
full advantage of an immersion or language study programme abroad, the students
interested should have a basic command of the language before travelling. Upon
their return, the learning which took place abroad should be consolidated by
means of formal instruction that helps learners use their experience abroad to
develop their skills even further.
When your students ask you if it is a good idea to learn English abroad, what do you say?
References
Krashen, Stephen D. (1982). Principles
and practice in second language acquisition. Oxford: Pergamon. Retrieved from
http://www.sdkrashen.com/
· Schumann, J. H. (1978). The
relationship of pidginization, creolization, and decreolization to second
language acquisition. Language Learning, Vol 28/2
· Schumann,
J. (1986). Research on the acculturation model for L2 acquisition. Journal
of Multilingual and Multicultural Development, Vol 7/5
Biodata:
Mayra Yaranga (1985) has
completed Doctorate studies in Education at UNIFÉ; she holds a Master’s Degree
in Media, Culture and Identity from Roehampton University (London)
revalidated by PUCP, a Bachelor’s Degree in Education from UPCH and the
Professional Title of Licenciada from IPNM. Currently she works as Pedagogical
Specialist and Member of the Research Area for Universidad del Pacífico Language
Centre. She is also Associate Professor at UNIFÉ. She has published papers
in the fields of English Language Teaching and Cultural Studies
