Jessica G. Briggs
Out-of-class language contact and vocabulary gain in a study abroad context
University of Oxford
article reports study relationships outofclass language contact vocabulary gain study abroad sa context sample n 241 adult mixedl1 sa learners english vocabulary testing took place beginning end sa period questionnaire administered time points determine types outofclass language contact identified sample analysis grouped participants location oxford london length stay short medium long findings indicated types outofclass language contact sample identified facilitative varied input opportunities use l2 lexis regression analyses failed identify significant relationship informal contact vocabulary gain pedagogical implication findings calls inclusion sa curricula guidance learners plan manage manipulate informal language contact maximum linguistic gain