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This volume brings together studies dealing with second language learning in contexts that provide intensive exposure to the target language. In doing so, it highlights the role of intensive exposure as a critical distinctive characteristic in the comparison of learning processes and outcomes from different learning contexts: naturalistic and foreign language instruction, stay abroad and at home, and extensive and intensive instruction programmes. The different chapters represent a wide range of learning contexts and types of learning, as well as different approaches that yield much needed evidence on the role of context of acquisition in second language learning.

Immersion method (Language teaching) --- Immersieonderwijs --- Tweedetaalverwerving --- Language and languages --- Tweetalig onderwijs --- Second language acquisition --- Education, Bilingual. --- didactiek --- Study and teaching. --- Immersion method (Language teaching). --- Immersieonderwijs. --- Tweetalig onderwijs. --- didactiek. --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Bilingual education --- Bilingualism --- Multilingual education --- Study and teaching --- Immersion method --- Second language acquisition Study and teaching --- Language and languages Study and teaching --- L2 language exposure. --- L2 learning. --- SLA. --- Second Language Acquisition. --- foreign language learning. --- intensive instruction. --- language exposure. --- second language learning. --- study abroad. --- target language.

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Sheep --- Concejo de la Mesta (Spain). --- Spain --- Economic conditions.

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This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.

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Linguistics

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This book is based on a longitudinal study involving learners of English as a foreign language from their first year in primary education to their last year in compulsory secondary education. Some of the chapters report on the whole sample initially drawn from five primary schools and some are based on a sample of focal learners. These focal learners were followed in secondary school (grades 7 and 10). One of the main aims of the book is capturing change over time regarding the learners' language perceptions and awareness, oral and written language development, learners' attitudes and motivation, and their language learning trajectories. The longitudinal nature of the data also allows identification of internal and external factors on learners' linguistic outcomes. The book draws on a wealth of data sources (self-reported data, classroom observations, institutional data, language tests and tasks), participants (learners, teachers, parents), several testing times and both qualitative and quantitative analyses. The book will be of interest to educators and scholars working on such areas as language pedagogy, language development and awareness as well as individual differences. Elsa Tragant is an associate professor in Applied Linguistics at the University of Barcelona, Spain. Carmen Muñoz is Professor of English Philology (Applied Linguistics) at the University of Barcelona, Spain. .

Didactics of languages --- Linguistics --- Literature --- talenonderwijs --- linguïstiek --- literatuurwetenschap