Studies with U.S. secondary second language (L2) learners have revealed individual differences (IDs) in first language (L1) skills and L2 aptitude and shown that these IDs are related to L2 achievement and proficiency. In this study, U.S. students were administered measures of L1 achievement, L1 cognitive processing, and L2 aptitude; followed…

With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured…

This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. One hundred sixteen high school students ages 15-18 from eight hoshuukoo completed…

The last few decades have seen a proliferation of research on study abroad (SA). A review of SA research literature shows general inconsistencies and inconclusiveness on certain issues, particularly on SA outcomes and their factors. This article discusses such inconsistencies in terms of the highly variable contexts and vastly unstable nature of…

Although proficiency is a primary goal, the objectives of second language (L2) teaching are also to enhance learners' understanding of the nature of language and culture (National Standards, 1999). This study, based on interviews with 13 American women living in Venezuela, explores nonnatives' perspectives on factors that influence their…