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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 10:2 (2025) ► pp.155–179

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From stay-abroad research to SLA theory

A focus on variable structures and phraseological units

ORCiD logo with link | Université Côte d’Azur
 | Virginia Polytechnic Institute and State University
Published online: 15 May 2025
DOI logo with link
https://doi.org/10.1075/sar.24012.edm
Abstract
In this article, we reflect on how stay-abroad data and research have contributed to the field of second language acquisition and on what form future contributions could take. To do so, we use a recent model of second-language interaction ( (2020). Variationist perspective(s) on interlocutor individual differences. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 128–157). John Benjamins. Google Scholar logo with link to Google Scholar, (2023). Epilogue. In S. L. Zahler, A. Y. Long, & B. Linford (Eds.), Study abroad and the second language acquisition of sociolinguistic variation in Spanish (pp. 350–368). John Benjamins. Google Scholar logo with link to Google Scholar) as a framework, focusing on two components of the model: learner characteristics (i.e., gender, identity) that shape language use and input available to learners. For each component, we reference empirical research on sociolinguistic and phraseological development in stay-abroad contexts to formulate six testable hypotheses. We show how these hypotheses may fruitfully guide future research, with the goal of refining this model of second-language interaction and informing theory building within the field of second language acquisition more generally.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1SLA theory and a model of L2 interaction
    • 2.2Sociolinguistic competence
    • 2.3Phraseological competence
  • 3.From stay-abroad research to SLA theory: Developing hypotheses
    • 3.1Part (c): Learner characteristics
      • 3.1.1Sociolinguistic competence
      • 3.1.2Phraseological competence
    • 3.2Part (a): Input for developing grammar
      • 3.2.1Sociolinguistic competence
      • 3.2.2Phraseological competence
  • 4.Conclusion
  • Acknowledgements
  • Notes
  • References
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Cited by one other publication

Gudmestad, Aarnes
2025. The development of sociolinguistic competence in Spanish: insights from study-abroad research. Journal of Spanish Language Teaching 12:2 ► pp. 137 ff. DOI logo

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