Second language acquisition in a study abroad context: A comparative investigation of the effects of study abroad and foreign language instruction on the L2 learner's grammatical development

This paper investigates a possible differential effect of study abroad and foreign language instruction on the L2 learner's linguistic development in relation to a specific component of his/her grammatical competence, namely the expression of past time. The study is based on a comparative investigation of Irish advanced learners of French during study abroad and in the foreign language classroom. By drawing on variation theory to illuminate the intrinsic detail of their linguistic development, the study investigates the effect of a range of linguistic factors on the learners' variable marking of past time. Results suggest that study abroad has a more beneficial effect than instruction by bringing about increased use of the past time markers, without changing the underlying patterns of use of such markers when those linguistic factors are present in context. The findings are discussed in terms of the universality of the acquisition process in an instructed and naturalistic setting.