Study abroad and second language use: Constructing the self. By Valerie Pellegrino Aveni. Cambridge: Cambridge University Press, 2005. Pp. 188. ISBN 0521534941. $34.99.
Reviewed by Colette van Kerckvoorde, Simon’s Rock College
Researchers in the field of second language acquisition agree that study-abroad experiences are valuable in developing skills in a second language. When abroad, however, some students, those labeled ‘good learners’, exhibit more willingness to practice L2. This implies that the individual nature of the learner determines willingness to employ the target language, regardless of the situation. Such a view is not consistent with reality: language learners do not categorically use or refuse to use the second language. In this book, Aveni demonstrates that the perceived amount of threat to one’s self-image may determine whether one will seize an opportunity to practice or avoid speaking L2.
A begins with a description of the role of language in the construction and presentation of the self. Since we can only communicate our true self by means of language, self-presentation becomes significantly more difficult with imperfect language skills. Our natural drive to protect our public image is hampered, and it becomes very difficult to project an image that embodies our ideal. She then turns to reasons why learners are willing to take on risk abroad and speak L2 anyway.
Next, A describes four key areas in which the learners’ sense of security must be developed in order to be willing to speak: on the scale of social hierarchy, they must sustain a sense of status in a social interaction and of control over their environment. On the scale of social distance, not only is a sense of validation of their own self-worth required, but also physical and emotional safety.
A then explores additional factors that affect self-construction and, therefore, willingness to use L2. These may be related to the interlocutors, for example, their age, gender, and physical attractiveness, and also how they respond to the learner’s language skills. Crucial are the learner’s perception and interpretation of these. Learner-internal cues include the attitude toward the self, the ability to assess one’s own L2 skills, and the ability to predict the outcome of an interaction. All of these factors interact with each other.
Finally, A turns to strategies that L2 learners develop to deal with the problem of creating an acceptable and satisfactory self-image. The amount of time spent abroad is important: usually, the learners’ attitude toward their second-language skills improves, and they come to realize that occasional failed interaction is not all that bad. All learners exhibit a shift in focus to learner-internal cues and are therefore better equipped to use L2 in a nonthreatening way.
A uses grounded theory methodology, a method frequently used in social psychology, sociology, and medicine. She examines extensive narrative data from students who were enrolled in a study-abroad program in Russia, such as diary entries and interviews, in order to draw conclusions, and she quotes heavily from these data. This feature makes the book especially attractive and accessible for anyone who intends to participate or has participated in a study-abroad program. The voices are authentic, the students are very candid in their reports, and A provides the context and an interpretation. The book does not require any prior familiarity with the literature in second language acquisition.