When study-abroad experience fails to deliver: The internal resources threshold effect

Abstract

ABSTRACTSome second language (L2) learners return from study-abroad experiences (SAEs) with seemingly no change in their L2 ability. In this study we investigate whether a certain level of internal cognitive resources is necessary in order for individuals to take full advantage of the SAE. Specifically, we examine the role of working memory resources in lexical comprehension and production for learners who had or had not studied abroad. Participants included native English learners of Spanish. Participants completed a translation recognition task and a picture-naming task. The results suggest that individuals who lack a certain threshold of working memory resources are unable to benefit from the study-abroad context in terms of being able to produce accurately in the L2.