Among language teachers, there is a common belief that formal classroom instruction cannot produce the linguistic competence that students acquire during study abroad. However, very little research has been conducted on what actually happens while students study in foreign countries. Numerous questions concerning this topic consequently arise: How and where do students learn these skills? Does the home stay experience play a significant role in this greater language proficiency? Among the four language skills, which skill improves most, and why?
My research on study abroad programs in Japan began in 1997, and my investigations to date suggest that language teachers should introduce project work involving more communicative interaction with various Japanese people outside the classroom. In addition, my findings have been that host family members, teachers, and program organizers need to meet together in order to discuss the various linguistic/cultural difficulties students encounter while studying abroad. Most significantly, the compelling conclusion drawn from the data gathered is that the home stay experience secures linguistic proficiency.
While discussing the results of research conducted to date, this paper will compare the experience of students of Japanese to those studying in different countries. The basis of this study will be information gathered from students in Japan since 1997 and from a broadly based survey conducted in the spring of 2000. The survey used for students in other countries was based on the questionnaire applied to participants in Japan in the past, consequently facilitating a comparison of results. In addition to seeking points of generalization, the purpose of this study will be to examine the effect study abroad programs have on language acquisition and to suggest ways in which this experience can be incorporated into the classroom to enhance the proficiency of language students.