The Effect of Immersion on Second Language Acquisition

The Effect of Immersion on Second Language Acquisition

Natalie Ernest

Introduction: Research Area

SLA= studies how languages are acquired/methods of language learning

Multidimensional topic area Research looks at two environments of

language learning and tries to determine what area each environment excels in Grammar Speaking comprehensibility/ Fluidity of speech

Aim/Justification Studied abroad, noticed discrepancy in

language learning Research could help SLA/FL teachers in

teaching students Why is there this discrepancy? In what ways

does immersion help language learning?

Refrences Spezzini, S. (2004). English Immersion in Paraguay: Individual

and Sociocultural Dimensions of Language Learning and Use. International Journal of Bilingual Education & Bilingualism, 7, 412-431.

Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers. Language Learning, 59, 537-579.

Gass, S.M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course. New York, NY: Routledge.

Amuzie, G.L., & Winke, P. (2009). Changes in Language Learning Beliefs as a Result of Study Abroad. System, 37, 366-379.

Kinginger, C. (2008). Language Learning in Study Abroad: Case Studies of Americans in France. Modern Language Journal, 92, 1-124.

Research Questions Does immersion produce more

comprehensible speech as opposed to Foreign Language Teaching?

Does immersion produce students with a higher awareness to grammar as opposed to Foreign Language Teaching?

Does immersion produce students with a higher vocabulary as opposed to Foreign Language Teaching?

Methodology:a. Subjects/Sources

12 Ohio University students enrolled in Spanish 300 levels (higher level) 6 who have studied Spanish abroad 6 who have not studied Spanish abroad

Native Spanish speaker who was educated in Spanish as well, will help researcher analyze the data to determine grammaticality, fluidity of speech, and vocabulary

b. Materials/Instruments

Pronunciation Lab Diagnostic Prompt to record speech sample

Ask to write about the reason why they chose to study Spanish, 1 paragraph to measure grammaticality/vocabulary

c. Procedure Ask for volunteers from Spanish 300 level classes to

participate, six who have studied Spanish abroad, 6 who have not

Arrange time to meet with students to collect data Record speech sample from Diagnostic Prompt of each

group of students Students will then be asked to write a short essay (about a

paragraph) on the reasons why they chose to study Spanish Both speech samples and writing samples will be analyzed

by the researcher and a native Spanish speaker Immersion group data will be compared to non-immersion

to answer research questions

f. Type of Data and Analysis

Speech and writing samples Analysis will take place with native Spanish

speaker who will compare the two groups on their fluidity of speech ie. Do they sound native-like? Are they pausing a lot or making inappropriate pauses within thought groups?, grammaticality (do immersion students make more errors in writing then non-immersion?) and vocabulary (do immersion students use more advanced words in speaking then non-immersion? Do the student in any of the group use the words correctly?)

Limitations of Study Students may vary on how long they studied

abroad which could cause variation even in one group

Students from the same class could make the same errors or speak in the same way because they share the same class together

Finding volunteers Students may not want to talk or write that much So few participants can’t make a big claim, ie. A

strong pattern cannot be represented with such small a sample size

Expected Results Immersion students are more fluid and

confident in speaking Non-immersion students have a stronger

understanding of the grammar Immersion students to have a bigger

vocabulary in certain areas, ie. Pop culture

THANK YOU!!!!