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, Potowski, K., Jegerski, J., & Morgan-Short, K. (2009). The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers. Language Learning, 59, 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, Kinginger, C. (2008). Language Learning in Study Abroad: Case Studies of Americans in France. Modern Language Journal, 92,

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

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