1. Does studying abroad help learners of Spanish sound more native-like? Study conducted by: Amanda Prince and Lindsay Earnest

2. Background: Why we chose to use learners of Spanish FWe both have studied Spanish for years FWant to use Spanish as well as TESOL in our careers FAmanda has studied abroad in a Spanish speaking country, Lindsay has not FWe both have studied Spanish for years FWant to use Spanish as well as TESOL in our careers FAmanda has studied abroad in a Spanish speaking country, Lindsay has not

3. Theoretical reasons: Why Spanish? FThe “americanized” Spanish accent FDoes immersion really help? FHow does this affect their overall acquisition that also influences their ability to sound like a native speaker? FWhat errors will native speakers notice about second language learners who both have and have not studied abroad? FThe “americanized” Spanish accent FDoes immersion really help? FHow does this affect their overall acquisition that also influences their ability to sound like a native speaker? FWhat errors will native speakers notice about second language learners who both have and have not studied abroad?

4. Theoretical reasons (cont.)  According to Thorsten Piske, Ian MacKay, and James Flege (2001), “ longer periods of exposure to the second language can lead to improved pronunciation ” (Lightbown and Spada, 106).  Stanford Spanish Immersion Research Project (2008) studied immersion of elementary school students using the Spanish language, looking at their pronunciation, vernacular vocabulary and verb choices in academic and non-academic settings  According to Thorsten Piske, Ian MacKay, and James Flege (2001), “ longer periods of exposure to the second language can lead to improved pronunciation ” (Lightbown and Spada, 106).  Stanford Spanish Immersion Research Project (2008) studied immersion of elementary school students using the Spanish language, looking at their pronunciation, vernacular vocabulary and verb choices in academic and non-academic settings

5. The BIG Question… FDo second language learners of Spanish who have studied abroad in a Spanish speaking country speak more native-like than those L2 learners who have not studied abroad in a Spanish speaking country?

6. Our Hypothesis FYes, we believe that those who have studied abroad in a Spanish speaking country speak Spanish with a more native-like accent than those who have not studied abroad.

7. Methodology: How we researched our hypothesis… FSTAGE 1 F10 participants: - 5 L2 learners who have studied abroad - 5 L2 learners who have not studied abroad FThese students began learning Spanish in middle school/high school FSTAGE 1 F10 participants: - 5 L2 learners who have studied abroad - 5 L2 learners who have not studied abroad FThese students began learning Spanish in middle school/high school

8. FSTAGE 2 F2 native speakers rating how “native-like” each participant sounds FSTAGE 2 F2 native speakers rating how “native-like” each participant sounds Methodology (cont.)

9. F2 different forms FStage 1 - First form: list of 8 questions, for the learners to answer in Spanish FStage 2 - Second form: used by the native speaker to rate the learners on a scale from 1 - 5 and add comments F2 different forms FStage 1 - First form: list of 8 questions, for the learners to answer in Spanish FStage 2 - Second form: used by the native speaker to rate the learners on a scale from 1 - 5 and add comments

10. Consistency in Methodology F Interviews done in public areas to reduce anxiety of participants F We did not read or say any words in Spanish F Ensured participants that we were only interested in the information F All participants (except for one) had been learning Spanish since middle school or high school F The native speakers were not aware of which participants had studied abroad F Interviews done in public areas to reduce anxiety of participants F We did not read or say any words in Spanish F Ensured participants that we were only interested in the information F All participants (except for one) had been learning Spanish since middle school or high school F The native speakers were not aware of which participants had studied abroad

11. Results: What we found… Have not studied abroad: Participant 1: 1.5 Participant 2: 2.5 Participant 3: 1.5 Participant 4: 1.5 Participant 5: 1.5 Total average: 1.7 Have not studied abroad: Participant 1: 1.5 Participant 2: 2.5 Participant 3: 1.5 Participant 4: 1.5 Participant 5: 1.5 Total average: 1.7 Have studied abroad: Participant 6: 3.5 Participant 7: 2 Participant 8: 3.5 Participant 9: 4 Participant 10: 3.5 Total average: 3.3

12. Results (cont.) - comparison F Participant #4: F average score of 1.5 F very strong American accent F spoke very slowly F mispronunciation of vowels and “r”s F Participant #9: F average score of 4 F “was most fluent with occasional errors in pronunciation” F Participant #4: F average score of 1.5 F very strong American accent F spoke very slowly F mispronunciation of vowels and “r”s F Participant #9: F average score of 4 F “was most fluent with occasional errors in pronunciation”

13. Results (cont.) - comparison FParticipant #4 F favorita F porque F aprender F carrera F clase FParticipant #4 F favorita F porque F aprender F carrera F clase FParticipant #9 F favorita F porque F aprender F carrera F clase FParticipant #9 F favorita F porque F aprender F carrera F clase

14. Discussion  results support hypothesis:  Spanish language learners who had studied abroad in a Spanish speaking country were rated higher as far as how native-like they sound when speaking compared to Spanish language learners who had not studied abroad in a Spanish speaking country  these results support the theories and general ideas that people have that increased exposure to the L2, such as being immersed while studying abroad where the L2 is spoken, increases how native-like the speaker of the L2 sounds  results support hypothesis:  Spanish language learners who had studied abroad in a Spanish speaking country were rated higher as far as how native-like they sound when speaking compared to Spanish language learners who had not studied abroad in a Spanish speaking country  these results support the theories and general ideas that people have that increased exposure to the L2, such as being immersed while studying abroad where the L2 is spoken, increases how native-like the speaker of the L2 sounds

15. Discussion (cont.)  strengths of our study:  participants had studied the language for about the same amount of years (since middle or beginning of high school)  all of our participants that had studied abroad had been in the Spanish speaking country for 2-4 months  one of the native speakers is a phonetics professor here at Michigan State  weaknesses of our study:  there was one participant who had only been studying Spanish for less than two years  our native speakers from stage 2 have very different backgrounds: Spain and Cuba  strengths of our study:  participants had studied the language for about the same amount of years (since middle or beginning of high school)  all of our participants that had studied abroad had been in the Spanish speaking country for 2-4 months  one of the native speakers is a phonetics professor here at Michigan State  weaknesses of our study:  there was one participant who had only been studying Spanish for less than two years  our native speakers from stage 2 have very different backgrounds: Spain and Cuba

16. Conclusion F Our hypothesis was correct: Spanish language learners who have studied abroad in a Spanish speaking country sound more native-like than Spanish language learners who have not studied abroad in a Spanish speaking country F Our hypothesis was correct: Spanish language learners who have studied abroad in a Spanish speaking country sound more native-like than Spanish language learners who have not studied abroad in a Spanish speaking country

17. Conclusion (cont.): What this adds to what we already know FLearning simply in a classroom is not sufficient in order to obtain native-like proficiency in speaking Spanish FBeing immersed in the culture of a language one is trying to learn positively advances one’s language ability FEven if one is immersed in the language and the culture, it is still very hard to speak completely native-like unless one actually is a native FLearning simply in a classroom is not sufficient in order to obtain native-like proficiency in speaking Spanish FBeing immersed in the culture of a language one is trying to learn positively advances one’s language ability FEven if one is immersed in the language and the culture, it is still very hard to speak completely native-like unless one actually is a native

18. Conclusion (cont.): Practical Applications FKnowing the importance of immersing L2 learners in the culture of that language that they are trying to acquire FAble to rate the importance and level of success/native- ness that a learner can achieve in the classroom FKnowing the importance of immersing L2 learners in the culture of that language that they are trying to acquire FAble to rate the importance and level of success/native- ness that a learner can achieve in the classroom

19. What to consider in future research F critical period hypothesis F number of years that they have studied the language F amount of time that they had spent in the Spanish speaking country F critical period hypothesis F number of years that they have studied the language F amount of time that they had spent in the Spanish speaking country

20. Future research options… FObserve the type of language, I.e. vernacular vocabulary, verbs, etc. used by students who have studied abroad versus those who have not  How much L2 learners can get out of the immersion experience depending on the amount of time they had studied the language beforehand FThe difference of learning the language from a parent growing up versus students who learn it starting in elementary school and are immersed in the language at some point during the critical period FObserve the type of language, I.e. vernacular vocabulary, verbs, etc. used by students who have studied abroad versus those who have not  How much L2 learners can get out of the immersion experience depending on the amount of time they had studied the language beforehand FThe difference of learning the language from a parent growing up versus students who learn it starting in elementary school and are immersed in the language at some point during the critical period

21. El Fin Muchas gracias por su atención