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Short-term foreign language immersio...

Savage, Baron L.

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Short-term foreign language immersion: How does it stimulate language learning?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Short-term foreign language immersion: How does it stimulate language learning?/
Author:	Savage, Baron L.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1992.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3411272
ISBN:	9781124035956

Short-term foreign language immersion: How does it stimulate language learning?
Savage, Baron L.

Short-term foreign language immersion: How does it stimulate language learning? - 153 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1992.

Thesis (Ph.D.)--University of Colorado at Colorado Springs, 2010.

This mixed methods research study addresses the gaps in the language acquisition research literature that relate to understanding whether, and to what extent, short-term foreign language immersion programs stimulate the language learning process and to what extent language immersion students begin to recognize growth in their second language development. Specifically, the study examined how and in what ways students begin to recognize those moments of clarity, or "Aha" moments, in their language learning and cultural understanding, and whether these recognized improvements can be identified using both quantitative and qualitative methods. Quantitative analysis was conducted on whether there is a statistically significant difference between individual reading and listening pre-program test results and their respective post-program test results. It also examined whether there was a statistically significant difference in pre- and post-test results for first-time participants and those students who have an opportunity to participate twice. The research study also attempted to qualitatively gain greater insight into student attitudes towards language learning, how the participants experienced their immersion programs, how students interact with native language speakers, and whether there is any significant difference between first-time summer language immersion participants and returning students. The study found that there was a statistically significant main effect with a large effect size in individual differences from pre-test to post-test scores in both reading and listening language skills. It also determined that there was no statistically significant interaction effect for reading or listening pre- and post-test scores by first-time or repeat participant. The study found that most participants, first-time and returning students, felt that the short-term language immersion program helped them significantly improve their language skills and enhanced their cultural awareness. Significantly, the returning participants indicated that they were profoundly affected and deeply impressed by a Chinese culture that was so very different in many respects, yet surprisingly similar in others. Overall, the short-term foreign language immersion program was shown to significantly stimulate language and cultural learning. This is good news for the Department of Defense and for civilian colleges and universities that increasingly utilize such programs.

ISBN: 9781124035956Subjects--Topical Terms:

1018115
Education, Language and Literature.

Short-term foreign language immersion: How does it stimulate language learning?
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500 $a Adviser: Corinne Harmon.
502 $a Thesis (Ph.D.)--University of Colorado at Colorado Springs, 2010.
520 $a This mixed methods research study addresses the gaps in the language acquisition research literature that relate to understanding whether, and to what extent, short-term foreign language immersion programs stimulate the language learning process and to what extent language immersion students begin to recognize growth in their second language development. Specifically, the study examined how and in what ways students begin to recognize those moments of clarity, or "Aha" moments, in their language learning and cultural understanding, and whether these recognized improvements can be identified using both quantitative and qualitative methods. Quantitative analysis was conducted on whether there is a statistically significant difference between individual reading and listening pre-program test results and their respective post-program test results. It also examined whether there was a statistically significant difference in pre- and post-test results for first-time participants and those students who have an opportunity to participate twice. The research study also attempted to qualitatively gain greater insight into student attitudes towards language learning, how the participants experienced their immersion programs, how students interact with native language speakers, and whether there is any significant difference between first-time summer language immersion participants and returning students. The study found that there was a statistically significant main effect with a large effect size in individual differences from pre-test to post-test scores in both reading and listening language skills. It also determined that there was no statistically significant interaction effect for reading or listening pre- and post-test scores by first-time or repeat participant. The study found that most participants, first-time and returning students, felt that the short-term language immersion program helped them significantly improve their language skills and enhanced their cultural awareness. Significantly, the returning participants indicated that they were profoundly affected and deeply impressed by a Chinese culture that was so very different in many respects, yet surprisingly similar in others. Overall, the short-term foreign language immersion program was shown to significantly stimulate language and cultural learning. This is good news for the Department of Defense and for civilian colleges and universities that increasingly utilize such programs.
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