Spanish L2 Development in a Short-Term Domestic Immersion Program

Autor/inn/en	Moranski, Kara; Godoy-Peñas, Juan; Issa, Bernard; Faretta-Stutenberg, Mandy; Wood Bowden, Harriet
Titel	Spanish L2 Development in a Short-Term Domestic Immersion Program
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 35 (2023) 1, S.345-391 (47 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v35i1.733
Schlagwörter	Second Language Learning; Second Language Instruction; Study Abroad; Task Analysis; Imitation; Decision Making; Spanish; Immersion Programs; COVID-19; Pandemics; Summer Programs; Undergraduate Students; Achievement Gains; Scores; Classroom Research; Equal Education; Learning Motivation; Universities; Grammar; Accuracy; Oral Language; Language Proficiency + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Spanisch; Immersionsprogramm; Sommerkurs; Achievement gain; Leistungssteigerung; Motivation for studies; Lernmotivation; University; Universität; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz
Abstract	This exploratory study evaluated the impact of a Spanish second language (L2) domestic immersion (DI) program that was developed expediently at a large university in the United States in response to widespread study abroad (SA) program closures due to COVID-19. Spanish language learners (n = 14) participated in an intensive, six-week summer immersion program for a total of 96 contact hours over the duration of the program. L2 development was evaluated via a conceptual replication of Issa et al. (2020), which recently provided compelling evidence of the benefits of short-term SA programs. L2 gains were measured using an acceptability judgment task, a lexical decision task, and an elicited imitation task. Results showed that DI learners had significant L2 gains in some of the same areas as the SA students, including subject-verb agreement and scores on the elicited imitation task. Implications for creating and maintaining DI programs in the current educational landscape are discussed. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01