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Elementary and middle school second ...

Ploger, Monica Elaine.

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Elementary and middle school second language learning program models and pronunciation achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Elementary and middle school second language learning program models and pronunciation achievement./
Author:	Ploger, Monica Elaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	97 p.
Notes:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10008794
ISBN:	9781339454986

Elementary and middle school second language learning program models and pronunciation achievement.
Ploger, Monica Elaine.

Elementary and middle school second language learning program models and pronunciation achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 97 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.A.)--Northern Illinois University, 2015.

There is increased interest in adding second language programming before high school, including Foreign Language in the Elementary Schools (FLES) and dual language (DL) programs. Research shows many benefits of learning a second language in elementary and middle school programs, such as allowing more time to develop fluency and fostering positive attitudes toward cultural diversity prior to the crucial age of 10 (Curtain & Pesola, 1994). However, no one has compared these program types based upon phonology, which is easier to learn before puberty. While prior literature provides studies of the target Spanish sounds, including vowels and the trilled /r/, and how they are produced by native speakers and by L2 learners, there have not been studies comparing how native-like the students' pronunciation is as a result of the programs available in primary and middle schools. This study investigates whether English speaking students in an 80:20 DL program, a FLES program or a middle school beginning sequential program better achieve native-like pronunciation of consonants, vowels and the trilled /r/ in Spanish; if there are common errors and if the error patterns are different between the groups.

ISBN: 9781339454986Subjects--Topical Terms:

3172512
Foreign language education.

Elementary and middle school second language learning program models and pronunciation achievement.
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245 1 0 $a Elementary and middle school second language learning program models and pronunciation achievement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 97 p.
500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Adviser: Karen Lichtman.
502 $a Thesis (M.A.)--Northern Illinois University, 2015.
520 $a There is increased interest in adding second language programming before high school, including Foreign Language in the Elementary Schools (FLES) and dual language (DL) programs. Research shows many benefits of learning a second language in elementary and middle school programs, such as allowing more time to develop fluency and fostering positive attitudes toward cultural diversity prior to the crucial age of 10 (Curtain & Pesola, 1994). However, no one has compared these program types based upon phonology, which is easier to learn before puberty. While prior literature provides studies of the target Spanish sounds, including vowels and the trilled /r/, and how they are produced by native speakers and by L2 learners, there have not been studies comparing how native-like the students' pronunciation is as a result of the programs available in primary and middle schools. This study investigates whether English speaking students in an 80:20 DL program, a FLES program or a middle school beginning sequential program better achieve native-like pronunciation of consonants, vowels and the trilled /r/ in Spanish; if there are common errors and if the error patterns are different between the groups.
520 $a The results show that in the fourth quarter of the second year learning the language, students learning in DL programming outperform those learning through FLES and beginning sequential middle school programming in accuracy of both consonants and vowels, while middle school and FLES students perform similarly at this point in their learning. The results also show that all groups are still low in accuracy for the trilled /r/, but they are still developing. Different pronunciation errors for each group are included. The results of this study show that dual language programs are the best for promoting acquisition of L2 phonology.
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