Patterns Of Second Language Retention Of Graduates Of A Spanish Immersion Program  

Oleh:

Campbell, Russel N. ; Snow, Marguerite Ann ; Padilla, Amado M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 9 no. 2 (Jun. 1988), page 182-197.
Fulltext: Vol 9, 2, p 182-197.pdf (965.65KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/9 Non-tandon: tidak ada Tandon: 1

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This paper reports on a study of the second language retention of students who completed a seven-year elementary Spanish immersion program. In the study, the relationship between attitudinal factors, language use, self-assessment of Spanish proficiency, and second language retention was examined Subjects were 38 immersion graduates, and 20 currently enrolled Grade 6 immersion students. The Modern Language Association (MLA) Co-operative Test of Spanish and a 63-item questionnaire designed to obtain information about opportunities to use Spanish, interest in foreign languages, parental encouragement, and ethnocentrism were administered to all subjects. Results indicated that some language loss occurred soon after the formal learning situation was terminated. Significant differences between MLA scores of students with continued formal exposure to Spanish and those who had discontinued Spanish, however, did not develop until high school At the high school level, significant differences across all four skills (writing, speaking, reading, and listening) were found with the greatest losses occurring in the productive skills. Exploratory factor analysis of the questionnaire data yielded four factors which were labeled: 'Interest in foreign language', 'Encouragement and pride in work', 'Integrative orientation', and 'ParentaVintegrative orientation'. Crosstabulations revealed significant A? values between three of the factors and the productive skills. All of the factors, except integrative orientation, were also significantly related to language-use opportunities. Findings suggest that the attitudinal predisposition underlying the four factors influences the extent to which students retain their Spanish skills in writing and speaking. These factors appear, however, to be unrelated to retention of receptive skills in Spanish.

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