Immersive versus Nonimmersive Approaches to TESOL: A Classroom-Based Intervention Study

Autor/inn/en	Brown, Amanda; Lally, Robert
Titel	Immersive versus Nonimmersive Approaches to TESOL: A Classroom-Based Intervention Study
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 3, S.603-629 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.499
Schlagwörter	Intervention; English (Second Language); Second Language Learning; Second Language Instruction; College Students; Outcomes of Education; Immersion Programs; Course Evaluation; Linguistic Input; Teaching Methods; Comparative Analysis; Longitudinal Studies; Grades (Scholastic); Writing (Composition); Literary Genres; Correlation; Student Participation; Student Attitudes; Group Discussion; Assignments; Language Usage; Native Language; Language Tests; Classroom Research + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Lernleistung; Schulerfolg; Immersionsprogramm; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notenspiegel; Schreibübung; Literarische Form; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Gruppendiskussion; Assignment; Auftrag; Zuweisung; Sprachgebrauch; Language test; Sprachtest
Abstract	The critical importance of second language (L2) input, output, and interaction in TESOL notwithstanding, the decision between immersive (L2-English only) versus nonimmersive approaches is considered "the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers" (Macaro, 2014, p. 10). This intervention-based study asked which approach-immersive versus nonimmersive-facilitates acquisition of English as a second language. A longitudinal 15-week study in a U.S. university context contrasted an immersive control condition with a nonimmersive treatment condition at two levels of proficiency (low-intermediate B1 and high-intermediate B2/C1). Examination of student learning outcomes revealed no significant differences between the treatment and control groups in overall course grades, seven measures of paragraph-level writing and three evenly spaced exams in the low-intermediate class, and five measures of genre-based writing and two presentational speaking assignments in the high-intermediate class. Analyses of standardized course evaluations revealed an association between higher student ratings and participation in the treatment groups, specifically regarding the extent to which the researcher-practitioner facilitated discussion. In a reflective journal, the researcher-practitioner noted general fidelity to condition, no qualitative differences in the quality of student performance, and possible differences in the speed of assignment completion and willingness to use the first language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01