Inductive Method and Second Language Acquisition: Effects on English Oral Proficiency
Major
Educational Studies
Second Major
Hispanic Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Second Language Acquisition (SLA) is a learning process that is becoming increasingly more relevant in the world of education in today’s society. There are various methods for SLA, including the inductive method. The inductive method for SLA places students as active participants in their own learning process, and engages them through immersion in both the native and non-native language (Digiacomo, 2022). The purpose of the self-study was to examine the relationship between incorporating the inductive method and the English oral proficiency of my students. This study was conducted in a bilingual classroom, which was located in a suburban town. The students in this study are engaged in both English and Spanish lessons and activities. This study implemented a variety of data collection methods including, self reflections, lesson plans, student work, and anecdotal data. Through this self study, I was able to analyze the effectiveness of the inductive method for SLA and its relationship to oral proficiency in the students non-native language (English). The results of this study suggest that when students are positioned as active learners, they are engaged in the acquisition of the new language. This in turn, positively affects the oral proficiency in English of the students.
Inductive Method and Second Language Acquisition: Effects on English Oral Proficiency
State Farm Hall
Second Language Acquisition (SLA) is a learning process that is becoming increasingly more relevant in the world of education in today’s society. There are various methods for SLA, including the inductive method. The inductive method for SLA places students as active participants in their own learning process, and engages them through immersion in both the native and non-native language (Digiacomo, 2022). The purpose of the self-study was to examine the relationship between incorporating the inductive method and the English oral proficiency of my students. This study was conducted in a bilingual classroom, which was located in a suburban town. The students in this study are engaged in both English and Spanish lessons and activities. This study implemented a variety of data collection methods including, self reflections, lesson plans, student work, and anecdotal data. Through this self study, I was able to analyze the effectiveness of the inductive method for SLA and its relationship to oral proficiency in the students non-native language (English). The results of this study suggest that when students are positioned as active learners, they are engaged in the acquisition of the new language. This in turn, positively affects the oral proficiency in English of the students.