Browsing Master of Arts in Second Language Acquisition, Policy, & Culture (MASPC) by Title
Now showing items 3-5 of 5
Improvisation in second language acquisition from the observation of an advanced Japanese classroomImprovisational speech is one of the fundamental parts of human language. In the first language (L1), we create our own utterances spontaneously in every-day situations. By contrast, speaking a second language requires us to operate in a way that differs from our experiences speaking our mother tongue. It is imperative that language teachers consider those differences and the difficulties that students might encounter when they design a lesson. Therefore, a different approach for L2 teaching is expected in language classrooms. In March 2017, the Japanese Ministry of Education, Cultures, Sports, Science and Technology (Mext) announced a new course of study that emphasizes a major change in the former foreign language teaching guidelines by focusing on "improvisation" in class interactions. From the perspective of Second Language Acquisition (SLA) pedagogy, improvisation in small talks, discussion, and role-play can yield improvements in a student's learning process. There are methods that focus on improvisation in L2 teaching. Performed Culture Approach, which is designed for teaching East Asian languages, and focuses primarily on the spoken performance of students in particular contexts, is one of them. My aim is to find a method to enhance the application of improvisation in the language classroom. First, I will begin with a literature review that underscores the effectiveness of improvisation in language teaching. Next, I will present and analyze the data regarding the observation of advanced Japanese learners. Finally, I will conclude with suggestions for improving the efficacy of improvisational techniques in the classroom.
Re-entry experience : how does study abroad influence international students' linguistic and cultural identifies?Functioning in a foreign language and culture involves the learning of new language skills and the acquisition of new cultural norms and values. Throughout this learning and acquisition process, there are losses and gains which end up modeling the linguistic and cultural identities of the language learner. Individuals immersed in a foreign language and culture acquire values from both their home and the foreign cultures. In the learning process, they develop a mixed identity which can be challenging in both home and host cultures. This phenomenological research explores the reverse cultural and linguistic experience of eleven international students who visited their home country after at least one-semester study in the United States of America. English is a second language or foreign language for all the participants. I strive to understand the reverse identity challenge those participants experienced during their home visit. Findings of this research will inform international students and advocates of exchange and international programs on some of the cultural and linguistic outcomes of studying abroad. My results will also contribute to the literature on acculturation, reverse culture, and second language acquisition.
Second language acquistion and identity shifts in immersion contextsThe impact of second language acquisition is a key topic within sociolinguistics. Given the fact that language is part of culture and a non-static feature of identity, second language acquisition appears as an important factor of identity construction. Based on the premise that second language acquisition reshapes identity, evidence from daily experiences will support this claim and fill in the gaps of identify change. The developments of learning English in the United States in contrast to acquiring the English language in a non-English speaking country is significant because the immersion in the culture in addition to the language, introduces various cultural shifts. My thesis provides examples of cultural identity shifts through the lenses of seven cultural parameters as outlined by H. Douglas Brown; namely, dynamic relationships between language learning and reconsiderations of the learners' cultural traits when confronted with the values of the culture of the target language. It suggests that learning English in the United States is not simply a linguistic activity to improve the learner's quality of life, but it implies that the learner will adopt the cultural traits of the new environment.