Thesis

Using explicit Instruction of Spanish past-tense verb conjugations in a Spanish immersion classroom

This ten-week quasi-experimental study analyze whether explicit lessons of 
 Spanish verb conjugation has a positive effect with fourth grade students’ Spanish 
 fluency through accurate production of verb conjugation in the written and oral form. 
 Specifically, this study looked for evidence of the students’ verb conjugation production 
 in the students pre and post verb in isolation assessments, written narrative, and an 
 interview that was conducted at the end of the study. The 21 fourth grade students 
 attended a Spanish Immersion program located in the Northern California region. 
 
 The reason for this study is because students in Spanish Immersion Programs are 
 fossilizing and using incorrect Spanish verb conjurations when they speak and write. 
 Moreover, students are moving through the program without knowing that they are 
 making mistakes. The goal was to investigate if explicit instruction of Spanish past
 tense verb rules through the daily mini lessons helped improve students’ Spanish oral and 
 written verb usage. Per DeKeyser’s Skill Acquisition Theory "skilled behaviors can become routinized and even automatic under some conditions" (Speelman, 2005, as cited 
 in Taie, 2014, p. 1971). “In other words, this theory assigns roles for both explicit and 
 implicit learning in SLA” (Taie, 2014, p. 1971). This thesis will help enhance educators’ 
 knowledge of Second Language Acquisition to deliver appropriate grammatical lessons. 
 Sources of Data 
 
 Quantitative data was collected through two pre-and-post assessments in order to 
 see if students’ verb conjugations would improve over the course of the study. One of 
 the assessments analyzed the students’ verb conjugations in an isolation format. The 
 second assessment focused on the students’ verb conjugation in a written narrative 
 paragraph of a past event. 
 
 The research concluded that through daily explicit mini-lessons on verb conjugation 
 rules has a positive outcome within Spanish immersion students. Students are able to 
 build the foundation necessary to justify the conjugation of past-tense verbs, which in 
 return helps them develop Spanish written and verbal accuracy.

Thesis (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2017.

This ten-week quasi-experimental study analyze whether explicit lessons of Spanish verb conjugation has a positive effect with fourth grade students’ Spanish fluency through accurate production of verb conjugation in the written and oral form. Specifically, this study looked for evidence of the students’ verb conjugation production in the students pre and post verb in isolation assessments, written narrative, and an interview that was conducted at the end of the study. The 21 fourth grade students attended a Spanish Immersion program located in the Northern California region. The reason for this study is because students in Spanish Immersion Programs are fossilizing and using incorrect Spanish verb conjurations when they speak and write. Moreover, students are moving through the program without knowing that they are making mistakes. The goal was to investigate if explicit instruction of Spanish past tense verb rules through the daily mini lessons helped improve students’ Spanish oral and written verb usage. Per DeKeyser’s Skill Acquisition Theory "skilled behaviors can become routinized and even automatic under some conditions" (Speelman, 2005, as cited in Taie, 2014, p. 1971). “In other words, this theory assigns roles for both explicit and implicit learning in SLA” (Taie, 2014, p. 1971). This thesis will help enhance educators’ knowledge of Second Language Acquisition to deliver appropriate grammatical lessons. Sources of Data Quantitative data was collected through two pre-and-post assessments in order to see if students’ verb conjugations would improve over the course of the study. One of the assessments analyzed the students’ verb conjugations in an isolation format. The second assessment focused on the students’ verb conjugation in a written narrative paragraph of a past event. The research concluded that through daily explicit mini-lessons on verb conjugation rules has a positive outcome within Spanish immersion students. Students are able to build the foundation necessary to justify the conjugation of past-tense verbs, which in return helps them develop Spanish written and verbal accuracy.

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