FORMAL INSTRUCTION ENVIRONMENTS AND THE ORAL PROFICIENCY OF ENGLISH/SPANISH BILINGUALS

LUZ MARIA (CASTILLO) POORE, Purdue University

Abstract

This descriptive study sought to identify variables that may be correlated with success in second language learning in formal instruction environments. The study investigated the variables involved in the development of oral proficiency in Spanish by native speakers of English enrolled in graduate school at three Midwestern universities. Fifty-six subjects met major participating criteria: (1) Native speakers of English; (2) Spanish majors at the graduate level; (3) Exposure to Spanish in naturalistic environments limited to no more than one year of studies abroad. Three instruments were used: (1) A questionnaire; (2) The Foreign Service Institute Oral Interview; (3) The Embedded Figures Test. The Scholastic Aptitude Test-Verbal provided additional data. The questionnaire sought data on the following independent variables: demographics; opinions about teachers; use and exposure to the target language; attitudes toward self and native speakers of Spanish; and, opinions about the development of second language proficiency in formal and other linguistic environments. The Oral Interview assessed the subjects' oral proficiency in Spanish. The Embedded Figures Test measured the subjects' level of field-dependence-independence and the scores were used to test the relationship between FD/I second language learning. The SAT scores were used to test the relationship between native language verbal ability and proficiency in a second language. Oral proficiency, as perceived by trained native speakers, was the dependent variable of this study. A mean proficiency level of 3 (FSI proficiency scales) was observed for the sample. Eight hypotheses were tested. Correlational analyses were performed between proficiency and the independent variables. Descriptive data were also reported. The study yielded four correlations. Oral proficiency correlated positively with number of years of formal instruction in Spanish, use and exposure to the target language, and native language verbal ability. Field independence also correlated with proficiency. The subjects rated attitude, motivation, and the naturalistic experience as very important factors in their second language success. These findings support the notion that acceptable levels of second language proficiency can be attained under formal instruction environments. However, interaction with native speakers in their own sociocultural environment proves to be invaluable and indispensable in most cases.

Degree

Ph.D.

Subject Area

Language arts

COinS