A study of linguistic, perceptual and pedagogical change in a short-term intensive language program
Date
2017-10-18
Authors
Woodman, Karen
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Abstract
This study investigates linguistic, perceptual and pedagogical change (LPPC) in a short-term study-abroad English immersion program. A conceptual and methodological framework, the LPPC Interactive Model of SLA, is proposed based on the Socioeducational Model (Gardner, 1985) and Woods' (1996) BAK structure. The framework is applied in a cross-cultural context, focussing on the participants in the 1993 Camosun Osaka Aoyama English Language Institute: 384 Japanese English as a Second Language (ESL) students from Aoyama Junior College in Osaka (Japan) and 14 Non-Japanese ESL teachers at Camosun College and the University of Victoria in Victoria, British Columbia (Canada). Theoretical issues identified in this study include the definition of teacher achievement, the distinction between language activation and language acquisition in the short-term study-abroad context, the development of the constructs SBAK+, TBAK+ and CBAK+ to describe interactions in “class fit,” and the influence of temporal parameters on linguistic, perceptual and pedagogical change. Research findings support the hypothesis that change occurs in each of the linguistic, perceptual and pedagogical dimensions explored within the Camosun Osaka Aoyama English Language Institute. Support was also found for the constructs proposed for the Model.
This study had three main goals: (i) the identification of areas and types of linguistic, perceptual and pedagogical change in a short-term or study abroad program such as the Camosun Osaka Aoyama English Language Institute; (ii) the identification of factors involved in linguistic, perceptual and or pedagogical change; and (iii) the identification of program outcomes such as teacher achievement and student achievement.
First, evidence was found supporting linguistic, perceptual and pedagogical change. In general, statistically significant change was found in the analysis of student data; whereas non-significant change was observed in the analysis of teacher data. Support for linguistic change included teacher and student perceptions of increased language comprehension and production, and increased comfort in language use, as well as increased student language production across the program. In addition, linguistic change occurred on a number of measures within identifiable temporal periods, with the minimal Period being identified as approximately one week. Early increases in production were interpreted as providing support for language activation; whereas weak support for language acquisition was inferred from increases in curriculum-based and extracurricular knowledge over the course of the program.
Evidence of perceptual change was also found. Statistically significant change included positive changes in student attitudes concerning language learning, use of English, and understanding Canada and Canadian culture. Evidence of pedagogical change included decreases on a number of measures which suggested that students' expectations (or CBAK+) of class activities and class roles were not completely fulfilled. By contrast, teachers' expectations concerning both general and sociocultural course goals appeared to have been realized. Change or accommodation therefore appeared to occur more from the student side of the learning equation. Other differences in teacher-student responses included differences in self-perception as language learners, expectations concerning student motivations for taking part in the program, and student expectations of the program (classroom behaviour, classroom techniques).
Second, a number of teacher factors, which included gender and teaching experience, were found to influence class outcomes. For example, prior teaching experience, teaching experience within the Camosun Osak-a-Aoyama English Language Institute, and experience teaching English to Japanese students were found to be significant. Temporal factors were also found to influence linguistic, perceptual and pedagogical change. In addition, similarities in teacher and class styles (or TBAK+ and CBAK+) appeared to influence perceptions of “class fit.”
Finally, evidence was found to support the multidimensional definition of “achievement.” Individual differences in perception and/or interpretation of situational context supported the inclusion of a “butterfly effect” (Larsen-Freeman, 1995) in the LPPC Model, especially with respect to the definition of “teacher achievement” because teachers felt the purpose of short-term programs was “lighting fires.” In general, the results of the study suggested a relatively high level of student and teacher achievement and success.
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Keywords
Language and languages, Immersion method (Language teaching), Education, Bilingual