Show simple item record

dc.contributor Ruiz, Nadeen T. en_US
dc.contributor.advisor Lozano, Albert S. en_US
dc.contributor.author Gallegos, Areles
dc.date.accessioned 2017-08-21T14:29:49Z
dc.date.available 2017-08-21T14:29:49Z
dc.date.issued 2017-08-21
dc.date.submitted 2017-08
dc.identifier.uri http://hdl.handle.net/10211.3/194897 en
dc.description Thesis (M.A., Education (Curriculum and Instruction))--California State University, Sacramento, 2017. en_US
dc.description.abstract 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. en_US
dc.description.sponsorship Education (Curriculum and Instruction) en_US
dc.language.iso en_US en_US
dc.subject Spanish language acquisition en_US
dc.subject Spanish grammar-verbs en_US
dc.subject Spanish immersion en_US
dc.title Using explicit Instruction of Spanish past-tense verb conjugations in a Spanish immersion classroom en_US
dc.type Thesis en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

Search DSpace

My Account

RSS Feeds