The study applied behavior analytic principles to foreign language instruction in a college classroom. Two study methods, vocabulary banks and scripts, were compared by assessing the effects on Italian language acquisition, retention, and generalization. Results indicate that students without prior exposure to Italian engaged in more exchanges and emitted more words in script tests compared to vocabulary bank tests. Participants with at least two classes in Italian prior to the study engaged in more exchanges and emitted more words during vocabulary bank tests. Data suggest that different teaching strategies may work for different learners. More research is needed to determine efficient teaching methods and how to ascertain which approaches work best for learners with different histories.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc115066 |
| Date | 05 1900 |
| Creators | Dean, Brittany L. |
| Contributors | Cihon, Traci M., Ingvarrson, Einar, Ala'i-Rosales, Shahla, Stephens, Christopher |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Dean, Brittany L., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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