This study analyzed the language proficiencies of 25 students using the ACTFL “Can-Do Statements” and Oral Proficiency Interviews (OPI), examined responses of 33 language students throughout the US from a questionnaire to find behaviors they use in their language studies, and also studied results from questionnaires directed to 6 WKU language faculty and a faculty member for Denison University. The goal of this analysis was to find links between those behaviors exhibited by the students and their level of language proficiency to uncover what methods are most conducive to increasing second language (L2) proficiency and to find L2 proficiency benefits for a Language Immersion House (LIH). Through this analysis, the research suggests that there are key elements to creating an effective immersion environment for LIHs: minimal contact with the first language, welcoming native speakers who serve as a language resource, and all participants having an intermediate-mid proficiency level before joining the immersion house. If these conditions are met, LIHs can serve as a domestic immersion environment to augment study abroad, and therefore serve as an aid to increase students’ language proficiencies.
Advisor(s) or Committee Chair
Business | International Business
John, Bailey, "Language Proficiency Benefits of an Arabic Language Immersion House" (2016). Honors College Capstone Experience/Thesis Projects. Paper 634.