Many Mexican American high school students who come from homes where the Spanish language is spoken, but who do not speak it fluently themselves, are failing their Spanish foreign language class. Little is known about their use of language-learning strategies and their access to comprehensible input. This qualitative study was designed to fill the gap in the second language acquisition research literature regarding how students studying a language they hear at home, but do not speak fluently, experience learning in the foreign language class. For educators, the results of this phenomenological study may provide a deeper understanding of the language-learning experiences, motivations, and needs of their students, and may offer approaches and strategies for achieving better learning outcomes for their students. Krashen's input hypothesis and Oxford's language-learning strategies model served as the conceptual framework. Twelve Mexican American high school students participated in one-on-one interviews to clarify their specific use of language-learning strategies. Data were analyzed using Moustakas's seven-step coding, categorizing, and thematic system. Composite descriptions of the meanings and essences of the students' experiences were developed. Results indicated that although the students were motivated to learn the language, they had limited strategy use because they did not feel that the language learned in the classroom was relevant to their lives. These findings may contribute to social change by informing teaching practices, which could allow such students to achieve success in the foreign language class, thus restoring their primary language and reconnecting them to the family culture.Parental permission was sought in written paper form. All students in 2nd-year SFL classes at the selected high schools were given a parental permission form written in English and in Spanish (see Appendix D). The students took the formanbsp;...
|Title||:||Mexican American High School Students' Use of Learning Strategies in the Foreign Language Classroom|
|Publisher||:||ProQuest - 2008|