Running head: CASE STUDY PROJECT

Case Study Project

FL-664
Evan McDonald
University of Southern Mississippi

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Abstract

This case study centralizes itself on five activities/sets of questions directed toward a focused
approach to important factors of SLA and how they relate to the L2 performance (both grammar
and vocabulary recognition) of a high school, fourth year Spanish L2 student. It also focuses on
what can be done to improve the learners L2 output as well as those with similar SLA
characteristics.

Keywords: SLA, Affective Factors, Motivation, Backchannel Cues, Communicative Competence

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Profile of the Learner

The learner used for this case study, is one of my more advanced students. She is eighteen
years old and in Spanish IV, which is the highest level of Spanish offered at her current school.
The class consists of five learners including her. This allows her more time for L2 output than in
most classes with a higher number of students. The student arrived to the current school as a
freshman. Before arriving, she had started her SLA process in New York where she took one
quarter of Spanish L2 in the sixth grade. In both seventh and eighth grade, she spent the whole
school year in Spanish L2 having a different teacher in each of those years. She stated that she
enjoyed both of her teachers during those years.
Upon entering the ninth grade at her current school where she is now a senior, the leaner
was hesitant to go into the second level Spanish class and opted to start from the beginning with
the first year class instead. She stated that because of her decision, she found her ninth grade year
to be slightly boring as she was not challenged and had already known all the material. She also
stated that this changed upon her sophomore year when she was introduced to new material in
the TL. During her sophomore, junior and senior years, she has been recognized as the most
outstanding student in her level twice and has consistently made high As in the classroom.
When asked about her motivation for taking Spanish, she responded with a variety of
reasons. First, she said that her father had begun to take Spanish in high school and had wished
he had followed through with his SLA process. Because of that, his hope was for her to do what
he did not. Another motivating factor for her to continue through the fourth level Spanish L2
class was academic. She, along with her father, wants to challenge herself academically as well
as develop a good high school rsum that includes a high number of Honors and AP classes.
The third and fourth year Spanish classes allowed her to do that. Her final reason was her love

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for the language. She stated that she loved to learn the language for language sake and also loved
to try to communicate with others and understand their culture better. Because of this, she has
also taken two, weeklong study abroad trips. Her first one was her junior year to Guatemala City
and her second trip was recently through Costa Rica. Neither of these trips were Spanish L2
focused. However, it did give her the opportunity to speak to NS of the TL.
Outside of the classroom and her trips abroad, the learner stated that she has limited
contact with Spanish speakers and that this was also the case when she lived in New York (before
moving to Atlanta four years ago). She also states that her future goals are currently undecided,
although she had previously indicated that she was interested in studying engineering and
pursuing a career along that path. The learner states that she is more introverted outside of the
classroom and enjoys working with and riding her horses when she has the opportunity. The
learner lives with her father who, as stated earlier, only had a high school level of Spanish L2
structure exposure. She describes her learning style as being very adaptable and, through
observations, she appears to be a very independent person.
Observation of Behavior
The purpose of this the first activity was to determine and assess possible learning style
differences, independence of SLA, affective factors of the learner and how these behaviors aid or
take away from the success of the individual. As Brown (2014) states, An understanding of SLA
based only on somewhat cognitive considerationswould fall short (p. 141). He continues by
stating that, Purely cognitive theories of learning will be rejected unless a role is assigned to
affectivity (p. 141). Brown and White (2010) are in agreement and state that there have been
substantial links between ones affect and his or her achievement in SLA (p. 331). As stated
earlier, and observed both through the learners behavior in the classroom and the interview with

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her, the learner possesses many affective factors that aid to her overall SLA. First, the learner
appeared to have a high self-esteem throughout all observations of her L2, which would indicate
a high level of task self-esteem (Brown, p. 144). She was also observed to have a high selfesteem in other situations involving her education. In addition to high self-esteem in the L2, the
learner possessed a great degree of self-efficacy in the sense that, throughout the observation,
even though she felt challenged at times with the content that was being taught in class, the
always felt capable of carrying out tasks (Brown, p. 146). It was noted that the learner had no
problems with her willingness to communicate neither in class nor during the time at a Mexican
restaurant where she had to speak with a NS in an unfamiliar situation. However, her level of
anxiety became slightly apparent when communicating with a NS.
According to Kimura (2008), The current consensus is that language anxiety should be
seen as a situation-specific constructi.e., a distinct type of anxiety (p. 174). This would
explain why the learner never showed symptoms of anxiety in the classroom during other
observations that did not require her to speak with NSs but rather her peers that did not possess
the same L2 proficiency as she does. Due to this anxiety, Kimura suggests that the NNS will not
be able to control the massive input and may be overloaded, thus missing the message altogether.
This may have been one of the factors that caused the learner to somewhat struggle at the
restaurant (even though she was mostly successful at ordering her food). At several points during
the communicative process, the learner gave backchannel cues to let the waitress know that she
(the learner) comprehended. However, all of the learners interactions with waitress were one or
two word phrases, s (yes) and est bien (its fine), with the exception of ordering her food
where the learner used a lexical transfer instead of a correct L2 phrase that she has learned and
utilized in the past.

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Kimura gives a suggestion to help with the type of anxiety that he defines as Foreign
Language Listening Anxiety. In his article, he proposes that the learner be cognizant of his or
her anxiety and use that as an invitation to ask the speaker to repeat or even to slowdown his or
her speech (p. 175). In this case, the NSS will have another opportunity to receive and process
input in order to give proper output. This could be seen as extremely helpful for the learner of
this case study as much of her input comes from a NNS that speaks slower than the average NS.
Brown describes ones motivation as being, one of the most powerful affective variables
in accounting for the success or failure of virtually any complex task (p. 158). From observing
the learners factors for continuing the SLA process, it is clear that she is motivated and that this
motivation drastically aids in her SLA overall success in comparison with her peers as it appears
that her motivation is greater than most of her classmates in addition to other factors. Ushioda
(2010) also stresses the importance of motivation, especially from someone at the stage that the
case studys learner is at in the sense that she did not begin to acquire the language until the sixth
grade (p. 5). As the learner stated, she is motivated both intrinsically and extrinsically. Brown
cautions that intrinsic motivation is much more important for SLA success and recommends that
the teacher find ways to intrinsically motivate (or in the learners case, continue to intrinsically
motivate) the individual (p. 161). The fact that the learner is very independent aids in keeping her
high intrinsic motivation, as she is able to motivate herself and does not always rely on others to
do that for her.
Conversational Success
The learners affective factors directly relate to her conversational success (and
struggles). The purpose of this analysis/activity was to observe the learners conversational

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strengths and weaknesses within the SLA framework. This included her ability to maintain
conversation, interrupting or ending conversation, getting ones attention and asking for any type
of clarification. In his studies, Huth (2006) found that to fully acquire a sense of the culture of a
country for which one is studying the L2, he or she must consider the people of the country and
their social interactions. Conversation plays a major role in these interactions (p. 25-26).
Without a doubt, the self-esteem and self-efficacy of the learner aid in her ability to
maintain the floor while in the classroom. The learner is above average at maintaining the floor
and this did not weaken throughout the time spent observing her. At times, she was observed
interrupting others who found themselves stuck in the middle of a thought. Occasionally, she
would interrupt the speaker to help him or her finish a thought but interruption was infrequent
and it was also noted that, while she gave cues that she knew answers or wanted to assist a peer,
she withheld interrupting.
However, the students communicative success seemed to diminish when the learner was
faced with more difficult tasks such as talking with a NS. In that case, the learner (as noted)
would be more focused on processing L2 input, which took away from her ability to maintain
conversation. When conversing with the NS, as noted above, the learner stuck to very limited L2
output and used a form of transfer from the L1 on three separate occasions when asked whether
or not she wanted more water, tortilla chips and salsa. On each occasion, she responded with
est bien (Its alright), which may be considered a successful response in her L1 but is not
adequate in the L2.
In Huths studies, it was found that conversational analysis in the L2 classroom has
positive affects on the L2 learners acquisition of social interactions (p. 35). In his investigations,

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Huth had students analyze two different phone conversations of L1 speakers to find clues to
social interaction norms. Then he had students role play conversations in the classroom to mimic
the social and conversational interactions of the L1 speakers. Huths data shows that the L2
speakers did increase their awareness of conversational interactions of the target culture (p. 162).
An exercise like this one could be very beneficial for the learner in this case study. Although she
can be seen to have communicational success from an L1 cultural perspective, this did not
necessarily translate when she was put in a more L2 environment with the NS at the restaurant.
Another option for this student would be to search for study abroad trips to better focus
on conversational cues with culture. As noted, the learner has not spent more than a week outside
of the U.S. and her two trips to Spanish speaking countries were not language focused nor were
they analytical of language or culture in general. A longer-term study abroad trip with an
intentional focus on communicative success could be extremely beneficial. On their study of the
acquisition of requests and apologies in Spanish and French, Cohen and Shively (2007) found
that, when coupled with instruction, students made some gains in this area of communicative
success after a one semester study abroad trip (p. 189).
In addition to communicative successes in the L2 of maintaining the floor in a
conversation as well as knowing when it is appropriate to start and stop conversation, the study
abroad would offer grammatical benefits to her L2. As noted in observations, the learner is above
her peers in the SLA process and would fit into the intermediate proficiency level. According to
Marqus-Pascual (2011), an SA experience for a student of the intermediate to advanced level of
L2 proficiency, like the learner, would be extremely beneficial both for overall language success
as well as cultural understanding (p. 569). While the SA experience may not come from the
teacher specifically, the teacher is a tremendous asset in the encouragement process to get the

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student to consider an extended stay in an L2 speaking country. Brown agrees that the teacher
has a major role in this area and the encouragement of fostering an intrinsic motivation of the
student (p. 161).
Inductive Reasoning of Learner Followed Rules
Throughout the ten hours of observation, the learner was found utilizing several of the
previously learned grammatical, syntactical and lexical rules that have been taught to her over
the last three years and even more specifically throughout her coursework in the current year
showing the acquisition is taking place. As noted in observations, while most of her peers tend to
shy away from what they have not fully acquired, the learner was found constantly striving to
improve proficiency of the TL. In her written work, the learner successfully utilized diminutives.
However, although the utilization was grammatically correct, it was not correct given the
formality of the paper. Again, errors such as this one could benefit from conversation analysis (as
noted above) both oral and written.
The learner also used many rules in her speech. During these observations, her class
focused on the grammatical concepts of por/para as well as the utilization of and
differentiating both the preterite and imperfect tenses. This was most noted in an hour long
interview with the learner. When asked about what her responsibilities are currently in her NHS
club, the learner immediately went to the past tense to communicate what she had done up until
currently. Then she properly switched to the present tense to communicate what she is working
on presently as well as what she will be working on in the upcoming weeks. Again, the learner
did not shy away from these tasks, which is commendable given the complexity of them for the
high school L2 learner. It was also noted that the learner found herself struggling in this area.

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Yet, the learner showed much improvement after more L2 instruction in the classroom.
According to Montrul (2000), this is also normal in the case of the learner. Montrul (2000) states
explains that a normal increase in preterite and imperfect proficiency takes place between ones
intermediate and advanced levels (p. 534).
Native Speaker Adjustment
As was noted throughout the observation, the learner has a great aural competence in the
classroom. It was documented that the learner understood 85-90% of what was being said by her
teacher, a NNS of the language. She gave many cues to let the speaker know that she
comprehended the message and responded appropriately 95% of the time to the questions asked
of her. On the few occasions that she did not comprehend the NNS, the NNS knew to repeat or
change the form of the question so that the learner would better understand. At no point did the
NNS have to repeat a question more than once.
This did change when the learner was faced with the NS of the L2 language. It was noted
that the learner gave the same types of cues to the NS. However, her responses were not always
appropriate given the situation and it was found that, on several occasions, when she did not
comprehend input given by the NS, she responded with an affirmative s or est bien to
move away from the conversation. This was most noted when the learner was asked by the NS if
she wanted onions on her nachos to which she responded that she did. Her peers also took note
that she was not sure of the question being asked and one peer, specifically, said the word
onion to her to which she responded, hesitantly, that it was ok. For the learner, this showed a
sense of failure in language discourse that the learner did not want others to see and also, as
noted earlier, showed a sense of anxiety to her teacher and peers even though she did not

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necessarily want others to notice.

The learners miscommunication with the NS also showed a lack of conversational
success in the sense of repair and topic clarification that Brown describes as being typical of
learners (p. 220). At no point did she ask the NS to repeat herself or slow down. At the same
time, the NS was not sympathetic to the situation and left it up to the learner to ask for the
clarification.
Specific Grammatical Errors
It was interesting to note the errors that the learner made during observation. Rarely did
she make errors with more advanced material. Rather, it was when she was more focused on
advanced concepts that she would make an error on concepts that were discussed in her
beginning L2 classes. A great example of this was during the hour-long interview she had. As
noted earlier, the learner was proficient at utilizing higher level concepts such as the subjunctive
mood as well as the utilization of both the preterite and imperfect tenses. Yet, she appeared so
focused on these concepts that it came at the expense of simpler speech.
Gass explains that it is typical for the L2 learner to excel at lower level acquisition
material. But, when moving to more complex material, the new material may cause the learner to
lose focus of what has already been acquired. This was the case for the learner. As was noted in
the observation, during the SLA process, the learner tends to always give up one thing to gain in
another. This also explains why the learner does much better in the more basic present tense
while keeping a better fluency and staying accurate in the sense of the trade off hypothesis. Gass
explains, under certain conditions, raised levels in one performance area (in the learners case,
the preterite and imperfect tense), when it consumes attention, may take away from other areas,

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with the result that performance in those areas may be lowered (p. 370). This would explain the
typical errors that the learner made that would be considered lower level errors and would not
signify novice proficiency. During the interview, while the learner was very fixated on the use of
the past tense because of her recent classes (and partly due to the fact that she was aware she was
being recorded) the learner made the error of saying cuatros eventos when the number cuatro
would never be made plural. This would show and overutilization of the gender/number rules
that have been taught to her in regards to adjectives.
The other surprising note was the amount of times that the learner corrected her own
mistakes. However, the learner did not correct this particular mistake. Again, a perfectly
reasonable explanation for the lack of attention to the error was the speaker focus more on
communicative success due to the unstructured speech that took place (i.e. not in the classroom
setting), the learners focus on higher level grammatical concepts as well as the fact that the
learner was very aware she was being recorded. It was noted that she did seem to show slightly
more anxiety during the interview.
Conclusion
The main goal of this case study was to observe a learner that exceeds her peers in most
areas of the SLA process to see what her strengths and weaknesses are. Another goal of the study
was to come up with strategies, both inside and outside of the classroom, that will benefit this
student as she can show signs of not necessarily improving in the classroom due to the fact that
her peers are not on her level.
It was noted that there are still several things that this learner can do while in the
classroom to improve her SLA. First, the learner would greatly benefit from conversational

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analysis to improve her communication success not only with fluency and aural comprehension,
but with cultural interactions that take place as well. It would also be very beneficial for the
teacher to encourage the student to look into study abroad opportunities so that the student can
better understand the cultural aspects of interpersonal communication.
The student showed a great deal of motivation both intrinsically and extrinsically.
However, anxiety seemed to play a role when she was faced with the task of communicating with
NSs. The teacher should look for ways to bring more NSs into the curriculum to give the learner
more exposure. This could include interaction through video calls in the classroom but could also
take place in the learners neighborhood in the form of out of class assignments. The biggest note
to make about the learner is that it appears she is following normal transitions in the SLA
process. As Brown stated, motivation is a key factor in the SLA process and this is something
that the learner really possesses.

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Works Cited

Brown, H. D. (2014). Principals of language learning and teaching: A course in second

language acquisition. White Plains, NY: Pearson.
Bown, J., & White, C. (2010). A social and cognitive approach to affect in SLA. IRAL, 48(4),
331-353.
Cohen, A. D., & Shively, R. L. (2007). Acquisition of requests and apologies in spanish and
french: Impact of study abroad and strategy-building intervention. Modern Language
Journal, 91(2), 189-212.
Gass, S. M. (2013). Second language acquisition: An introductory course. New York, NY:
Routledge.
Huth, T.Talking perspective: Conversation analysis and culture in the german foreign language
classroom. In Linguistics and Language Behavior Abstracts (LLBA).
Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences.
JALT Journal, 30(2), 173-195.
Marques-Pascual, L. (2011). Study abroad, previous language experience, and spanish L2
development. Foreign Language Annals, 44(3), 565-582.
Montrul, S., & Slabakova, R. (2000). Acquiring semantic properties of preterite and imperfect
tenses in L2 spanish. Proceedings of the Annual Boston University Conference on
Language Development, 24(2), 534-545.
Ushioda, E. (2010). Motivation and SLA: Bridging the gap. EUROSLA Yearbook, 10(1), 5-20.

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