MODL 2301 Final project worksheet
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University of Texas, Arlington *
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Course
2301
Subject
Linguistics
Date
Jan 9, 2024
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docx
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Uploaded by SargentStar6479
MODL 2301
Final project worksheet: Foreign Language Higher Education Enrollment in the US
1.
Students will reflect on a series of questions regarding possible reasons students choose to
study foreign languages in the United States as well as reasons they choose a particular
language. Students write responses and share them in small groups. [Critical Thinking Skills;
Communication Skills; Social Responsibility]
In your project group, reflect on the following questions and write brief answers to them
(provide at least three reasons and three specific examples for each question):
What are some possible reasons students choosing to study foreign languages in the
US?
1)
To quote Roberts, Linda Et All academic paper, I found that one student’s reason for
studying a foreign language (now dictated as FL) should not be the goal of FL study itself.
Rather, the understanding of basic cultural and ethical differences should be the goal.”
(Page 277, Roberts, Linda et al.)
2)
The graphic bar chart located on page 279 on the same study highlights the importance
of a few findings of this academic paper. Some important highlights realize that 80% +-
mention that learning a FL was useful for better understanding the language’s culture,
while 60% stated that studying a FL was for business/future career opportunities. Finally,
the bottom 45-55% of participants shared that a combination of travel, world peace,
cultural understanding in general as their reasoning behind studying a FL itself.
3)
One final aspect that I have learned was that if a participant previously studied a FL,
then the statistical odds of said participant continuing their studies as positively
correlated. To further expand on this point, those students with a low grasp/control of
the English language to begin before studying FL, such as 29.4% fluency, mentioned that
the pursuit of FL study was for job/goal oriented reasonings. Meanwhile high
fluency/honors students (top 29.7 percentile curve) mentioned that on top of job
opportunities, that understanding a FL will better help them understand their
major/fields of study, cultural understandings and overall world view and better
connections with those they work with
.
What are some reasons students choosing a particular language?
1)
There is a high comparison that is quickly summarized by the idea that if the
student/participant studied a FL previously, there is a high correlation that the student
will study the same language in the future. (48.7% all the way to 56.8%, page 279,
Roberts, Linda et al.)
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2)
Cultural heritage, home spoken language and first language play a massive impact on the
chosen FL studied in the future. This is added by the fact that a FL will be chosen
that
mirrors the student’s/participants heritage or ethical background. It is unlikely, although
not impossible, that, for example, that someone of Texan/Mexican heritage or
upbringing will study an obscure Eastern European dialect or FL, however this is not a
rule simply more of a guiding principle. Generally, students will show preference to the
languages, cultures and influences on their own home culture and upbringing than
choosing a language that has no bearing on their daily activities.
3)
Lastly, the fluency/control one student has with their native language/home language
will greatly impact the chosen FL studied by said student.
Familiarity and strength of the
English language the speaker has often mirrors the similarities of the chosen FL. For
example, if a student’s first language was English, they are statistically more likely to
choose a language that mirrors the same syntax, grammatical similarities and structure
patterns of their first language, which might be here in Texas, Spanish was the highest on
the list, followed by French and last in immediate similarity, German.
2.
Students critically read a study on attitudes of entering university freshmen toward foreign
language study (
Roberts, Linda Pavian. "Attitudes of entering university freshmen toward
foreign language study: A descriptive analysis."
The Modern Language Journal
76.3 (1992):
275-283.
) Students analyze the study systematically by writing their answers to questions on
this worksheet.
In this purposefully selected older (1992) study, students will assess the methodology and
analysis used (e.g., survey type, instruments used, number of questions asked, sample size,
percentages of respondents, respondents’ characteristics), and they will evaluate whether
the findings and conclusions in the 1992 study are still relevant. If not, in their project (#5
below), they may choose to search for more current answers to similar research questions.
[Critical Thinking Skills; Empirical and Quantitative Skills; Social Responsibility]
After reading the article above, answer the following questions working with your project
group:
1.
What is the methodology and analysis used in the study (the survey type, instruments
used, number of questions asked, sample size, percentages of respondents,
respondents’ characteristics)? Provide a detailed response to this question.
In this reading, they conducted experiments on upcoming freshmen students and asked them
how important they find studying Foreign Languages is and why do people study Foreign
Languages. In June 1900, they asked 703 students (364 at the beginning of summer orientation
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and 339 during late admissions) to take a survey in order to learn whether foreign languages are
important. Once conducted, they put all of the data into many tables (idk what that type of
table is called) and found a huge percentage of students see foreign languages as important
because of the need for travel (22.3%), future career opportunities (29.1) and understanding
different culture (16.3%).
2.
Evaluate and discuss whether you think the findings and conclusions in the 1992 study
are still relevant.
The studies that were conducted in 1992 are still relevant today because we are seeing a
massive interest change for studying foreign languages. Schools are starting to lean less on
studying foreign languages and focusing more on other curriculums because they see no
interest from the students. Having this study allows us to compare the interest students had for
foreign languages in the 1900 and see how similar or different it is to studies being done today.
3.
Next, students will use the MLA Language Enrollment database
(
https://apps.mla.org/flsurvey_search
) to determine the change in foreign language
enrollment numbers for three languages of their choice. They will look at the data across the
United States and in Texas. Students manipulate the numerical data systematically by writing
answers to questions on the assignment organizer (e.g., comparing enrollment rates for
selected languages over the last 10 to 50 years; and contrasting national statistics to those in
Texas). [Critical Thinking Skills; Communication Skills; Empirical and Quantitative Skills; Social
Responsibility]
Using the database mentioned above, in your project groups, compare enrollment
rates for selected languages over the last 10 to 50 years; and contrast national
statistics to those in Texas. Provide a detailed response.
Enrollment
Spanish
Portuguese
French
US Fall 2002
745,215
8,385
201,985
US Fall 2009
861,015
11,273
215,244
US Fall 2016
712,608
9,827
175,667
Texas Fall 2002
57,339
399
9,060
Texas Fall 2009
64,332
490
9,772
Texas Fall 2016
51,440
436
8,896
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MODL 2301
4.
Students share their findings related to #2-3 above in group discussions. [Communication
Skills]
Have your group discussions and SUBMIT YOUR ANSWERS TO 1-3 as a group
under
“Final Project Worksheet” assignment in Canvas.
Submit your research question and methodology under “Final Project Research
Question and Methodology”. Be prepared to make a short group presentation to the
rest of the class on your findings (items 2-3), your project research question, and
proposed research methodology on November 27-29.
5.
Students will identify a research topic that requires the application of empirical and
scientific methods to contribute to our understanding of change in foreign language
enrollment numbers in the US. Students will work in groups to identify related research
questions that can be answered through empirical/quantitative analysis, e.g., by developing
and administering a survey, or gathering numerical data through other means, and
manipulating the results (i.e., skillfully utilizing them) to draw conclusions.
Students will give a short, formal presentation on their project in groups, in which they
share their topics, their research questions, as well as their data analysis. Examples are:
Attitudes of (specific majors/specific year of study) US university students in the
Dallas-Fort Worth Metroplex to language study.
Major reasons US students choose to study or not to study a foreign language.
Linguistic landscape in the Dallas-Fort Worth Metroplex (an examination of language
use in public places, signs, etc.).
Language programs in public and private schools in the Dallas-Fort Worth
Metroplex.
6.
Students will write a final individual reflection paper due on the last day of our class,
December 4. [Critical Thinking Skills; Communication Skills; Empirical and Quantitative
Skills; Social Responsibility]