The Process of Learning L2 English: Case Study of Child with L1 Russian

Abstract

In the sphere of SLE, the Communicative Learning Teaching (CLT) method is considered the most effective method nowadays. Since it focuses more on the communication of the students in the classroom for the ability to actually speak in the Target Language, many schools are applying it slowly and naturally in a classroom with more than one student. Therefore, there are not many studies testing the CLT in a classroom with one student and tracking the student’s progress by looking at vocabulary development. Hence, the goal of this case study is to observe and analyze the difference in language proficiency improvement in a single student classroom with the usage of CLT. To track the improvements in the English language the student’s writing and speaking skills, in particular, will be analyzed. The study takes place in a local educational center for 4 weeks. The lessons are 3 times a week each for an hour. The student is from a Russian (L1) speaking school and has some background in studying English as her second language (L2). As a result of the study, the student’s speech gained a higher pace along with the enhancement of productive vocabulary. Since the student had more practice of the target language in the class, her speech has become more confident and as a result of intense grammar study in the classroom, the speech and the writing have clear grammatical progress.