A Case Study of the Process of Learning Standard Written English: An Interactive Classroom-Based Action Research of the Influences of Students' Language Background on Their Ability to Learn Standard Written English

Autor/in	Mathis-Wisseh, Ruth D.
Titel	A Case Study of the Process of Learning Standard Written English: An Interactive Classroom-Based Action Research of the Influences of Students' Language Background on Their Ability to Learn Standard Written English
Quelle	(2011), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7879-9
Schlagwörter	Hochschulschrift; Dissertation; Action Research; Focus Groups; Student Surveys; Learning Processes; Sampling; Native Speakers; English (Second Language); Second Language Learning; Teaching Methods; Case Studies; Writing Skills; Units of Study; Heuristics; Proofreading; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Projektforschung; Schülerbefragung; Learning process; Lernprozess; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Writing skill; Schreibfertigkeit; Lerneinheit; Heuristik; Korrektur; Schülerverhalten
Abstract	This case study, conducted in the context of an interactive classroom-based action research, has examined the process by which Language 1 (L1-native speakers of English) and Language 2 (L2-non-native speakers of English) students develop the ability to acquire the standard written form of the English language. The dissertation was designed to provide enhanced access to current information in L1 and L2 students' language development research. Elbow (1990) envisioned "classes that focus on the productive dimensions of language where students are producers of language when they make meaning in both reading and writing" (p. 58). The research subjects made meaning of their learning by completing 4 selected instructional units on reading, writing, and speaking through reading reflection, Socratic seminar, and heuristic writing and proofreading. 40 English II students were surveyed, and a cross-sectional sample of 4 of those students, Students A, B, C, and D's products were evaluated for this study. The students were identified through stratified random sampling and authenticated by their language backgrounds. Their learning behavior was observed by 4 teachers' participant-observers over a period of time. Data were collected through a student survey, a focus group, and the participant-observers' group. The analyses of data revealed trends, themes, issues and concerns from the L1 and L2 students' responses. Based on the frequencies, the teaching strategies impacted the L1 and L2 students' learning standard written English. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10