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- Title
- A MODEL CURRICULUM FOR COMMUNITY COLLEGE-BOUND HIGH SCHOOL ENGLISH STUDENTS BASED ON COMMUNITY COLLEGE AND HIGH SCHOOL ENGLISH TEACHERS' PERCEPTIONS OF THE HIGH SCHOOL ENGLISH CURRICULUM.
- Creator
- MUSSO, EDNA H., Florida Atlantic University
- Abstract/Description
-
While educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and...
Show moreWhile educators have always been aware of the need for articulation between and within school systems, they seldom are able to plan effectual movement from high school to the community college. The problem of high school/community college articulation is compounded by the newness of the community colleges, and the overwhelming problems of high school administration. The fragmented English curriculum is in special need of coordination. The lack of articulation between high schools and community colleges is especially wasteful in states like Florida where most college-bound high school seniors go to a community college, but no coordinating programs were found to exist between the school systems. Where articulation programs are in effect, they are so productive that they inspire additional and continuing articulation. To help provide information that would promote a smooth and successful transfer from high school English to community college English, this study surveyed five Broward County, Florida, high school English faculties, and both of the Broward Community College (North and Central Campuses) English faculties.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11693
- Subject Headings
- English language--Study and teaching (Secondary), English language--Study and teaching (Higher), Articulation (Education)
- Format
- Document (PDF)
- Title
- The role of other-regulation in second language learners of beginning Spanish.
- Creator
- Seiden, Carolina M., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
This qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to...
Show moreThis qualitative study analyzes speech data from learner's interaction in small group and paired activities in the classroom. The analysis is framed in Vygotsky's theory of language. The findings suggest that peer-peer interaction alone does not increase the opportunities for students to understand, practice and incorporate new concepts into their developing second language. Other-regulation---collaborative dialogue---and scaffolding---the task preparation so the student is compelled to perform a task that appears to be within his/her reach---are compromised when the task lacks context and personal significance for the students.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13120
- Subject Headings
- Second language acquisition, Interdisciplinary approach in education, Spanish language--Study and teaching, Language and languages--Study and teaching
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF RATINGS OF PROPOSED TEACHER COMPETENCIES FOR MIDDLE SCHOOL ENGLISH.
- Creator
- AUGENSTEIN, MILDRED B., Florida Atlantic University
- Abstract/Description
-
The purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities...
Show moreThe purpose of the study was to develop and apply an instrumented procedure for deciding the relative importance of a tentative set of professional competencies proposed for middle school teachers of English, using the judgmental ratings by individuals in the general school community as the decision-making base. The results of this rating procedure were intended to demonstrate one way in which the broader educational community could be involved in expressing choices and in setting priorities for programs of competency-based teacher education. A selected group of 50 senior high school students, 50 teachers of middle school English, 50 educational leaders, and 50 patrons of middle schools in the south central administrative area of the Broward County, Florida, public school system were asked to rate a set of 12 general competencies and 60 subcompetencies according to their perceived importance for training and/or certificating teachers of English who work with middle school pupils of ages 10 through 14. The subjects used a forced-choice rank order rating system that resulted in a rank value for each of the general competencies and subcompetencies in the study. Strategies, administrative steps, and public relations materials for reaching each of the targeted groups were incorporated in the details of the procedure. The procedure developed by the study proved feasible and useful for determining the relative order of importance assigned to the proposed teacher competencies for middle school English by the vested interest groups who served as raters. Applications of the procedure are recommended for use by collaborative bodies which seek systematic ways to broaden the base of public involvement in decision-making for teacher education. viii
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11648
- Subject Headings
- English language--Study and teaching, Teachers--Rating of
- Format
- Document (PDF)
- Title
- Achievement and satisfaction in adult Spanish language courses with compressed and standard formats.
- Creator
- Schoenfeldt, Alyse Lesser., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
This study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in...
Show moreThis study examined the achievement and satisfaction level attained by adults studying elementary Spanish in compressed and standard terms. Each format included 60 hours of classroom instruction; compressed terms were completed in 6 weeks, while standard terms were 15 weeks. The 90 minute, multiple choice, standardized achievement test, the Dantes Beginning Spanish I-SF 583, an attitudinal survey, and a 15 minute questionnaire developed for this study were completed by 129 students in southeast Florida, 73 in standard format courses, 56 in compressed formats. The findings indicated that adult students learning Spanish as a foreign language in compressed and standard time formats with an equal number of contact hours had similar levels of student achievement and intent to continue to the next level of Spanish. The one exception was that a significantly higher vocabulary and structure mean achievement score (<.05) was obtained by the students in the compressed term. The major conclusion is that an adult learner may expect similar results in an elementary Spanish course regardless of whether it is offered in a standard or compressed format. Inferences which can be drawn must be limited to similar populations and time frames. Since a learner's achievement and satisfaction level in elementary Spanish classes for adults is dependent upon many factors, not just the element of time, a multiple perspective is needed to analyze and assess foreign language learning. One implication is that courses be made available in a wide variety of time formats. It is recommended that administrators concerned with scheduling and curriculum planning use adult student needs assessments to determine what the adult learner considers to be convenient, flexible scheduling. Recommendations include replicating the study with a larger, more diverse population, amplifying it to include a qualitative segment for student personal responses, and adding a longitudinal component containing follow-up surveys over varying time periods.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12505
- Subject Headings
- Adult education, Academic achievement, Spanish language--Study and teaching
- Format
- Document (PDF)
- Title
- THE APPLICABILITY OF TRANSFORMATIONAL-GENERATIVE GRAMMAR TO THE TEACHING OF SPECIFIC AREAS IN FRENCH MORPHOLOGY AND SYNTAX.
- Creator
- WILLIAMS, PATRICIA GRAHAM., Florida Atlantic University, Trammell, Robert L.
- Abstract/Description
-
This thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to...
Show moreThis thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to French morphology and syntax. The advantages and disadvantages of the application are pointed out, and determinations are made as to the direct applicability of transformationalgenerative grammar to the teaching of French verb morphology and interrogative structure as well as to foreign language teaching in general.
Show less - Date Issued
- 1972
- PURL
- http://purl.flvc.org/fcla/dt/13542
- Subject Headings
- Generative grammar, French language--Study and teaching
- Format
- Document (PDF)
- Title
- COMPETENCIES FOR TEACHING ENGLISH TO MEXICAN AMERICAN ADULTS: AN IDENTIFICATION AND CLASSIFICATION.
- Creator
- CRIDER, LAURA ARBREE., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
This study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but...
Show moreThis study began with an investigation of Mexican American adult literacy rates and socioeconomic status in the U. S. A review of the literature revealed the Mexican American ethnic minority, in comparison with other ethnic minorities in the U. S., to have the lowest levels of educational attainment, socioeconomic status, health and nutrition rates, and political participation. Mexican American immigration and U. S. residency rates were shown to be higher than other immigrant groups, but their U. S. naturalization rates were disproportionately low. Mexican American participation rates in U. S. Adult Education literacy training programs were also lower than other ethnic groups. Based on these findings, the author assumed that there were special competencies for teaching English to Mexican American adults. In an attempt to identify these assumed competencies, the opinions of teachers actively involved in teaching English to Mexican American adults were sought. The Delphi survey technique was the main tool used in gathering data. The study was limited to Florida because of evidence of increasing Mexican American immigration in this state and the author's accessibility to the school system. The implications of the study were that personal concern is an important competency for teaching English to Mexican American adults, there is a lack of awareness of the Mexican influx into the U. S., and there is a need for more emphasis on cultural and linguistic pluralism in American education.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/11727
- Subject Headings
- Mexican Americans--Education, English language--Study and teaching
- Format
- Document (PDF)
- Title
- A CONTRASTIVE ANALYSIS OF ENGLISH AND YORUBA SEGMENTAL PHONEMES.
- Creator
- RING, JAMES ANDREW., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
-
This study is intended as an aid to the teaching of English as a foreign (or second) language to speakers of Yoruba. Four areas are discussed in relation to this aim: 1. the need for Nigeri an teachers who have studied the sound system of English 2. the theoretical basis and applications of contrastive analysis and error analysis (It is suggested that the two can operate together to reveal a learner's problems at the performance and competence levels respectively.) 3. the actual contrastive...
Show moreThis study is intended as an aid to the teaching of English as a foreign (or second) language to speakers of Yoruba. Four areas are discussed in relation to this aim: 1. the need for Nigeri an teachers who have studied the sound system of English 2. the theoretical basis and applications of contrastive analysis and error analysis (It is suggested that the two can operate together to reveal a learner's problems at the performance and competence levels respectively.) 3. the actual contrastive analysis (using Ladefoged's prime features as criteria for compariLon and prediction) 4. the error analysis, where errors are classified and discussed in regard to their explanation. It is shown that the articulatory parameters which cause allophonic variation in the native language (e.g. rate of breath release, vocal tract tension and coarticulation) are carried over into the pronunciation of the language being learned, and are major factors in producing a nonstandard accent.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/13860
- Subject Headings
- English language--Study and teaching--Nigerian students
- Format
- Document (PDF)
- Title
- Predictors of English Reading Skill in Children from Spanish Speaking Homes: A Longitudinal Study from Five to 10 Years.
- Creator
- Tulloch, Michelle K., Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Learning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language...
Show moreLearning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills – both language-specific (i.e., vocabulary) and language-general (i.e., phonological processing) – predict English reading ability. In the current study, we investigated the effect of oral language skills in both English and Spanish, as well as other pre-literacy skills, on the English reading skill of Spanish-English bilinguals who are English dominant and received English only instruction from school entry. The oral language skills and other pre-literacy skills of 101 Spanish-English dual language learners were assessed at 5 years. English reading skill was measured annually from 6 to 10 years. Latent growth curve analysis was used to model initial English reading skill at 6 years and the growth of English reading skill from 6 to 10 years. Four sets of hypothesized foundational skills measured at child age 5 years were tested as predictors of subsequent English reading skill: (1) English oral language skills, (2) Spanish oral language skills, (3) English and Spanish oral language skills, and (4) English and Spanish oral language skills, with other pre-literacy skills. The results of structural equation modeling indicated that English vocabulary and phonological awareness measured in Spanish were significant predictors when English and Spanish skills were entered separately. When English and Spanish oral language skills were included together, Spanish oral language skills did not explain English reading growth better than when oral language skills were modeled independently. The best model of predictors of English reading for bilingual 5-year-olds included only English vocabulary and English letter recognition.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014162
- Subject Headings
- Reading, English language--Study and teaching--Spanish speakers
- Format
- Document (PDF)
- Title
- SELECTED SOCIOPSYCHOLOGICAL ATTITUDES ASSOCIATED WITH FOREIGN LANGUAGE INSTRUCTION IN HIGH SCHOOL AND POSTSECONDARY STUDENTS.
- Creator
- AKE, CATHERINE ANN., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie,...
Show moreThe purpose of this study was to determine if selected sociopyschological variables were influenced by foreign language instruction. Attitude surveys were administered to 260 students from a high school, a junior college, and a university in Florida before and after instruction in introductory Spanish classes. A combination of instruments developed by Gardner and Lambert at McGill University was adapted for the study. A Likert-type scale was used to elicit responses regarding anomie, ethnocentrism, and attitude toward Hispanics; a semantic differential scale, to elicit stereotypes of Americans, Spaniards, Cubans, Puerto Ricans, and Mexicans. Data obtained were analyzed by one-way analyses of variance, correlation and t-tests for significance, and the orthogonal comparison method. Results included the following: The university students did not change attitudes significantly on any variable tested. The junior college students' attitudes improved significantly toward Mexicans. The high school students' attitudes toward Hispanics in general and toward Mexicans in particular declined significantly. For the total sample, there was a significant trend toward anomie following instruction, but there was no change in ethnocentrism. A significant positive relationship existed between these two variables prior to instruction; no significant relationship existed afterward. Stereotypes elicited rated Americans most favorably followed by Spaniards. There were no significant differentiations made between the other three groups. It was concluded that instruction in Spanish neither improved overall attitude toward Hispanics nor decreased ethnocentrism. Nevertheless, it was found that the high school students' attitudes were flexible and susceptible to change. Recommendations included the reassessment of affective goals in foreign language instruction and the development of cultural awareness units to be incorporated into the curriculum.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11796
- Subject Headings
- Spanish language--Study and teaching--Psychological aspects, Spanish language--Study and teaching--Florida, Students--Attitudes
- Format
- Document (PDF)
- Title
- The Relation Between Phonology and Orthography as a Basis for Teaching French.
- Creator
- L'Homme, Madeleine M., Jamieson, Edward A., Florida Atlantic University
- Abstract/Description
-
The French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the...
Show moreThe French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the mute e, and the "faux amis." For the past fifteen years programming of foreign languages, mostly based on B. F. Skinner's theory of learning, endorsed by many linguists, emphasized varieties of the audio-lingual method. A survey of methods, materials, experiments, and opinions of authorities in the field of linguistics indicates that this method, although often employing the most modern electronic material has failed to produce meaningful results. All of the above factors support the evidence for the need of teaching orthography along with the study of sound, and the necessity of continued research in theory and methods of teaching, particularly in French.
Show less - Date Issued
- 1969
- PURL
- http://purl.flvc.org/fau/fd/FA00000933
- Subject Headings
- French language--Study and teaching, French language--Phonology, French language--Orthography and spelling
- Format
- Document (PDF)
- Title
- The effects of gesturing, blocked order, and incremental presentation in foreign language learning.
- Creator
- Chin, Simone L., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented...
Show moreResearch in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004186, http://purl.flvc.org/fau/fd/FA00004186
- Subject Headings
- Bilingualism, Biolinguistics, Cognitive grammar, Language and languages -- Study and teaching, Nonverbal communication, Second language acquisition -- Methodology
- Format
- Document (PDF)
- Title
- The emotional experience of language in English Spanish bilinguals.
- Creator
- Velez Uribe, Idaly, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Bilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and...
Show moreBilinguals commonly report experiencing emotions differently depending on which language are they speaking. Emotionally loaded words were expected to be appraised differently in first versus second language in a sample of Spanish-English bilinguals (n=117). English (L2) ratings were subtracted from Spanish (L1) ratings; the resulted scores were used as dependent variable in the analyses. Three categories of words (positive, negative and taboo) were appraised in both languages (English and Spanish)and two sensory modalities (Visual and auditory). The differences in valence scores in Spanish (L1) and English (L2) were expected to be significantly higher when presented aurally than when presented visually. Additionally, taboo words were expected to yield larger differential scores than negative and positive words. The 2 X 3 general linear model (GLM) revealed no significant effect of sensory modality but a significant effect of word type. Additional analyses of the influence of language and sensory modality within each word category resulted in significant differences in ratings between languages. Positive word ratings were higher (more positive) in English than in Spanish.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004417
- Subject Headings
- Bilingualism -- Psychological aspects, Education, Bilingual, Emotions, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Psycholinguistics, Second language acquisition
- Format
- Document (PDF)
- Title
- An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
- Creator
- Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
- Subject Headings
- English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
- Format
- Document (PDF)
- Title
- THE EFFECTS OF RESPONSE FACTORS AND TEXTBOOK SEQUENCING ON STUDENT PERCEIVED DIFFICULTY IN THE STUDY OF THE GERMAN CASE SYSTEM.
- Creator
- MEYER-BURGHAGEN, BEATRIX MOORE, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was twofold, namely, (1) to investigate possible relationships between selected response factors and student perceived difficulty in the study of the German case system and (2) to determine if the textbook sequencing of this grammatical feature produced interaction effects with these selected response factors when tested against the criterion of student perceived difficulty in the study of the German case system. It was hypothesized that relationships would be found...
Show moreThe purpose of this study was twofold, namely, (1) to investigate possible relationships between selected response factors and student perceived difficulty in the study of the German case system and (2) to determine if the textbook sequencing of this grammatical feature produced interaction effects with these selected response factors when tested against the criterion of student perceived difficulty in the study of the German case system. It was hypothesized that relationships would be found between the variables and the criterion except for the variables of sex, national origin, bilingualism, and years of study. Interaction effects were expected for the response variables and the sequencing of the case system in the respective textbooks except for the variables of sex, national origin, and the study of a foreign language other than German. The major findings of this study were that the cultural background of the learner appears to stand in no relationship to his perception of difficulty in the study of the German case system and that the prior exposure to the study of Spanish decreases student perceived difficulty in the study of this grammatical system, which is fundamental in achieving any proficiency in learning German, to an appreciable degree.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11685
- Subject Headings
- German language--Study and teaching, German language--Case grammar
- Format
- Document (PDF)
- Title
- CULTURAL DISTORTIONS AND BIASES IN LEVEL ONE AND TWO GERMAN TEXTBOOKS IN SELECTED FLORIDA HIGH SCHOOLS, COMMUNITY COLLEGES, AND UNIVERSITIES.
- Creator
- Alker, Marietta Alice, Florida Atlantic University
- Abstract/Description
-
Various cultural distortions and biases are present in German language textbooks and they could influence the student's conception of the target language and culture. Current first and second level German language textbooks used in high schools, community colleges, and universities in Florida were studied. The results showed that most cultural distortions involve bisexual and anti-artistic biases. Compared to older German language textbooks, today's materials manifest less bias and contain a...
Show moreVarious cultural distortions and biases are present in German language textbooks and they could influence the student's conception of the target language and culture. Current first and second level German language textbooks used in high schools, community colleges, and universities in Florida were studied. The results showed that most cultural distortions involve bisexual and anti-artistic biases. Compared to older German language textbooks, today's materials manifest less bias and contain a greater variety of cultural selections. Since cultural distortions and biases could hinder the teacher's attempt to introduce the student to a well-rounded understanding of the German language and culture, several techniques could be applied to compensate for biases: 1. The teacher should call the student's attention to the generalizations and stereotyping found in the books. 2. The teacher should design his or her own material to be devoid of chauvinism. 3. Students should be encouraged to read German newspapers and magazines to be able to draw their own conclusions according to their abilities and maturity.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11692
- Subject Headings
- German language--Study and teaching, German language--Textbooks for foreign speakers
- Format
- Document (PDF)
- Title
- PRONUNCIATION ERRORS BY AMERICAN STUDENTS OF GERMAN.
- Creator
- MEYER-BURGHAGEN, BEATRIX MOORE, Florida Atlantic University, Merrill, Peter C.
- Abstract/Description
-
This study was undertaken to compare the frequency of occurence of pronunciation errors due to interference from the structure of English with that of pronunciation errors confined to the language system of German. The analysis concerns itself exclusively with errors on the functional level of language. It describes in detail the errors within the language system of German as observed in the speech of fifteen American college level students of German. Tables demonstrate the ratio of frequency...
Show moreThis study was undertaken to compare the frequency of occurence of pronunciation errors due to interference from the structure of English with that of pronunciation errors confined to the language system of German. The analysis concerns itself exclusively with errors on the functional level of language. It describes in detail the errors within the language system of German as observed in the speech of fifteen American college level students of German. Tables demonstrate the ratio of frequency between the different groups of errors. The conclusion suggests the use of error-based analyses as a supplement to contrastive analysis.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/13629
- Subject Headings
- German language--Pronunciation by foreign speakers, German language--Study and teaching--English speakers
- Format
- Document (PDF)
- Title
- Learning culture in the zone of proximal development: E-mail exchanges among foreign language learners.
- Creator
- Smasal, Marc., Florida Atlantic University, DuBravac, Stayc
- Abstract/Description
-
Scaffolding is the assistance of an expert learner provided to a novice learner to fulfill a given task. This study examined scaffolding in email messages between non-native speakers learning about German culture. The instructor used Internet resources to teach aspects of the target culture to students enrolled in a second semester German course. Email exchanges between two separate classes of German students were designed to elicit scaffolding. Unlike previous studies that have concentrated...
Show moreScaffolding is the assistance of an expert learner provided to a novice learner to fulfill a given task. This study examined scaffolding in email messages between non-native speakers learning about German culture. The instructor used Internet resources to teach aspects of the target culture to students enrolled in a second semester German course. Email exchanges between two separate classes of German students were designed to elicit scaffolding. Unlike previous studies that have concentrated on the grammatical competence of the students, this study focused on the development of cultural competence as subjects discussed four topics of German culture via email messages. Scaffolded cultural help enables participants to develop an opinion about selected cultural issues. Scaffolded help was found in few email messages and the analysis suggests that participants discussed cultural issues by exchanging factual knowledge rather than providing scaffolded help. Concludes with considerations for further research and teaching.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/13240
- Subject Headings
- German language--Study and teaching, Culture--Study and teaching, Language and culture, Electronic mail messages
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF THE TEACHING OF STANDARD ENGLISH AS A SECOND DIALECT TO SPEAKERS OF BLACK ENGLISH IN COLLEGE.
- Creator
- RICHERT, CAROL M., Florida Atlantic University, Trammell, Robert L.
- Abstract/Description
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A review of recent linguistic literature reveals many problems which speakers of black English encounter in school. The problems of learning standard English as a second dialect are examined in terms of linguistic differences between two dialects and, even more importantly, sociolinguistic differences between two cultures. The approach of teaching English as a second dialect in college is compared to teaching freshman English by "traditional" methods and to teaching English as a second...
Show moreA review of recent linguistic literature reveals many problems which speakers of black English encounter in school. The problems of learning standard English as a second dialect are examined in terms of linguistic differences between two dialects and, even more importantly, sociolinguistic differences between two cultures. The approach of teaching English as a second dialect in college is compared to teaching freshman English by "traditional" methods and to teaching English as a second language. As an aid to teachers of standard English as a second dialect, one such course is described and evaluated in terms of the students, the texts, and the teaching methods. The textbook used Keys to American English, teaches written forms of standard English by contrastive analysis methods. In conclusion, the results of tests are explained, similar courses are discussed, and recommendations for conducting such courses are made.
Show less - Date Issued
- 1979
- PURL
- http://purl.flvc.org/fcla/dt/13994
- Subject Headings
- English language--Study and teaching--African American students, Black English
- Format
- Document (PDF)
- Title
- PERFORMANCE ERRORS AND COMPETENCE ERRORS IN SECOND LANGUAGE LEARNING.
- Creator
- MARTIN, JOSE MANUEL., Florida Atlantic University, Resnick, Melvyn C.
- Abstract/Description
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Competence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are...
Show moreCompetence errors reveal a learner's lack of knowledge of target language (TL) rules. Other errors may be corrected immediately and are regarded as performance errors. Some errors involve rules also within the learner's TL competence even though these errors are left uncorrected in speech, possibly because the still-unconsolidated rules require conscious monitoring which has been impeded in a stressful situation. This study proposes and tests the hypothesis that such uncorrected errors are also performance errors. Five adult Spanish-speaking learners of English were asked to perform three speech tasks under differing degrees of monitoring difficulty. They later edited a transcription of their speech and attempted to discriminate the correct form on a test. Errors that a subject edited and discriminated correctly were considered performance errors. Stabilized variability errors were inconsistently edited or discriminated, while true competence errors were not recognized by the subjects.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/14111
- Subject Headings
- Speech errors, English language--Study and teaching--Spanish students
- Format
- Document (PDF)
- Title
- The effects of a community language learning/comprehension processing strategies model on second language reading comprehension.
- Creator
- Shames, Roberta., Florida Atlantic University, Messmore, Peter
- Abstract/Description
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The purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of...
Show moreThe purpose of the study was to measure the effects of a Community Language Learning/Comprehension Processing Strategies Model of reading instruction on the acquisition of English reading comprehension skills in Level 1 limited English-proficient students. The study was conducted in a high school English for Speakers of Other Languages (ESOL) program in Palm Beach County, Florida. A total of 58 students took part. The study compared the English language reading comprehension skills of students taught by traditional ESOL strategies with those taught by a Community Language Learning/Comprehension Processing Strategies Model. Results were measured by the IDEA IPT Reading/Writing Test, Level 3. A summary of the data gathered in the study indicated that Level 1 LEP students could significantly increase their English language reading comprehension through the use of the same comprehension processing strategies taught to native English-speaking students. A slightly better result was obtained when these comprehension processing strategies were taught in conjunction with Community Language Learning strategies. The results of the study suggest the need for further investigation in this area in order to determine the best path of English reading instruction for LEP students.
Show less - Date Issued
- 1998
- PURL
- http://purl.flvc.org/fcla/dt/12575
- Subject Headings
- English language--Study and teaching--Foreign speakers, Community education--Evaluation, Curriculum evaluation
- Format
- Document (PDF)
