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THE INSTRUCTIONAL FEATURES ACROSS THREE DIFFERENT
APPROACHES TO ORAL ENGLISH LANGUAGE DEVELOPMENT
INSTRUCTION
by
Gisela Irene O’Brien
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
August 2007
Copyright 2007 Gisela Irene O’Brien
Object Description
| Title | The instructional features across three different approaches to oral English language development instruction |
| Author | O'Brien, Gisela Irene |
| Author email | giselaobrien2@aol.com |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education (Curriculum & Instruction) |
| School | Rossier School of Education |
| Date defended/completed | 2007-02-27 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-05-25 |
| Advisor (committee chair) | Yaden, David B., Jr. |
| Advisor (committee member) |
Rueda, Robert Silva-Corvalan, Carmen |
| Abstract | This observational study seeks to explain the differences in oral language gains across three different approaches to oral English Language Development (ELD): ELD OLA- explicit block of ELD instruction incorporating small groups, ELD Other -explicit block of ELD instruction, whole group and No ELD.; Long's (1996, 1985) Interactionist Theory and Swain's Output Hypothesis (1995, 1985) frame this study that asks two major questions: What are the differences and similarities in instructional features with regards to (a) opportunities for output production, (b) grammar instruction and/or (c) L2 vocabulary development practices across three different approaches to oral language instruction? What are the qualitative characteristics of the most salient features that distinguish the three different approaches?; Qualitative analysis of transcripts totaling 6.65 hours from nine representative first grade lessons was carried out using the Communicative Orientation of Language Teaching Observation Scheme. Findings revealed that ELD Other and No ELD approaches focused mostly on vocabulary teaching. There was variability in their practices regarding use of extended text and reinforcement tasks, both practices found in OLA. A focus on form and function was found only in the OLA approach teacher-led small group instruction. This participatory structure appeared to have had an effect on the teacher-student interaction. Form clarification requests by students were only found in the OLA approach. Student incorporation of form corrections were found in the OLA approach but not in the No ELD and only in one ELD Other classroom. Teacher correction for form and form clarification requests occurred at a higher rate in the OLA lessons. Furthermore, most of the reactions to form by both teachers and students occurred during the small group instruction suggesting that the structure allowed both teachers and students to attend more carefully to the targeted form and decreased the level of ambiguity in teachers' corrective feedback. These findings suggest that the instructional features found in OLA might explain the difference in oral gains. -- The study results indicate the possible benefit of incorporating form-focused small group instruction into the ELD instructional time. |
| Keyword | English oral language development, elementary grades; second language development, K-5; bilingual education, ELD K-5; elementary education, bilingual |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m494 |
| Rights | O'Brien, Gisela Irene |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-OBrien-20070525 |
| Archival file | uscthesesreloadpub_Volume35/etd-OBrien-20070525.pdf |
Description
| Title | Page 1 |
| Full text | THE INSTRUCTIONAL FEATURES ACROSS THREE DIFFERENT APPROACHES TO ORAL ENGLISH LANGUAGE DEVELOPMENT INSTRUCTION by Gisela Irene O’Brien __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) August 2007 Copyright 2007 Gisela Irene O’Brien |
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