A cross-sectional study of the performance of groups of Vietnamese learners is reported with focus on how they deal with the expression of number in English (singular/plural; definite/indefinite) through a cloze exercise and a translation excercise. This research investigates the hypothesis that some NP environments facilitate the distinction between singular and plural, count and mass, and that the context in which a noun is used can provide positive clues to the choice of number in nouns. It has been found that transfer of Vietnamese NP structures into English occurred where the NP environment was not obviously countable or uncountable, i.e., it has no conspicuous structural signals for number determination. Transfer was also found where an NP was taken from its context. The analysis of learners' errors gives some insight into ways in which the teaching of the number expression can be made more effective and beneficial for Vietnamese learners. A number of activities were suggested, which enable the teacher to exploit the advantages of NP environments to convey the syntactic-semantic properties of number to learners. Communicative practice of NP structures (e.g., in a conversation or a role play activity) can make learners aware of different aspects of the number expression in English. It is argued that the pragmatic aspect of the number expression is most important as in use, the syntactic and semantic properties of the category of number are unified to achieve communicative purposes.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Previous research indicates that joint storybook reading between caregivers (parents or teachers) and children can have positive effects on the oral language development of young children (Whitehurst et al., 1988; Dickinson & Smith, 1994). This study aimed to add to this body of research by providing information on the relationship between teachers’ language complexity and vocabulary strategies used during storybook reading and vocabulary outcomes for monolingual and dual language learners in linguistically diverse Head Start classrooms. Videotapes of 23 Head Start teachers were coded and analyzed for vocabulary instruction strategies and language complexity during storybook reading using hierarchical regression techniques to determine how these factors related to gains in student vocabulary over the course of a year. Students’ oral language was assessed using the Peabody Picture Vocabulary Test (PPVT) and the Learning Express vocabulary sub-test (LE). Teacher’s language complexity was calculated with respect to both quantity (mean length of utterance) and quality (type/token ratio and use of uncommon words). Teacher’s use of vocabulary strategies was examined with respect to the words chosen for instruction and the strategies used to instruct those words. Overall, teachers in this study tended to choose high utility words to instruct, but the strategies used to teach those words, and the number of words chosen for instruction, were often not optimally aligned with best practices in vocabulary instruction (Beck et al., 2002). For the PPVT outcome measure, teachers’ use of higher numbers of vocabulary instruction strategies per word was differentially related to students’ vocabulary outcomes based on the student’s prior vocabulary knowledge, such that the use of more vocabulary instruction strategies per word was negatively related to vocabulary outcomes for students who began the year with the smallest vocabularies. There was also a significant interaction between teachers’ use of uncommon words and students’ prior vocabulary knowledge, though this relationship was only statistically significant for the PPVT outcome. Teachers’ use of more complex language was differentially related to students’ outcomes. Students who began the year with the lowest vocabulary levels exhibited a positive relationship between the teacher’s use of uncommon words and vocabulary outcomes, while average or higher vocabulary students showed a negative relationship between increased exposure to these uncommon words and their vocabulary outcomes. The implications for teachers’ professional development are discussed.

Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English by extrinsic or intrinsic motivation, and the motivational orientations could also influence their reading achievement. However, language problems that EFL learners encounter while reading can affect their willingness to read as well as their reading achievement. The purpose of this study was to investigate Taiwanese EFL students’ English reading motivation and its relationship with perceived language problems and reading achievement. 302 11th grade students from an urban district in southern Taiwan participated in the study. Measures included an English reading comprehension test, an English reading motivation questionnaire, and a questionnaire regarding language problems in reading English. A factor analysis was used to determine the motivational orientations. Multiple regression and correlation analysis were performed to examine the relationship among reading motivation, language problems, and reading achievement. The results showed that: 1) Taiwanese senior high school students were largely motivated to read English by extrinsic motivation, specifically the importance and instrumental utility of reading English and the drive for recognition and competition, although they could also be motivated by intrinsic motivation to read English for knowledge and social purposes. Moreover, extrinsic motivation to read for compliance was significantly associated with their English reading scores. 2) While reading English, unknown idiomatic expressions and vocabulary were frequently reported language problems that influenced students’ willingness to read. Nevertheless, lack of grammar knowledge was generally not considered a big language problem to most of the students while reading. 3) Language problems in reading English and reading motivation were correlated, and motivation to read for compliance, grammar knowledge, and overall reading comprehension were significant predictors of students’ English reading scores. This study highlights the influential role of extrinsic motivation to EFL students in English reading and the importance of knowledge of vocabulary and idiomatic expressions in order to help understand the meaning of English texts. It provides implications for English teachers in designing appropriate curriculum that suits students’ needs and interests, and also suggestions for choosing proper reading materials.

No description available.

The researcher has worked as a Japanese cram school teacher in Taiwan for nine years since 2002. In these nine years, the researcher has encountered different kinds of students and earned myriad of experience in this path. The researcher found that Japanese learners in Taiwan, no matter what age or what level, made almost the same mistakes. The commonality of making errors caused the researcher¡¦s curiosity. The researcher took this opportunity to seek for the reasons that caused these common mistakes. One of the most common mistakes they made is the use of the ¡§particle¡¨. Japanese¡¦s particle was classified neatly, especially ¡§prepositions¡¨ which were the most difficult to learn. When students first learn prepositions, they always get confused; the catachreses of the "De (で)" and "Ni (に)¡¨ were often brought to discussion. In the previous studies, many scholars have focused on this topic and done many researches (Sakota, 1998;Sugiyama, 2002). Based on those studies, with the writer¡¦s practical experience, she analyzed and probed the misuse of De and Ni through testing students. In the test, the researcher differentiated the students into three levels to see how different levels of students react to the use of prepositions, De and Ni ; the researcher then analyzed if there were any special tendency to the use of those preposition from the collected data. The testing method was to ask each levels of students to fill in the blank of a preposition quiz and then interview them about why did they pick those certain preposition to fill in the blank. Using fill-in the blank tests, the researcher found that the student's frequency of use of De and Ni and the frequency of incorrect answers were different. Through introspective investigation, the researcher found that the student's thinking process when using De and Ni are "Noun+ preposition" , "verb+ preposition". After interviewing the students, the researcher found that most subjects have a stereotyped "image of place or name of building + De", and "position or abstract places + Ni". The researcher hoped to understand the reason of the preposition mistake, De and Ni, in Japanese leaner of Taiwan by the research and find the solution of this common mistake. The writer wished that this could benefit not only teachers but students and provide them directions for teaching and learning.

While there has been tremendous growth in the numbers of Hispanics and English language learners (ELLs) in our public schools, there has been a lack of educational opportunities offered to these students resulting in low educational achievement and attainment. Additionally, increases in the linguistic and cultural diversity of the student population have not been accompanied by diversification of the corps of teachers and many teachers who serve ELLs are not certified or prepared adequately to meet the linguistic and academic needs of second language learners. This context, in which the potential of our nation's ELLs is not being met by our education system, calls for research focusing on the education of ELLs. The three studies that constitute this dissertation address two critical areas, reading and mathematics, by documenting the cognitive reading strategies that middle school Hispanic ELLs utilize and evaluating professional development activities for teachers of ELLs. The mixed methods studies used student self-report data from the Reading Strategies Questionnaire (RSQ) as well as observational and survey data from a professional development program. Means and standard deviations were reported from the RSQ. Data from the observations of the professional development program were coded to determine the topics that were addressed in the program. Results from the RSQ indicate that Hispanic ELLs, in general, do not consistently adopt a strategic approach to reading in English. Additionally, while professional development is one avenue to improve the instruction that Hispanic ELLs receive, results from the observations indicate that teachers receive professional development of limited quality and that little of the professional development is connected to instruction for ELLs. Findings from this series of studies can be utilized to inform reading instruction for ELLs and to enhance professional development opportunities for teachers of ELLs.

This dissertation includes empirical studies of educational achievement and resilience of Hispanic ELL. The dataset used is the Early Childhood Longitudinal Study-Kindergarten Cohort and Birth Cohort. In the first study, we investigated whether there were differences of instructional practices between ELLs and non-ELLs and the type of classrooms they attended. A 2-way ANOVA indicated ELLs were being exposed more often to teacher-directed, whole-classroom instruction than non-ELLs. In respect to classroom types, the results from this study suggest that student-selected activities and amount of workbook and media instruction differed significantly. The multiple regression results indicated that teacher-directed, small-group instruction, use of workbooks, and 3rd-grade reading achievement significantly (p < .05) influence the ELLs 5th-grade achievement. The second study focused on the 5th-grade mathematics achievement of Hispanic ELLs, Hispanic non-ELLs, and White non-ELLs. The findings of this study indicate that 5th -grade students are receiving more teacher-directed, whole-class instruction and using more mathematics worksheets. Student-selected activities and the use of computers are being used the least. The results also indicate that the use of textbooks or worksheets and computers for solving mathematics problems significantly (p less than .05) influence ELLs' mathematic achievement. Our study also revealed that third-grade mathematics achievement directly impacts the student's fifth-grade achievement. Furthermore, Hispanic ELLs learned more when exposed to blackboards and overheads for solving problems. The final study analyzed the resilience and academic achievement of preschool Hispanic students. The MANOVA results indicated the resilient group had a more active home learning environment, greater socioeconomic status, higher cognitive scores, and higher parental expectations. These studies emphasize the need of future research to include longitudinal studies of Hispanic, ELLs from Preschool through upper-level grades to investigate (a) resilience development, patterns, and changes, (b) consistency and variance of effective instructional practices in different types of classroom, and (c) development of achievement in mathematics and reading. Hispanic ELLs face many educational challenges, but the three studies reported here suggest that promoting resilience and implementing effective instructional practices may increase Hispanic ELLs academic achievement as well as positively enhance their home and school environment. The educational and policy implications of our studies suggest more student-centered instruction is needed in the classrooms because not enough effective instruction is being implemented in diverse classrooms. Our findings also suggest that classrooms and policies should focus on early intervention and prevention fostering resilient characteristics, as well as consistent and effective instructional practices.

The purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes testing and oral language as a component skill of reading performance, (b) the association between oral language and reading performance in third grade Hispanic ELLS, and (c) the impact of instructional program model on ELLs’ oral language development. Two parallel systematic reviews were conducted searching CSA, Ebsco and Wilson electronic databases for empirical studies conducted in the U.S. and published in peer-reviewed journals in English. In study one, ELLs and high-stakes testing, eleven reviewed studies (N=11) met the inclusion/exclusion criteria; while in study two, ELLs and oral language, twenty-three reviewed studies (N=23) met the inclusion/exclusion criteria. Abstracted studies were evaluated using a 10-criteria matrix, and a methodological quality score was assigned.

Younger learners are widely considered to be technologically savvy and computer literate because of their lifelong exposure to ubiquitous technology. Educators often rely on that assumption to justify changes to institutional curricula, technology initiatives, new classroom strategies, and calls for educators to meet the educational demands of the younger generation. This study examines the computer literacy skills of Net Generation Learners (NGLs). This dissertation is composed of a systematic literature review, an examination of learner computer literacy skills prior to completing a college level course, and an investigation of the effects of different types of instruction on learner computer literacy skills. In the systematic literature review, identified studies focused primarily on learner familiarity with emerging technologies and relied heavily on self-reported data. Few studies directly measured learner computer literacy skills, and none compared the skills of NGLs and non-NGLs. A causal-comparative examination of learner computer literacy skills prior to a college level computer literacy course found that both NGLs and non-NGLs exhibited inadequate computer literacy skill. A 1-way ANOVA indicated NGLs performed significantly better than non-NGLs on a computer literacy skills assessment; however, examining learner age as a continuous variable via regression yielded different results. There may be validity to claims regarding the comparative computer proficiency of NGLs to non-NGLs, but the level of skill exhibited by learners does not warrant calls for radical educational changes, and the imprecision of arbitrarily defining age as a dichotomous variable produces potentially erroneous results. The effect of type of instruction on learner computer literacy skills was explored. Based on the results in this study, direct instruction focused on a comprehensive scope of computer literacy skills better supports learner acquisition of skills than does informal instruction or instruction focused on a limited range of skills. Future research should use statistical methods that analyze age as a continuous variable while continuing to examine directly the comparative computer literacy skills of NGLs and non-NGLs at all levels of education. Further inquiry into the effectiveness of different types of instruction to support learner acquisition of computer literacy skills should also be conducted.