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Reassessing foreign language classroom anxiety: Employing poststructuralist theories in a qualitative meta-analysisScholz, Kyle 26 July 2010 (has links)
This thesis will generate new insight into the study of classroom language anxiety and its method of analysis in current SLA discourse. Drawing heavily from Horcoff, Horcoff and Cope’s seminal paper “Foreign Language Classroom Anxiety” (1986), the conceptualization of analysis proposed and its accompanying instrument of analysis, the Foreign Language Classroom Anxiety Scale (FLCAS), will be reevaluated.
The conceptualization of anxiety presented by Horwitz et al. defines foreign language (FL) anxiety as being unique to the FL learning classroom and being distinct in its emphasis on the self-perceptions and beliefs associated with this setting. Furthermore, the learners who experience anxiety are argued to be identifiable through their degree of anxiety and share similar characteristics. This conceptualization has been well received in SLA and has been widely employed in much of the FL learning research in the past two decades. Due to identity theory advancements in SLA however, this conceptualization of FL anxiety deserves to be reexamined.
Employing poststructuralist identity theories (see Norton, 2000; Blackledge & Pavlenko, 2001; Block, 2007), FL learning anxiety will be reconceptualized to consider the dynamic nature of the learner’s unique identity and views of other languages. A paradigm will be proposed, linking FL anxiety, identity and language belief together in a mutually constitutive relationship. A qualitative meta-analysis (Schmenk, 2002) will be conducted, examining current FL anxiety research in an effort to determine the assumptions, both implicit and explicit, made concerning notions of FL learning anxiety and identity.
Implications of the proposed paradigm for the learner and instructor will finally be presented in an effort to introduce a discussion of the benefits of reconceptualizing FL learning.
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Challenging the French immersion orthodoxy : student stories and counterstoriesQuiring, Suzanne Gabrielle 31 March 2008 (has links)
Through this study I have provided an understanding of what French immersion was like for children who left the program. I have considered an important aspect of the French immersion program that has been neglected in the research literature. My main research question was: What were the experiences of French immersion students who withdrew from their program during the elementary years? Subsequent questions included: How did they deal with repeated failure? How did they cope with the frustration? How did these failures and frustrations change after they left the French immersion program? How do they make sense of their experiences?<p>In this study, I listened to students voices to gain insights that lead to an understanding of how they make sense of what school was like for them during their years in French immersion. Using narrative inquiry, I focused on the lived, storied experiences of students who have not succeeded in a French immersion program. By listening to the students storied conversations, I have developed a deeper understanding of failed immersion experiences than that which is currently provided in the literature.<p>The six students in this study were aware of their lack of progress in the French immersion program and were unable to become active participants in the classroom community. The inability to become engaged further marginalized them as learners and led to the development of school stories about them. These school stories soon became designated identities with which the children had to cope. <p>By honoring the experiences of the students and including their voices, I have outlined information to aid educators to make decisions for more appropriate programming choices. This information demonstrates the need for timely intervention for some students to improve their school experience. Parents, teachers, and policy makers can then make decisions with the added knowledge provided by the students stories.
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An investigation into potential mismatches between teacher intention and learner interpretation of task a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Arts (MA), 2009 /Bitchener, John. January 2009 (has links)
Thesis (MA, Applied Language Studies) -- AUT University, 2009. / Includes bibliographical references. Also held in print (1 v. (various pagings) ; 30 cm.) in the Archive at the City Campus (T 418.0071 BIT)
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Motivational aspects of using computer-assisted language learning program for learning English as a second language in a secondary school in Hong KongCheng, Yuk-ching. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 75-79).
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Parcours acquisitionnel de la négation et de quelques particules de portée en français L2Sanell, Anna January 1900 (has links)
Texte remanié de : Doctoral thesis : Français : Stockholms universitet : 2007. / Résumé. Bibliogr. p. 187-194.
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Motivation and extended interaction in the study abroad context : factors in the development of Spanish language accuracy and communication skills /Isabelli, Christina Louise, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 184-192). Available also in a digital version from Dissertation Abstracts.
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The initial state of second language syntax : an investigation of L2 wh-movement and null-subjects from the minimalist perspective /Kim, Jung-tae, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 213-222). Available also in a digital version from Dissertation Abstracts.
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Teaching reading in grade 4 Namibian classrooms : a case study /Mutenda, Josephine. January 2008 (has links)
Thesis (M.Ed. (Education)) - Rhodes University, 2008. / A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education.
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The acquisition of linguistic politeness phenomena in Hong Kong bilingual childrenLeung, Wing-pik. January 2000 (has links)
Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 127-136).
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The role of output in second language learning /Dutta, Llipika. January 2002 (has links)
Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 74-75).
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