The ethnographic study reported in this dissertation examines the articulation process of six informants, three undergraduate and three graduate students, as they made the transition from an intensive English program into mainstream university courses at a medium-sized Midwestern university.The research attempted to determine what needs students had as they made this transition, looking at several factors, including variables in the background of informants, differences in the experiences between undergraduate and graduate students, variables in the environment encountered, actions on the part of informants that helped or hindered in making the transition, actions on the part of instructors that helped or hindered in making the transition, and finally, areas in which the intensive English program could make improvements.The primary means of data gathering for this study was through informant interviews, all of which were tape-recorded, with pertinent sections later being transcribed. The questions asked during these interviews ranged from relatively closed-ended questions from prepared interview schedules to more open-ended, individualized questions based on previous responses. Interviews were first conducted while informants were still studying at the Intensive English Program. Subsequent interviews were held at three to four week intervals during the semester in which informants first began their mainstream university courses. / Department of English
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/175443 |
| Date | January 2000 |
| Creators | Case, Emerson D. |
| Contributors | Ely, Christopher M. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iv, 348 leaves ; 28 cm. |
| Source | Virtual Press |
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