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Title: The attitudes of non-native ESL teachers toward a notational/functional syllabus.
Creator: Mohd-Asraf, Ratnawati., Florida State University
Abstract/Description: This study assessed the attitudes of ESL secondary school teachers who are non-native speakers of English toward particular aspects of the notional-functional syllabus in the hope that it will add to our understanding of the relevance of this approach in a second or foreign language situation. This study also sought to determine whether the views that teachers hold regarding language teaching issues are related to their formal training and their previous experience as language learners, as...
Show moreThis study assessed the attitudes of ESL secondary school teachers who are non-native speakers of English toward particular aspects of the notional-functional syllabus in the hope that it will add to our understanding of the relevance of this approach in a second or foreign language situation. This study also sought to determine whether the views that teachers hold regarding language teaching issues are related to their formal training and their previous experience as language learners, as measured by age., This study utilized a self-developed questionnaire to assess the teachers' attitudes toward the Malaysian KBSM English Language Syllabus. A questionnaire was utilized as a means of gathering the data because the researcher was interested in determining the attitudes of a large number of respondents who are distributed over a large area. The teachers' responses to the open-ended questions were also used in the description of their attitudes., The subjects for this study were randomly selected from a complete and current listing of all the ESL teachers teaching in the state of Selangor. Of the 600 questionnaires sent, 435 were returned but 419 were usable for the study, representing a return rate of 70%., The results of the study indicate that the teachers placed a great deal of importance on the teaching of grammar. 90% of the teachers urged that the syllabus place greater emphasis on grammar, and many viewed that teaching toward communicative competence will not enable the student to become proficient in the language., Results of the chi-square test suggest that the teachers' formal training may have made an impact on their views toward these syllabus issues: (1) the integration of language skills; (2) the organization of the syllabus according to themes and functions and (3) the emphasis to be placed on accuracy in students' compositions. The results, however, do not give us enough evidence to conclude that the teachers' previous experiences as language learners made a difference in teachers' attitudes.
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Date Issued: 1995, 1995
Identifier: AAI9523914, 3088569, FSDT3088569, fsu:77371
Format: Document (PDF)

Title: Selecting multicultural literature for secondary schools in Trinidad, a pluralistic country.
Creator: Sawh, Ruth., Florida State University
Abstract/Description: The original purpose of this study was to explore an alternative concept for selecting multicultural literature for secondary schools in Trinidad, a pluralistic country. The investigator studied models of instruments that are used to select multicultural literature in pluralistic countries, such as Great Britain, Canada, Australia and the United States, where Multicultural Education has been instituted. It was the investigator's intention to create a model for selecting multicultural...
Show moreThe original purpose of this study was to explore an alternative concept for selecting multicultural literature for secondary schools in Trinidad, a pluralistic country. The investigator studied models of instruments that are used to select multicultural literature in pluralistic countries, such as Great Britain, Canada, Australia and the United States, where Multicultural Education has been instituted. It was the investigator's intention to create a model for selecting multicultural literature suited to Trinidad's multicultural needs., The investigator found that no instrument could be sensitized to all human variables, hence the reason that selected literature is often censored. Censorship has no place in intellectual growth and is definitely contrary to the purpose for multicultural literature which seeks to educate about as many cultures as possible. The recommendation, then, is for teachers to prepare to teach their students about culturally sensitive aspects that may appear in the literature being taught. In this way, teachers will not impinge upon the intellectual growth of their students.
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Date Issued: 1994, 1994
Identifier: AAI9503105, 3088479, FSDT3088479, fsu:77284
Format: Document (PDF)

Title: The impact of Greek bilingual programs on the academic performance language preservation and ethnicity of Greek-American students: A case study in Chicago.
Creator: Xidis, Anthony Steven., Florida State University
Abstract/Description: This study assessed the impact of Greek bilingual education programs on (1) the academic achievement of students who attend Greek language schools and Greek bilingual programs, (2) the ability of these students to speak the Greek language; and (3) the ethnic identity and self-concept of the Greek-American students., The general hypothesis of the study was that Greek-American students who attend Greek schools or Greek bilingual programs will have higher academic achievement, better language...
Show moreThis study assessed the impact of Greek bilingual education programs on (1) the academic achievement of students who attend Greek language schools and Greek bilingual programs, (2) the ability of these students to speak the Greek language; and (3) the ethnic identity and self-concept of the Greek-American students., The general hypothesis of the study was that Greek-American students who attend Greek schools or Greek bilingual programs will have higher academic achievement, better language preservation and more positive self-concept than those who do not attend such schools. The major purpose of the study was to determine whether Greek bilingual education would prove effective in increasing the Greek-American students' knowledge and ethnic identity., The study took place in Chicago. The instruments of the study were two questionnaires and a language test. The first questionnaire was the Student Greek Language Attitude Questionnaire (SGLAC) and was used to measure the attitude towards the Greek language. The second questionnaire was the Greek American Student Culture Attitude Inventory (GSCAI), and was used to measure Greek-American students' attitudes toward and knowledge of the Greek culture. The Regents Comprehensive Examination in Modern Greek was used to assess student proficiency in modern Greek. The instruments were administered to two groups of students who attend Greek bilingual schools and students who attend monolingual schools. Also, student school records were obtained to ascertain the academic achievement of students. The size of the sample was exactly 139 students of seventh and eighth grade. All subjects were approximately of equal socioeconomic status., The collected data were analyzed through quantitative procedures, such as t-test and chi-square analyses. The findings of the study indicated that there were significant differences between Greek-American students who attend Greek schools or Greek bilingual programs and Greek-American students who attend English monolingual schools., Overall, Greek-American students who attend Greek schools or Greek bilingual programs have higher academic achievement in all the academic areas of study: math, English, social studies, and science. Also they have better preservation of the Greek language and more positive self concept towards their ethnic identity and culture, than Greek-American students who do not attend Greek schools or Greek bilingual programs., A significant finding is that Greek bilingual education has positive effects on pupils' educational development.
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Date Issued: 1993, 1993
Identifier: AAI9317637, 3088026, FSDT3088026, fsu:76833
Format: Document (PDF)

Title: The teaching of culture in foreign language education: A Chinese perspective.
Creator: Chao, Hsiao-ya., Florida State University
Abstract/Description: The present study was an investigation to examine the current situation in the field of teaching foreign cultures in China's language education. The study concentrated on answering the question of whether there were any differences between the Chinese subjects from the state and provincial normal universities and those from the district teachers colleges concerning their acquisition of social and cultural knowledge and information about the United States., The data collected from the...
Show moreThe present study was an investigation to examine the current situation in the field of teaching foreign cultures in China's language education. The study concentrated on answering the question of whether there were any differences between the Chinese subjects from the state and provincial normal universities and those from the district teachers colleges concerning their acquisition of social and cultural knowledge and information about the United States., The data collected from the performance of 171 subjects on the culture quiz and from their responses to the survey revealed that some significant differences existed between the two groups of subjects. The first group of subjects (those from the state and provincial normal universities) scored much higher on the culture quiz than the second group of subjects (those from the district teachers colleges). Moreover, the first group of subjects also held a more positive attitude toward the learning of foreign cultures., The study also showed that the first group of subjects were less satisfied with the instruction of culture in their schools and were less content with their mastery of knowledge and information of foreign cultures, than the second group of subjects., No evidence was found to establish a significant difference between the two groups of subjects with respect to their ways of obtaining sociocultural knowledge. Media, other than classroom instruction, was their main source of acquiring information of other cultures. The study revealed that the two groups of subjects had better knowledge of such cultural aspects as literature, history, and the like than knowledge of behavioral patterns and lifestyles., The study also reported the subjects' expectations of improvement in the teaching of culture; most of them cared more about importation of video and audio materials though only a small number of them expected much change in classroom instruction.
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Date Issued: 1991, 1991
Identifier: AAI9212270, 3087729, FSDT3087729, fsu:76539
Format: Document (PDF)

Title: The children's literature curriculum of an elementary school: A microethnography.
Creator: Jenkins, Lisa Shamburger., Florida State University
Abstract/Description: The purpose of this qualitative study was to observe, identify, and describe literary experiences and activities provided for students during the elementary school years. This study sought to describe literary information presented to students, along with how and why teachers use children's literature in the overall elementary curriculum., In order to fulfill these purposes the researcher became an observer within the context of one elementary school for a period of five months. During this...
Show moreThe purpose of this qualitative study was to observe, identify, and describe literary experiences and activities provided for students during the elementary school years. This study sought to describe literary information presented to students, along with how and why teachers use children's literature in the overall elementary curriculum., In order to fulfill these purposes the researcher became an observer within the context of one elementary school for a period of five months. During this time the researcher observed extensively in all grade levels and the school library media center. The researcher also utilized a variety of other qualitative research strategies, such as interviewing, examining instructional materials, and inspecting students' work related to literature. Triangulation involved follow-up interviews with teachers, school administrators, and district supervisors, examination of lesson plans, and repeated classroom and library media observations in order to confirm findings. Two broad perspectives were used to present the overall use of literature at one elementary school. The perspectives were: children's literature as a separate subject area and children's literature as an instructional tool., Based on the qualitative data gathered the following conclusions were derived: (1) no consistent, well-coordinated curriculum in children's literature was currently in use, (2) no system for ensuring coverage of certain literary concepts across grade levels and for preventing excessive rereading of stories was provided, (3) an implicit curriculum in children's literature existed in which teachers drew upon personal craft knowledge and creativity to bring literature into their classrooms, and this curriculum varied greatly from teacher to teacher and grade to grade, (4) most students preferred having literature read aloud to them, rather than reading independently, (5) school library media specialist played a supplemental role to the implicit literature curriculum, but in this school the resident literature experts who served as resources to other teachers were two classroom teachers, (6) reading aloud to students was the most routinely implemented literature activity, with other literature activities typically occurring spasmodically, (7) there was no consistent pattern for purchasing literature for individual classrooms, (8) teachers typically used whole class grouping for reading instruction, rather than providing varied grouping patterns.
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Date Issued: 1991, 1991
Identifier: AAI9209121, 3087693, FSDT3087693, fsu:76508
Format: Document (PDF)

Title: Improvement in reading comprehension and writing performance as a function of text-interactive instruction.
Creator: Murray, Bertha Flowers., Florida State University
Abstract/Description: This study investigated whether text-interactive instruction improved the reading comprehension and writing performance of students enrolled in developmental reading at a Florida community college. Pre-treatment reading comprehension and writing performance levels of two groups of students were assessed. For twelve weeks, one group received text-interactive instruction and the other traditional instruction. Text-interactive instruction supposes that the meaning and structure of a text are...
Show moreThis study investigated whether text-interactive instruction improved the reading comprehension and writing performance of students enrolled in developmental reading at a Florida community college. Pre-treatment reading comprehension and writing performance levels of two groups of students were assessed. For twelve weeks, one group received text-interactive instruction and the other traditional instruction. Text-interactive instruction supposes that the meaning and structure of a text are created from interaction among text, teacher, reader, peers, and context. Prediction questions were used to help students learn to predict, infer, analyze, and evaluate. Because these processes are shared by reading and writing, students improved both reading comprehension and writing performance. Other activities included discussing short stories and essays., The traditional model involved reading short stories and essays and supplying answers to skills-specific questions about main ideas, details, words in contexts, facts, inferences, and conclusions. At the conclusion of the study, mean pretest scores were compared to mean posttest scores. To assess the significance of any differences, three separate ANOVA's were conducted. Results indicated that students receiving text-interactive instruction improved significantly higher in writing performance when the writing was evaluated for the use of embedded cues that evoke feelings, emotions, and attitudes. Additionally, students receiving text-interactive instruction performed at a higher level, although not statistically significant, when essays were holistically scored. Finally, students receiving traditional instruction achieved at a higher level, in reading comprehension although not statistically significant, than those receiving text-interactive instruction.
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Date Issued: 1991, 1991
Identifier: AAI9123535, 3087510, FSDT3087510, fsu:76333
Format: Document (PDF)

Title: A comparative study of the readability and comprehensibility of a simplified and the original version of an American short story with students of English as a Foreign Language.
Creator: Harper, Candace Ann., Florida State University
Abstract/Description: This study examined the effects of simplification of a short story on the readability and comprehensibility of the text for EFL readers at varying L2 proficiencies, and on these readers' response to the story. The research was conducted with the assumption that simplification procedures which reduce semantic, syntactic, and content features of texts do not adequately reflect current reading theory and may render texts more "readable" but not necessarily more comprehensible or engaging....
Show moreThis study examined the effects of simplification of a short story on the readability and comprehensibility of the text for EFL readers at varying L2 proficiencies, and on these readers' response to the story. The research was conducted with the assumption that simplification procedures which reduce semantic, syntactic, and content features of texts do not adequately reflect current reading theory and may render texts more "readable" but not necessarily more comprehensible or engaging. Familiarity with story discourse may provide readers schematic resources to overcome linguistic complexity., The subjects were 256 French and Yugoslav university students. TOEFL scores, ranging from 320 to 630, served as the covariate in the statistical analyses of the comprehension measures., Readability of the two text versions was addressed through application of readability formulas and analyses of propositional content, cohesion, and stylistic features. Comprehension was measured by means of cloze passages scored with exact and acceptable word criteria, a multiple-choice test, and written recall protocols eliciting variables of percentage of propositions recalled and total words written. Response was measured by readers' conclusions for the story, and their justifications of their conclusions., Descriptive statistics for the readability measures show the original version has higher difficulty ratings, greater propositional density and number of metadiscourse features, and greater cohesion, particularly lexical cohesion. Inferential statistics for the comprehension measures uniformly demonstrate that the original version was more difficult to understand. Summary statistics for the response variables indicate, however, that readers of the original version wrote longer story conclusions, included more reader-based inferences in their justifications, and showed more awareness of story genre and stylistic characteristics., Procedural and instrumental limitations are discussed, with instructional implications for the use of cohesive, coherent, simplified materials in L2 contexts where reading for information (as in ESP), or independent reading for pleasure (as with SSR), are the goals. The importance of the role of the teacher in preparing readers to interact with unsimplified texts is stressed.
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Date Issued: 1990, 1990
Identifier: AAI9024095, 3162029, FSDT3162029, fsu:78227
Format: Document (PDF)

Title: Pronunciation difficulties as experienced by Kuwaiti students learning English as a Foreign Language.
Creator: Alqazweeni, Ali., Florida State University
Abstract/Description: The purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native...
Show moreThe purpose of this study was to identify and analyze difficulties experienced by Kuwaitis in the pronunciation of English vowel segments. The data were collected through tape-recorded interviews with 66 male Kuwaiti students in the College of Commerce of Kuwait University in 1988-1989. The researcher and an American professor of linguistics at the Florida State University analyzed the data by identifying segmental deviations from the pronunciation of the vowel segments acceptable to native speakers of English. They listened to the tapes and marked down the correct and incorrect pronunciation of the vowel segments as they occurred in the students' English speech., Scores from the analysis were displayed in tables showing each vowel segment, total number of errors and correct pronunciation, and vowel segments ranked in order of difficulty according to percentages of errors related to the total number of occurrences. Also, a series of chi-square goodness of fit computations were conducted on the findings to determine whether the ratio of difficult to easy for each vowel segment was statistically significant., The findings showed that the English vowel segments /e, ae, $\partial$, a, uw, u, ow, $\supset$/ constituted areas of serious pronunciation difficulty to the Kuwaiti students of ESL/EFL. In particular, with the English sounds /e/ as contrasted with /i/, and /ow/ as contrasted with /$\supset$/, the mispronunciation of the Kuwaitis would result in a change in meaning. These problems might be attributed to interference from the native language, improper instruction, and insufficient linguistics training of the English teachers., Pedagogical implications and recommendations are offered to assist English language teachers in Kuwait to implement teaching techniques that lead to better acquisition of English vowel segment pronunciation by Kuwaitis. They are also offered to help teacher training program staffs and curriculum experts reduce future problems, and design instructional materials that would improve the teaching of pronunciation of English vowel sounds. Also, suggestions for further research relevant and complementary to this study are offered.
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Date Issued: 1990, 1990
Identifier: AAI9016480, 3161970, FSDT3161970, fsu:78169
Format: Document (PDF)

Title: Motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education.
Creator: Grigoryadis, Alexandra., Florida State University
Abstract/Description: This study examined the motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education. Specifically, it endeavored to answer (a) if there was a relationship between motivational orientation and parental education, (b) if there was a relationship between motivational orientation and gender, (c) if there is a relationship between language achievement scores and parental education, (d) if there was a difference in...
Show moreThis study examined the motivation and achievement of Greek students in English as a Foreign Language as seen from the perspective of gender and parental education. Specifically, it endeavored to answer (a) if there was a relationship between motivational orientation and parental education, (b) if there was a relationship between motivational orientation and gender, (c) if there is a relationship between language achievement scores and parental education, (d) if there was a difference in language achievement scores in school according to gender, and (e) if there was a relationship between motivational orientation and language achievement scores. The site of the research setting was three high schools in Athens, the capital of Greece. The three schools were part of an urban Athens school complex, housing four public schools. The subjects were 136 ninth and tenth grade students enrolled in the three Greek high schools and they were administered a questionnaire by the classroom teachers. All scoring was computer-analyzed. For question (a) an ANOVA was conducted with 3 levels of education and motivation as the dependent variable. For question (b) an ANOVA was conducted with 2 levels of gender and motivation as the dependent variable. For question (c) a Pearson product moment coefficient was calculated. For questions (d) and (e) an ANOVA was conducted with language achievement scores as dependent variable, and 2 levels of gender, and 3 levels of parental education as the independent variables., The study showed that the relationship between motivational orientation and parental education, between motivational orientation and gender, and finally, between motivational orientation and language achievement scores was not significant. The relationship between language achievement and parental education was not significant either. The relationship between achievement scores and gender was significant. Females did better in English as a Foreign Language than males.
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Date Issued: 1989, 1989
Identifier: AAI8918322, 3161810, FSDT3161810, fsu:78009
Format: Document (PDF)

Title: An analysis of attitudes, values, and literary quality of contemporary young adult romance series novels.
Creator: Irvine, Carolyn Lenette., Florida State University
Abstract/Description: Twenty contemporary young adult romance series novels were examined in order to determine attitudes, values, and literary quality. This examination was done by content analysis. All 20 novels were selected from Waldenbooks and B. Dalton Bookseller's Bestsellers lists. The number of positive and negative attitudes toward Family, Peers, School, Love and Sex, Religion, Authority Figures, Neighborhood, Free-time Recreation, and Part-time Work was determined. The findings revealed that there were...
Show moreTwenty contemporary young adult romance series novels were examined in order to determine attitudes, values, and literary quality. This examination was done by content analysis. All 20 novels were selected from Waldenbooks and B. Dalton Bookseller's Bestsellers lists. The number of positive and negative attitudes toward Family, Peers, School, Love and Sex, Religion, Authority Figures, Neighborhood, Free-time Recreation, and Part-time Work was determined. The findings revealed that there were more positive attitudes (181) than there were negative attitudes (128). Free-time Recreation had more positive attitudes (68) than any other category, and Family and Peers had more negative attitudes (42)., Literary quality was determined by using a modification of Charlotte Huck's (1987) criteria for judging young adult literature. The main topics of the criteria were: plot, setting, theme, characterization, style, point of view, and format. The books were considered good literary choices if the answer was yes to 80% of the criteria. The findings revealed that 17 of the 20 novels studied met the criteria above 80%, and three books met 77.8% of the criteria. The novels rated high as literary choices, according to the criteria. It was concluded that romance series novels, with teachers guiding the reading of students, may be a part of the English curriculum.
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Date Issued: 1989, 1989
Identifier: AAI9004997, 3091111, FSDT3091111, fsu:77768
Format: Document (PDF)

Title: The texts of teaching: A study of the conceptualization and practice of college composition instruction using a literary theory model of educational research.
Creator: Albritton, Thomas Wellington, Jr., Florida State University
Abstract/Description: It was argued (with support from literature on observational classroom research and literary criticism) that understanding data collected during classroom observations--transcripts, fieldnotes, etc.--requires one to interpret the language of teachers, students, and researchers, and that such a process might be well guided by a method of textual criticism., To test the strength of this argument, the researcher studied a set of data, consisting of transcribed audiotaped interviews (conducted...
Show moreIt was argued (with support from literature on observational classroom research and literary criticism) that understanding data collected during classroom observations--transcripts, fieldnotes, etc.--requires one to interpret the language of teachers, students, and researchers, and that such a process might be well guided by a method of textual criticism., To test the strength of this argument, the researcher studied a set of data, consisting of transcribed audiotaped interviews (conducted with two college composition teachers, both before and after instruction) and of transcribed instruction of those same teachers. The purpose of this research was to devise and attempt a critical analysis of the data modelled on literary theory., A critical work, J. Hillis Miller's The Linguistic Moment, was selected as the model for interpreting the data described above. This model guides readers' interpretations by alerting them to "linguistic moments" in literature, points at which readers' theories about literature are contradicted by what the page presents, and which are reconciled by the language that readers bring to bear during interpretation., So that linguistic moments in teaching could be studied, the teachers' preliminary references to teaching, learning, students, and writing were recorded and categorized. Those categories, termed "operational theories" of instruction, were compared with the actual processes of the classroom., When perceived as textual, the data from each class portrayed many voices and contexts. The teachers occasionally responded to this multiplicity in a way which disregarded the voices (the assumptions, goals, needs) of students, in favor of the voices of their own preliminary plans or assumptions. At other times, however, the classroom language was co-authored by students and teacher; educational goals and assumptions were regularly and mutually expressed, monitored, and revised., Conclusions emphasize the role of multiple contexts in the planning, practicing, or studying of classroom instruction. They also reiterate the demonstrated textuality of teaching and the value of critical theory as an educational research tool.
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Date Issued: 1989, 1989
Identifier: AAI9012905, 3161906, FSDT3161906, fsu:78105
Format: Document (PDF)

Title: The use of the personal reflexive journal in the adult literacy tutorial: The case of Jane.
Creator: Alexander, Mary M. Cozean., Florida State University
Abstract/Description: This ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level...
Show moreThis ethnographic, single-case study was conducted over a two-year period. It documents the changes that occurred in the life of a forty-two year old female as she gained reading and writing skills in a literacy tutorial. This documentation was based on numerous personal journals that she dictated and wrote., Although her income level or economic status did not change significantly during the period of the study, her individual reading scores rose from lower elementary to post-secondary level. In addition, according to her, what changed in her life was her self-concept with respect to reading and writing, and her insight into the historical value of what she had learned outside of any educational setting. This change or growth process was paralleled to the Kubler-Ross model (1975), and was compared to the Belenky, et al. model (1986)., A ten-step program and process model for the Personal Reflexive Journal was developed and is included in this study for use with adult literacy students who are learning to express themselves through writing.
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Date Issued: 1989, 1989
Identifier: AAI9014594, 3161942, FSDT3161942, fsu:78141
Format: Document (PDF)

Title: English as a Second Language student preferences in regard to computerized language learning: A multiple case study.
Creator: LeMon, Richard E., Florida State University
Abstract/Description: This is a multiple case study of three students of English as a Second Language (ESL) who were exposed to computers. The study sought to explore the expectations of these first time users and the roles played by culture and motivation in regard to hardware and software preferences., The subjects worked within two environments of quite differing degrees of interaction. The less interactive consisted of an Apple II microcomputer, the workhorse of education, running a well-known ESL drill and...
Show moreThis is a multiple case study of three students of English as a Second Language (ESL) who were exposed to computers. The study sought to explore the expectations of these first time users and the roles played by culture and motivation in regard to hardware and software preferences., The subjects worked within two environments of quite differing degrees of interaction. The less interactive consisted of an Apple II microcomputer, the workhorse of education, running a well-known ESL drill and practice program. The more interactive environment consisted of games, simulations, graphics programs, and word processing on the Apple Macintosh microcomputer. These provided one set of parameters for the study., Another was the subjects. None had worked with computers before, and all three were receiving ESL instruction. The articulation between the subjects' parent cultures and their present circumstances in the United States was a variable which, it was hypothesized, would affect the quality of their computer experiences in predictable ways., Accordingly, interviews, observation, and the analysis of artifacts were used in order to discover data. Profiles of the subjects and their educational environments were gathered. Computer sessions were taped, clarified with interviews, and transcribed. Classifications of behavior and areas of interest and concern were identified. Finally, propositions were made in regard to the success or failure of humans and technology to interface., In general, all subjects displayed a preference for the less interactive program on the Apple II. In addition, the quality of their experiences in both environments corresponded positively with their apparent motivations for language learning. As these, in turn, were at least partially products of their parent cultures, the study implies that their experiences and preferences might be generalized to others.
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Date Issued: 1989, 1989
Identifier: AAI8915753, 3161835, FSDT3161835, fsu:78034
Format: Document (PDF)

Title: The effects of two curricular approaches on junior high students' attitudes towards Hispanics.
Creator: Meads, Katherine Ann., Florida State University
Abstract/Description: This was a nonequivalent control group study of the effects of two curricular approaches on junior high students' attitudes toward Hispanics. One group was exposed to a semester of Spanish I, primarily a linguistically-based course. Another group was enrolled in a semester-length "Exploring Spanish" course, primarily culturally-based. In addition to these two groups, a control group was employed. A total of 194 students were available for both the pretest and posttest versions of the attitude...
Show moreThis was a nonequivalent control group study of the effects of two curricular approaches on junior high students' attitudes toward Hispanics. One group was exposed to a semester of Spanish I, primarily a linguistically-based course. Another group was enrolled in a semester-length "Exploring Spanish" course, primarily culturally-based. In addition to these two groups, a control group was employed. A total of 194 students were available for both the pretest and posttest versions of the attitude measures--Cooke's Semantic Differential and the Revised Bogardus Social Distance Scale., To look for a significant change in attitude resulting from the Spanish I or Exploring Spanish instruction, attitude scores were submitted to a one-way analysis of covariance. The analysis of data did not reveal significant differences between any two groups in regard to attitude toward Hispanics., A supplementary aspect of the study was the correlation of students' grades in the Spanish I or Exploring Spanish classes with attitude toward Hispanics. Significant correlations were found for particular countries of interest and particular measures of attitude., This research indicates that, for junior high students, foreign language and cultural instruction does not foster positive attitudes toward the target language group.
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Date Issued: 1988, 1988
Identifier: AAI8906230, 3161730, FSDT3161730, fsu:77929
Format: Document (PDF)

Title: A comparison of the effects of aesthetically and non-aesthetically illustrated language materials on comprehension of young children.
Creator: Zymaris, Angelique K., Florida State University
Abstract/Description: The purpose of this study was to test the alternative hypothesis that subjects who use Aesthetically Illustrated Language Materials (AILM) will have significantly greater mean comprehension scores than subjects who use non-Aesthetically Illustrated Language Materials (non-AILM)., More specifically, five original stories (AILM and non-AILM) with 166 illustrations were developed and used as part of this experiment for the population of interest. A sample of 255 fourth grade students enrolled in...
Show moreThe purpose of this study was to test the alternative hypothesis that subjects who use Aesthetically Illustrated Language Materials (AILM) will have significantly greater mean comprehension scores than subjects who use non-Aesthetically Illustrated Language Materials (non-AILM)., More specifically, five original stories (AILM and non-AILM) with 166 illustrations were developed and used as part of this experiment for the population of interest. A sample of 255 fourth grade students enrolled in the New York City public schools were part of this experiment., The results of a Multivariate Analysis of Variance (MANOVA) supported the alternative hypothesis that there was a significant difference in subjects' mean comprehension scores when using the AILM materials as compared with the control group., The treatment descriptive means, standard deviations, and the MANOVA Sum of Squares were shown to be highly significant (at p value =.00001) in all five AILM treatments., Thus, it is concluded that the AILM method was significantly more effective as compared with the control group., It therefore follows that since AILM helps the student achieve better reading comprehension, its future use would be a valuable contribution to the field of education.
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Date Issued: 1988, 1988
Identifier: AAI8819152, 3161609, FSDT3161609, fsu:77810
Format: Document (PDF)

Title: Students' perceptions of growth in writing.
Creator: Evangelista, Lisa Catherine., Florida State University
Abstract/Description: This qualitative study sought to discover how students evaluate their progress in writing. Previous research has addressed self-evaluation of single compositions and of writing ability, but no study has focused on students' perceptions of their own development as writers., My study examined 11th- and 12th-graders' interpretations of their progress--through grades, teacher commentary, peer response, comparison with other student writers, and their own knowledge based on experience in reading...
Show moreThis qualitative study sought to discover how students evaluate their progress in writing. Previous research has addressed self-evaluation of single compositions and of writing ability, but no study has focused on students' perceptions of their own development as writers., My study examined 11th- and 12th-graders' interpretations of their progress--through grades, teacher commentary, peer response, comparison with other student writers, and their own knowledge based on experience in reading and writing. Student "beliefs," compiled from interviews and informal discussions with writers over a period of nearly five months, revealed assumptions about writing progress strongly influenced by instruction and teacher expectations., The students were generally accurate in their self-evaluation, but were not able to articulate a complex understanding of themselves as writers. They were conscious of problems they had solved and ways that their writing had improved, but most were not taking themselves seriously as writers or making efforts to accelerate their improvement. Very few writers were practiced at independent strategies of self-evaluation and revision so critically linked to development., Three case studies were contrasted with patterns in the class as a whole to distinguish developmental characteristics. Students' use of terms and consciousness of problems contribute to an understanding of writing improvement that is highly variable. The findings suggest that meaningful diagnostic evaluation, instructional planning, and negotiated summative evaluation depend on the knowledge writers build of their own processes of growth in writing.
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Date Issued: 1988, 1988
Identifier: AAI8814409, 3086820, FSDT3086820, fsu:76295
Format: Document (PDF)

Title: Differences in the understanding of French culture between undergraduate college students taught French literature in French and those taught in English.
Creator: Lambros, Anna Vassiloff., Florida State University
Abstract/Description: This study was designed to determine whether or not there are differences in the understanding of culture between college undergraduates who study French literature in French and those who study it in English., To measure the dependent variable (understanding of culture), a test was developed using Valette's (1977) guidelines on testing literature and culture. The instrument was found to be adequately valid and reliable (alpha =.92)., The sample consisted of 118 subjects enrolled in seven...
Show moreThis study was designed to determine whether or not there are differences in the understanding of culture between college undergraduates who study French literature in French and those who study it in English., To measure the dependent variable (understanding of culture), a test was developed using Valette's (1977) guidelines on testing literature and culture. The instrument was found to be adequately valid and reliable (alpha =.92)., The sample consisted of 118 subjects enrolled in seven colleges and universities. Twenty-two subjects studied Madame Bovary in French while 96 studied it in English. A pretest was given to all the subjects, who were then taught Madame Bovary for one week. The posttest was administered upon completion of the instruction. Since the students in each institution were taught by a different professor, a hierarchical analysis of covariance was employed to analyze the data., The study produced the following results: (a) no significant difference was observed between the average scores of subjects who studied Madame Bovary in French and those who studied it in English, thus, medium language, whether the original one or not, does not appear to be the determinant factor in comprehending culture from a literary work, (b) both language groups made significant progress and had significantly greater means on the posttest than on the pretest, thus, literature does have a bearing on understanding culture, and (c) the differences between the mean scores of classes taught by different instructors within each treatment were significant and accounted for about 40% of the total variance of the scores, leading to the conclusion that it is probable that the instructors' attributes, e.g., their styles of teaching, their knowledge of culture, and their willingness to teach culture through literature, had a tremendous effect on the student's understanding of culture.
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Date Issued: 1988, 1988
Identifier: AAI8812042, 3086804, FSDT3086804, fsu:76279
Format: Document (PDF)

Education, Reading (5)	+ -
Education, Bilingual and Multicultural (4)	+ -
Education, Community College (2)	+ -
Education, Elementary (2)	+ -
Education, Adult and Continuing (1)	+ -

Education, Secondary (1)	+ -
Education, Technology (1)	+ -
Language, General (1)	+ -
Language, Linguistics (1)	+ -

Albritton, Thomas Wellington, Jr. (1)	+ -
Alexander, Mary M. Cozean. (1)	+ -
Alqazweeni, Ali. (1)	+ -
Chao, Hsiao-ya. (1)	+ -
Evangelista, Lisa Catherine. (1)	+ -

Grigoryadis, Alexandra. (1)	+ -
Harper, Candace Ann. (1)	+ -
Irvine, Carolyn Lenette. (1)	+ -
Jenkins, Lisa Shamburger. (1)	+ -
Lambros, Anna Vassiloff. (1)	+ -
LeMon, Richard E. (1)	+ -
Meads, Katherine Ann. (1)	+ -
Mohd-Asraf, Ratnawati. (1)	+ -
Murray, Bertha Flowers. (1)	+ -
Sawh, Ruth. (1)	+ -
Xidis, Anthony Steven. (1)	+ -
Zymaris, Angelique K. (1)	+ -

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