Teaching new dialect forms: Effects of text exposure, transformation strategies and guided practice.
Item
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Title
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Teaching new dialect forms: Effects of text exposure, transformation strategies and guided practice.
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Identifier
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AAI9707088
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identifier
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9707088
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Creator
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Fogel, Howard.
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Contributor
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Adviser: Linnea C. Ehri
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Date
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1996
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Language and Literature
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Abstract
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A social-cognitive view of self-regulated learning guided the design of instruction to strengthen students' written syntactic competence with dialect forms of English different from their spoken dialects. Instruction consisted of three components taught singly or in combination: (1) exposure to text (E); (2) exposure to text plus instruction in dialect transformation strategies (ES); (3) exposure to text, dialect transformation strategies, plus guided practice and feedback in the use of such strategies (ESP). Instructional effects were examined in two populations: masters level teacher education students and Black English Vernacular (BEV) speaking elementary school students. Teachers were taught to write using BEV syntax. Elementary students were taught to write using Standard English (SE).;Treatment effects on teacher education students were evaluated on three outcome measures: knowledge of BEV, attitude towards BEV, and opinion about teacher response to BEV use in the classroom. Results showed that the ESP group acquired greater knowledge of BEV syntax than the E or ES groups. All groups showed significant positive attitude shifts towards BEV. Differences between treatment conditions were not significant. ESP trained teachers claimed they would not correct dialect-based reading and writing miscues and, when making corrections, they would have students attempt to self-correct. These claims were less common among E or ES subjects, although differences fell short of statistical significance.;Treatment effect on BEV speaking elementary students were evaluated for acquisition of written SE syntax and for self-efficacy perceptions regarding ability to use correct SE syntax when writing. Results showed that ESP students acquired greater proficiency in the use of targeted SE syntactic forms than did E or ES students. Pretest self-efficacy ratings were quite high, averaging 71% despite pretest SE proficiency scores of only 32%. In contrast to E and ES subjects, ESP subjects showed significant decreases in self-efficacy ratings following instruction. The shift to more realistic perceptions by ESP students is regarded as an important step in the self-regulation process.;Results carry implications for educating and sensitizing SE speaking classroom teachers about the use of nonstandard dialect forms by their students and helping dialect-speaking students acquire proficiency in written SE syntax.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
