To see the other types of publications on this topic, follow the link: Explicit instruction.
Dissertations / Theses on the topic 'Explicit instruction'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Explicit instruction.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Elledge, Deborah. "Improving Reading Comprehension Through Explicit Summarization Instruction." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.
Full text
2
Child, Angela R. "Explicit Instruction Elements in Core Reading Programs." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1176.
Full textAbstract:
Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP reading lessons. This study sought to answer the question: What elements of explicit instruction or instructional moves are included in the five most widely published CRP teachers’ edition lessons across five essential components of reading instruction? A content analysis of reading lessons in first, third, and fifth grades within current (copyright 2005-2010), widely used CRPs was conducted to determine the number and types of explicit instruction elements or instructional moves recommended within reading lessons for the following essential components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Findings offer several implications for publishers of CRPs and educators. First, guided practice was recommended most often in CRP lessons. Second, all five publishers were more similar than different in the number and types of explicit instruction elements or instructional move recommendations. All publishers rarely recommended the use of the explicit instruction elements of feedback and monitoring. Conversely, the explicit instruction elements or instructional moves of discussion and questioning were used almost to the exclusion of other elements of explicit instruction for comprehension lessons. It was also found that the recommendations to use elements of explicit instruction diminished from the lower to the upper grades—offering intermediate-grade teachers fewer explicit instruction recommendations.
3
Dwyer, Edward J. "Explicit Phonics Instruction within the Literature Based Reading Program." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3733.
Full text
4
Dwyer, Edward J. "Explicit Phonics Instruction with Emphasis on Onsets and Rimes." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3734.
Full text
5
Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.
Full text
6
Dean, Emily Ocker. "The efficacy of systematic, explicit literacy instruction in kindergarten and first grade." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1285.
Full text
7
Almquist, Karin. "Ett effektivt verktyg? Om explicit läsförståelseundervisning." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104182.
Full textAbstract:
Syftet med denna studie var att undersöka vilka effekter två olika läsförståelsemodeller, Reciprocal Teaching och Transactional Strategies Instruction, har på elevers läsförståelse. Den metod som användes i studien var kvalitativ textanalys som applicerades på 7 forskningsartiklar. Resultatet visar att modellerna gett effekt, i olika åldrar, länder och grupper. Detta resultat visar att Reciprocal Teaching och Transactional Strategies Instruction är effektiva modeller att arbeta med för läsförståelseutveckling.
8
James, Jennifer A. "Impact of explicit comprehension strategy instruction on second-grade students /." Staten Island, N.Y. : [s.n.], 2004. http://library.wagner.edu/theses/education/2004/thesis_edu_2004_james_impac.pdf.
Full text
9
Lee, Ho-cheung, and 李浩翔. "Enhancing L2 reading comprehension : explicit instruction approach to teach inferencing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196055.
Full textAbstract:
In the domain of second language reading instruction, the teaching of inferencing to young L2 students seems to be a less explored area. The present study aims to investigate the extent to which the explicit instruction approach could enhance my ESL students' inferencing skills in English reading comprehension. It explores the relevance of teaching inferencing to my students, how they drew inferences in English before intervention and how they benefited from the intervention.
I used an action research approach to study the effectiveness of my teaching of inferencing to my Primary Six ESL students in Hong Kong over a one-year period. I conducted this project following a two-cycle action research pattern within a seven-step framework. I implemented the project in three phases: Pre-intervention Phase, Intervention Phase One and Intervention Phase Two. Pre-intervention Phase involved baseline studies and think-aloud studies, whilst the intervention phases involved two cycles of teaching and a post-intervention think-aloud study. I used the data from the Pre-intervention Phase for designing the teaching content of the intervention phases. Data sources of this project included the students’ think-aloud protocols, the students’ work, lesson recordings, entries in my reflective journal, and my colleagues’ lesson observation feedback. I focused on the growth of the students’ learning and the effectiveness of the explicit instruction approach when analyzing the data.
Findings from the Pre-intervention Phase suggested that the participants needed improvements in L2 inferencing and they were particularly weaker in the awareness of textual cohesion and coherence in informational texts. This had the immediate pedagogical implications that for initiating a reading programme in my school context, I should consider placing inferencing at a higher position; I should adopt different text types when teaching inferencing; and I should design and adopt higher-order thinking tasks more frequently when teaching reading to my students.
Findings from Intervention Phase One and Two showed the students’ gradual growth in their inferencing abilities and their understanding of this reading skill. They became more confident in producing inferences while reading in English and showed an understanding of the importance of this skill to reading. Results from the post-intervention think-aloud study showed an increase in terms of the participants’ production of inferencing instances, the variety of inferencing applied by them, and their sense of textual cohesion and coherence. I estimated that the use of the explicit instruction approach had benefited the participants in general despite the fact that their internalization of inferencing was not evident.
This study is significant in that it examines how inferencing could be explicitly taught to young ESL students to enhance their English reading competence. It also contributes to the theoretical understanding of inferencing in the teaching and learning of reading in L2. Based on the findings of this action research project, I derived and proposed a set of pedagogical principles for ESL inferencing instructions, pointing to the importance of explicitness in lessons, clarity of lesson outline, using students’ responses, text choice, and curriculum planning.
I suggest that front-line L2 teachers make inferencing and other reading skills an important component in their language programmes. Future researchers should explore further on the use of the explicit instruction approach to teach other reading skills to young L2 learners and a wider range of materials to teach inferencing should be used.published_or_final_version
Education
Doctoral
Doctor of Education
10
McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.
Full textAbstract:
Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with considerable variability once remote feedback was provided. Students’ early literacy skills were measured prior to and at the end of the study to provide a snapshot of children’s literacy-related skills. Compared to pre-intervention scores, children’s picture naming, rhyming, sound identification and comprehension skills had significantly increased, however, due to the research design these changes cannot be attributed to teachers’ implementation or non-implementation of explicit-embedded activities alone.
11
Edwall, Nicolina. "Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.
Full textAbstract:
The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. In terms of English teacher attitudes, previous research shows no indication of a gradually decreasing interest in explicit grammar instruction in L2 or FL classrooms. Despite this, the Swedish National Agency of Education does not mention explicit grammar instruction in their official documents regarding the subject of English. Hence, this paper aims to examine if the Swedish context has an impact on in-service English teachers’ attitudes towards explicit grammar instruction. To investigate their attitudes, along with their preferred approaches to explicit grammar instruction, semi-structured interviews were conducted with five English teachers at upper secondary school. The interviews were recorded, carefully analysed and partly transcribed. The results show that all of the interviewed English teachers were positive towards explicit grammar instruction and use it in their teaching. In terms of approaches to explicit grammar instruction, all of the five teachers explained that they highlight a certain grammatical rule when they notice that many of their students have a hard time with it. It is often after a writing assignment that the grammatical difficulties are revealed and will be brought up in class. The teachers tend to explain the rule by using the whiteboard, a relevant YouTube clip or a PowerPoint. An interesting finding was that all of the teachers referred to their own experience when explaining why they use a specific approach to explicit grammar instruction, whereas none of the teachers referred to research within the field. In addition, all of the interviewed teachers expressed that the official steering documents by the Swedish National Agency of Education should mention grammar instruction more explicitly. However, they were still positive towards the official documents, because of the fact that these focus on communication. The current paper provides an indication of how English teachers in Sweden prefer to work with explicit grammar instruction, along with suggestions for further research on the topic.
12
Lopez, Elaine S. "The role of explicit instruction on article acquisition in L2 English." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9738/.
Full textAbstract:
Article errors are widely documented amongst L2 learners of English, and instruction rarely leads to improved accuracy (Snape and Yusa, 2013). Generative SLA research has demonstrated an effect of specificity for learners whose L1s do not have articles. Much of this research has tested Ionin’s Fluctuation Hypothesis (2003), which predicts that learners will overuse 'the' with indefinite specifics and 'a' with definite non-specifics. Currently, specificity is not taught to learners of English. This study investigates the effect of delivering such instruction. Three groups of low-intermediate L1-Chinese learners of English (n=50) were tested before and after a teaching intervention. The Specificity Instruction group was taught about definiteness and specificity using linguistically-informed materials developed in consultation with practising English teachers. The Standard Instruction group received instruction on the definite/indefinite contrast using standard teaching materials. Meanwhile, the No Instruction group was not taught about articles. Testing consisted of an untimed written elicitation task, a timed judgment task and a sample of writing. All groups showed similar levels of improvement in accuracy on the elicitation task. Results for the timed judgment task differed between the groups. The No Instruction and Standard Instruction groups made significant improvements whilst the Specificity Instruction group demonstrated no significant change. Article accuracy in the written work of all groups, however, tended to reduce between the two time points, possibly as learners began to focus on other aspects of their writing. I propose that the new instruction on specificity competed with what learners had previously been taught about definiteness and caused the lack of effect. Despite this null result at group level, individual results for the judgment task showed that learners in the Specificity Instruction group tended to improve with indefinite specific contexts, possibly due to the linguistically-informed instruction.
13
Ocana, H. Vanessa. "Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3032.
Full textAbstract:
Reading may be viewed as an invisible skill, and some may even consider it a passive skill. However, reading is an active and complex skill. It requires one to use a wide range of skills simultaneously to achieve fluency. Hence, it is crucial to learn and use strategies to master such a complex skill. Today, research states that fluent reading includes using top-down and bottom-up strategies, or an interactive approach, to truly become a fluent reader. In fact, research has shown the effects that all three models have had on students. More specifically, L1 studies have shown positive effects in using phonics instruction (a type of bottom-up model) on students' reading fluency. Although this is true, there has been little research in L2 settings that investigates the effects that phonics instruction has had on L2 learners. It seems that L2 reading curricula focus on teaching top-down strategies in hopes that students implicitly learn bottom-up strategies. In reality, students may need to experience a transitional phase where they explicitly learn phonics and how to decode words in order to become fluent readers. The current study seeks to explore whether implementing extended explicit systematic phonics instruction in an L2 setting facilitates reading fluency. Thus, the goal of this study was to investigate whether extended explicit systematic phonics instruction would affect L2 students' reading fluency in terms of decoding, reading rate and comprehension. Two groups of students participated in this study; an experimental group who received extended explicit systematic phonics instruction and a control group who did not receive the treatment. Two types of exams were administered. One exam indicated that phonics instruction helped students read words accurately, but the second exam illustrated that phonics instruction did not make a difference in decoding, reading rate and comprehension. These results suggest further exploration on the topic.
14
Zwick, Michael Jeffrey. "The Effects of Explicit Instruction on the Development of Reading Fluency." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3739.
Full textAbstract:
Developing reading fluency in a first language (L1) is a topic that has received a considerable amount of attention. Developing reading fluency in a second language (L2), however, has received relatively little attention (Grabe, 2009). Anderson (2008) defines reading fluency as "reading at an appropriate rate with adequate comprehension." For adult ESL learners, Anderson suggests a minimum rate of 200 wpm with at least 70% comprehension. Previous studies that have been conducted on L2 reading fluency focus primarily on reading rate development. This study seeks to combine rate development and comprehension development to effectively foster L2 reading fluency. Doing so will provide an answer to the question, what effect does consistent reading fluency instruction have on adult ESL readers in terms of their reading rate and reading comprehension scores? The 362 participants involved in this study are adult ESL students enrolled at the English Language Center at Brigham Young University in Provo, Utah. At the beginning and the end of each semester of the four semester-long study, each participant's reading rate and reading comprehension were evaluated. Each pretest and posttest used for evaluation included a reading passage and comprehension questions. The reading passages in each test were level appropriate with the posttest always being more difficult than the pretest to account for the natural learning that takes place during the duration of a semester. In between the pretest and posttest assessments, reading teachers were asked to implement one rate development activity or one comprehension development strategy on a daily basis. The results from the McNemar procedure support the hypothesis that consistent reading fluency instruction effectively builds reading fluency by positively influencing rate development and comprehension development (p < .001374). The majority of the participants were not able to attain Anderson's (2008) standard of reading fluency by reading 200 wpm with 70% comprehension. Of the 362 participants that received one semester of treatment, 52 (14.36%) reached Anderson's standard of fluency. Of the 139 participants that received two semesters of treatment, 31 (22.30%) reached Anderson's standard of fluency. An analysis of reading rate and reading comprehension scores shows that the average participant, although still not considered a fluent reader, made notable progress toward fluency. Implications of these results, limitations, and suggestions for future are discussed at the conclusion of this thesis.
15
Kuo, Li-Hui. "Improving Implicit Learning and Explicit Instruction of Adult and Child Learners of Chinese." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3635.
Full textAbstract:
This study explored the main effects and interaction effects of implicit learning and explicit instructional approaches on the language acquisition of beginning adult and child learners of Chinese and analyzed the successful adult and child learners' learning styles in their information processing time, second language acquisition techniques, and cognitive strategies. Volunteers from Brigham Young University and Wasatch Elementary School were randomly assigned to either an Explicit Instruction Treatment (EIT) or an Implicit Learning Treatment (ILT). Following the treatment, the participants completed an online survey and a vocabulary application test. Results from a 2 x 2 factorial ANOVA indicated that adults performed significantly better than children on the listening and vocabulary tests scores (F (1, 135) =158.901, p<.001), and the EIT was significantly more effective than the ILT. There was no interaction between maturity and treatment factors. Results from a 3 x 2 factorial MANOVA indicated that in the Learning Phase, adults in the high and mid performance groups spent significantly longer processing information than those in the low performance group, and adults in the EIT also spent a longer time than those in the ILT. Results from the stepwise regression showed that for successful adult and child learners, Phonological Processing was the most frequently used second language strategy for both adults and children, which was strongly correlated with their vocabulary application test scores. Guessing was the most popular cognitive strategy. Successful children spent significantly less time than the low performing children in the Testing Phase.
16
Brozyna, Barbara. "The teachability of conversational features through explicit instruction in the EFL classroom." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602479.
Full textAbstract:
This thesis reports on a nine-month quasi-experimental study which investigated the development of L2 conversational competence in a foreign-language classroom and the effectiveness of explicit instruction in learners' acquisition of L2 conversational features. The main focus of the instruction was on well, you know, I mean, sort of / kind of discourse markers. The study was carried out at a private school of English in Poland. Twenty seven advanced students of English, in three intact class groups, were offered the following treatment: I. explicit instruction in L2 conversational features, together with intensive input of target features as well as intensive, focused practice, i.e. the Illustration - Interaction Induction approach (Carter and McCarthy 1995), strengthened by focused productive practice (Group El); 2. intensive exposure to L2 conversational input and explicit instruction, i.e. the Illustration - Interaction - Induction approach in its pure form (Group E2); 3. intensive exposure to L2 conversational input only (Group C). The time-series research design used included 22 measurements: four pre-treatment measurements, fourteen measurements during the treatment proper, two post-treatment measurements, as well as two delayed post-treatment measurements: six months and twelve months after the treatment. A two-way mixed design ANOV A found a statistically significant effect for test time and group. Both experimental groups differed significantly from the Control group on all of the four post-treatment measures, which revealed effectiveness of the explicit instruction applied in both experimental groups. The focused output practice offered to Group E 1 did not result in a significant effect, as compared to Group E2. Group E2 outperformed Group EI in delayed post-treatment measurements, which may suggest effectiveness of awareness-raising, reflective approaches to teaching conversational features. A qualitative analysis drawn on the data of all the multiple measurements reveals remarkable within-group and individual variability of using the target conversational features.
17
Cohen, Rebecca A. "A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338706.
Full textAbstract:
In this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and in the other group 54 teachers were not (NCBRP). Both groups averaged 63% on the survey, and no significant differences existed between the two groups on levels of preparation or knowledge base. CBRP teachers believed they possessed more knowledge than the NCBRP teachers, although, they did not. The majority of teachers did not possess the necessary code-based reading knowledge, concepts, or skills to teach beginning and struggling readers. Thus, teacher preparation programs continue to fall short in providing teachers with adequate training on English language structure.
18
Chandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.
Full textAbstract:
This study investigates the effectiveness of an instructional strategy that uses students' prior understanding of informal evidence based reasoning (EBR) to build an understanding of scientific EBR. A pre and post instructional strategy survey revealed that students' understanding of EBR increased over the length of the study. Data collected from pre and post instructional discussions also showed increases in the amount of EBR students used.
19
Bobrownicki, Raymond Kenneth. "Impact of verbal instruction type on movement learning and performance : a multidisciplinary investigation of analogy and explicit instruction." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20454.
Full textAbstract:
The aim of this thesis was to investigate and appraise the utility of analogy and explicit instruction for applied sport and physical education settings. The objective for the first study was to explore the acute, short-term impact of analogical and explicit instruction in a dart-throwing task. While previous studies have devoted considerable resources to investigating the effects of verbal instruction on motor learning, this within-subjects study explored the impact of analogical and explicit instruction on motor control. Interestingly, results indicated that analogy and explicit instruction similarly impaired throwing accuracy—in both kinematic and outcome measures—compared to baseline conditions, conflicting with trends observed in the motor learning literature. In the second study, the differential effects of analogy and explicit instructions on early stage motor learning were examined by introducing an explicit light condition—in addition to a traditional explicit condition—that matched the analogy instructions in informational volume. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between groups were not statistically significant. Kinematic analysis, however, did reveal significant differences between conditions in joint variability, which decreased with learning for all groups, but was lowest overall for the analogy learners. For the final study, the thesis investigated the impact of analogy and explicit instruction on adolescent performance (mean age = 12.7 years, SD = 0.4) in a modified high jump task. To date, research in analogy instruction has only included adult participants whose movement tendencies have likely already been shaped by personal or vicarious experiences. Analyses indicated that there were no significant differences between the analogy and explicit participants in technical efficiency or joint variability. The key outcome from this thesis is that there is limited evidence to support the use of analogy instruction over explicit instructional methods in motor learning and motor control situations.
20
Chen, Jing-Yun. "Effect of FFI Models on Chinese L2 Accuracy." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13263.
Full textAbstract:
Previous studies of form-focused instruction (FFI) have examined the effect of various aspects of inputs, corrective feedbacks, and instructions on L2 learners' accuracy development. Although much research has suggested that L2 learners achieve high accuracy and communicative competence when they receive input enhancement, explicit instruction, and corrective feedback, limited work has been done on the effect of FFI in Chinese language. The thesis utilized qualitative and quantitative methods and tested the effect of two FFI models on two groups of learners' acquisition in Chinese adverbial phrases. Even though the quantitative results show that the group that received explicit treatment had significantly improved accuracy in the immediate and delayed post-tests, the interview results revealed that students have different learning styles. This further suggests that no one right instruction is the best, and teachers should implement various teaching approaches based on students' needs.
21
Odelius, Jenny, and Hugo Gunnarsson. "Sätt ord på dina tankar! : En kartläggning av fyra lärares verbala bemötande inom stöttning i explicit läsförståelseundervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31662.
Full textAbstract:
A study of four teachers´ verbal scaffolding in explicit reading comprehension Reading is an absolutely crucial skill to cope with everyday life in Sweden as well as other information societies. Therefore reading comprehension becomes the core of the entire educational system. Instruction in reading comprehension is to give pupils the opportunity for lifelong learning, but this important process will not come easy and natural for everybody. Reading instruction places greater demands on students as they move up the grades. In the lower grades teaching is centered on learning to read but there is a shift from the fourth or fifth grade, when students encounter more and more advanced texts and thereby need to acquire the skill of reading to learn. The current curriculum in Sweden states that teachers shall educate their pupils how to use efficient reading strategies when encountering new texts. Many scientific studies have shown that explicit reading strategy instruction is more advantageous than implicit. Despite this notion, implicit reading strategy instruction is predominant in Swedish schools. The purpose of this study is to examine how four teachers in Stockholm, scaffolds their pupils through explicit reading strategy instruction and how these teachers reflect on benefits and potential difficulties in their way of teaching. By analyzing the methods and models these teachers use and what problems they face, more teachers might learn new ways to approach this more effective way of teaching. Four teachers from three different schools in Stockholm were observed while teaching explicit reading strategy instruction. Focus was directed towards their use of scaffolding followed by interviews to find out what advantages and difficulties the teachers saw in their way of teaching. The result showed examples of different types of talk used in explicit reading instruction from the models En läsande klass and Chambers model for book talks. Depending on the model the teachers took on different roles in their way of scaffolding their pupils. All teachers invited the pupils to participate in conversations and to learn from each other’s thoughts. The two teachers’ only using En läsande klass saw no obstacles in using that method to scaffold their pupils in explicit reading strategy instruction, while the other two explained some difficulties.
22
Sabir, Mona Hussien T. "Explicit instruction and translation : a generative view of the acquisition of English articles." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/11244/.
Full textAbstract:
Articles’ substitution errors are commonly documented in L2 research. Ionin, Ko and Wexler (2004) tested the ‘Fluctuation Hypothesis”, which predicts that learners overuse ‘the’ with indefinite specific contexts of article use and overuse ‘a’ with definite non-specific contexts. They demonstrated that specificity has an effect on learners whose L1s are article-less, but left open the question of fluctuation regarding learners whose L1s have articles. Additionally, genericity distinctions (Noun-phrase vs. Sentence-level Generics) are rarely addressed by L2 researchers (Ionin et al., 2011). Meanwhile, classroom instruction is lacking in terms of article semantics, as specificity and genericity are currently not taught to learners of English, whereas definiteness is. This study aims to discover whether explicit instruction in definiteness, specificity and genericity, and translation activities that target article use can contribute to accurate article choice. The study adopts an experimental design including 67 Saudi (Hejazi) Arabic-speaking learners of English and 23 native English speakers. The participants took three tasks (Article Elicitation, Acceptability Judgment and Elicited Written Production) as a pre-test, an immediate post-test and a delayed post-test. They were divided into four intervention groups. Over a period of three weeks, each group was subjected to either explicit or implicit instruction and to either translation or gap fill activities. The results are consistent with Ionin, Ko and Wexler’s (2004) predictions, Slabakova’s (2008) semantic principles and Schwartz and Sprouse’s (1996) Full Transfer/Full Access Hypothesis. The findings show fluctuation in indefinite specific contexts, which suggests sensitivity to specificity. Learners also distinguished between genericity types even though this distinction is not morphologically marked in Arabic, but showed evidence of L1 transfer in article generic use/interpretation. The study shows that explicit instruction and translation activities did not have a clear effect on article accuracy. It also discusses implications for SLA research and article pedagogy and methodological challenges.
23
Perold, Anneke. "Identifying potential grammatical features for explicit instruction to isiXhosa-speaking learners of English." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17789.
Full textAbstract:
Thesis (MA )--Stellenbosch University, 2011.ENGLISH ABSTRACT: Given the promise of upward socio-economic mobility that English is currently deemed to hold in South Africa, it is a matter of egalitarian principle that the schooling system provides all learners in this country with a fair chance at acquiring English to a high level of proficiency. There exists a common misconception, however, that such a chance is necessarily provided in the form of English medium education for all learners, regardless of what their mother tongue may be. As a result, the majority of learners are caught in a system that cites English as medium of instruction, despite their and often also their teachers’ low overall proficiency in this language; the little opportunity many have for the naturalistic acquisition of English; and the national Language-in-Education Policy of 1997’s advice to the contrary, in promoting additive bilingualism with the home language serving as foundation through the use thereof as medium of instruction. As an interim solution, it is suggested that English-as-an-additional-language be developed to serve as a strong support subject in explicitly teaching learners the grammar of English. In order to identify grammatical features for explicit instruction, an initial step was taken in analysing the free speech of eight first language speakers of isiXhosa, the African language most commonly spoken in the Western Cape. The grammatical intuitions of these speakers, who had all reached a near-native level of proficiency in English, were tested in an English grammaticality judgement task. Collectively, results revealed syntactic, semantic and morphological features of English, in that order, to prove most problematic to these speakers. More specifically, in terms of syntax, the omission of especially prepositions and articles was identified as a candidate topic for explicit instruction, along with the syntactic positioning of adverbs and particles. In terms of semantics, incorrect lexical selection, especially of prepositions / prepositional phrases and pronouns, proved the most common non-native feature to be suggested for explicit teaching. Lastly, in terms of morphology, inflection proved most problematic, with the accurate formulation (especially in terms of tense and / or aspect forms) of past tense, progressive and irrealis structures being the features suggested for explicit instruction, along with the third person singular feature.
AFRIKAANSE OPSOMMING: Aangesien Engels tans vir baie Suid-Afrikaners die belofte van opwaartse sosio-ekonomiese mobiliteit inhou, is dit ’n egalitêre beginselsaak dat die skoolsisteem alle leerders in hierdie land voorsien van ’n regverdige kans op die verwerwing van Engels tot op ’n hoë vaardigheidsvlak. Daar bestaan egter ’n algemene wanopvatting dat só ’n kans homself noodwendig voordoen in die vorm van Engels-medium onderrig vir alle leerders, ongeag wat hul moedertaal ook al mag wees. Gevolglik is die meerderheid leerders vandag vasgevang in ’n sisteem wat Engels as onderrigmedium voorhou, ten spyte van hul en dikwels ook hul onderwysers se algehele lae vaardigheidsvlak in Engels én vele se beperkte geleenthede om Engels op ’n naturalistiese wyse te verwerf. Hierdie sisteem is verder ook teenstrydig met die nasionale Taal-in-Onderrigbeleid van 1997 se bevordering van toevoegende tweetaligheid met die huistaal as fondasie in die gebruik daarvan as onderrigmedium. As ’n interim-oplossing word daar voorgestel dat English-as-an-additional-language ontwikkel word tot ’n sterk ondersteunende vak deurdat dit leerders die grammatika van Engels eksplisiet leer. Ten einde grammatikale eienskappe vir eksplisiete instruksie te identifiseer, is ’n eerste stap geneem in die analise van die vrye spraak van agt eerstetaalsprekers van isiXhosa, die Afrikataal wat die algemeenste gebesig word in die Wes- Kaap. Hierdie sprekers, wat almal ’n naby-eerstetaalsprekervlak van vaardigheid bereik het in Engels, se grammatikale intuïsies is deur middel van ’n grammatikaliteitsoordeel-taak getoets. Resultate het gesamentlik daarop gedui dat sintaktiese, semantiese en morfologiese eienskappe van Engels, in hierdie volgorde, die grootste probleme ingehou het vir hierdie sprekers. Meer spesifiek, ten opsigte van sintaksis, is die weglating van veral voorsetsels en lidwoorde as kandidaatonderwerpe vir eksplisiete instruksie geïdentifiseer, tesame met die sintaktiese posisionering van bywoorde en partikels. Ten opsigte van semantiek, was onakkurate leksikale seleksie, veral in die geval van voorsetsels / voorsetselfrases en voornaamwoorde, die algemeenste problematiese eienskap wat gevolglik vir eksplisiete instruksie voorgestel is. Laastens, ten opsigte van morfologie, het infleksie die grootste uitdaging blyk te wees, en is die akkurate formulering (veral ingevolge tempus- en / of aspekvorme) van verledetyds-, progressiewe en irrealisstrukture voorgestel as kandidaatonderwerpe vir eksplisiete instruksie, tesame met die derdepersoon-enkelvoudeienskap.
24
Rylander, John William. "EXPLICIT INSTRUCTION OF SPEECH ACTS AS ACTION SEQUENCE EVENTS: A VIDEO-BASED METHOD." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/474057.
Full textAbstract:
Applied LinguisticsPh.D.
This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic awareness assessment instrument delivered in pretest-posttest format. Data collection occurred from fall semester 2013 to spring semester 2015 in one single-sex junior/senior high school and two co-educational universities, one with a first-year focus group and the other with a second-year group, with participates across the contexts enrolled in 1 of 12 intact classes ranging in size from 23 to 33. At each site, data collection included response behaviors for comparison counterfactual groups. Data for the primary analyses of each study were subjected to a one-way ANCOVA. Results revealed a significant difference between the treatment group performances compared to a counterfactual group from each institution: Study 1, F(1,152) = 5.86, p = 0.02; Study 2, F(34, 115.28) = 5.71, p = 0.02; and Study 3, F(3, 77.30) = 8.04, p < 0.00. Relationship strength between the factor levels and the dependent variable, as measured in partial eta squared, accounted for 4%, 14%, and 16% of the variance, respectively. In Study 3 a Bayesian confirmatory analysis revealed that the least explicit treatment, one involving only a focus on pragmalinguistic input, showed the greatest gains. Implications for the three studies are: (a) pragmalinguistic and sociopragmatic categories reveal difficulty hierarchies, with particular sequential action events and relationship status categories consistently more challenging than others; (b) learners display differential awareness of pragmalinguistic and sociopragmatic sub-constructs, with the former registered as more difficult; and (c) explicit instruction on a limited number of pragmalinguistic categories might result in spillover learning effects to other, untaught categories.
Temple University--Theses
25
Olsson, Daniel, and Alice Vahlén. "Explicit Writing Instruction : A Genre-based Analysis for Developing Scaffolding for Diploma Project Writing." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45622.
Full textAbstract:
With an increase of Swedish upper-secondary students’ motivation to enrol in university studies (Statistics Sweden, 2020a, 2020b), teachers must ensure that learners are adequately equipped to meet the expectations of higher education. However, in a national report, Skolinspektionen (2015) states many students fail to meet the standards of academic writing when undertaking the diploma project. To ensure learners become eligible for graduation and prepared for university studies, teachers need to be able to instruct pupils and to design effective scaffolding for diploma project writing. Therefore, the following study investigates the applicability of a genre-based model as atool for analysing relevant student-produced researchers papers written by EFL students, and to what extent the same genre-pedagogical analytical framework may be suitable as a tool for helping teachers to develop scaffolding for diploma projects written in English (and other languages). To address questions, a direct content analysis employing John Swales’ CARS model (1990) of rhetorical moves as a conceptual framework as a point of departure was performed on six EFL teacher-student research papers from the English and Education program for upper-secondary teachers of English at Malmö university. The analysis demonstrated that while several moves were executed in the pre-service teachers’ papers, some moves were absent. Additionally, several unconventional moves were identified, which can be attributed to the specific genres of the independent and degree projects. Hence, Swales’ CARS model is applicable for analysing student-produced research papers following the IMRAD structure. However, further investigation is encouraged into the genre-specific features of the student papers and the subsequent adaptation of the model to reflect the student-paper genre more closely. Consequently, to employ the model for designing scaffolding for diploma projects, teachers need to develop a critical understanding of moves employed within and across disciplines and teach them explicitly as part of pupils’ training and assessment in the writing process. Finally, further research targeting how teachers design and implement explicit genre-based writing scaffolding is called for.
26
Sumbler, Karen. "Phonological awareness combined with explicit alphabetic coding instruction in kindergarten, classroom observations and evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41321.pdf.
Full text
27
Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.
Full textAbstract:
This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.
28
Jozwik, Sara L. "Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities." Thesis, Illinois State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722749.
Full textAbstract:
In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to four participants during a 135-min literacy block in a fifth-grade general education classroom for 13 weeks. A multiple probe across participants design (Gast & Ledford, 2010) evaluated effects of instruction on two dependent variables: (a) participants’ sophistication with applying comprehension thinking strategies while reading, as measured by comprehension thinking strategy rubrics (Keene, 2006) and (b) participants’ comprehension, as measured through percentage accuracy with responding to verbally-posed, researcher-developed literal and inferential comprehension questions. I assessed maintenance of effects for up to 8 weeks after participants exited the intervention. I assessed generalization to on-grade-level text and to a standardized achievement test (Woodcock Johnson Tests of Academic Achievement III-R; Woodcock, McGrew, & Mather, 2001). Additionally, I examined participants’ self-efficacy as readers at pre- and postintervention by collecting information from the Motivation to Read Profile survey and interview (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Finally, I measured participants’ perceptions of the social acceptability of intervention procedures and outcomes through a researcher-developed, 9-item, Likert-scale survey. Results of this study show a functional relation for accuracy with answering literal and inferential comprehension questions and for sophistication with applying comprehension thinking strategies to read instructional-level text. All four participants performed within a similar range on on-grade-level probes as compared to instructional-level probes before and after the intervention. Participants improved or maintained scores on a standardized achievement test. Intervention effects maintained at the end of a 2- to 8-week period at a level above respective baseline performance. Moreover, participants’ attitudes toward reading and their motivation toward reading increased or maintained at high levels. Results from social validation questionnaires showed favorable impressions of the intervention’s procedures and outcomes. Findings are discussed with regard to the need for future research and the implications for practice.
29
Howell, Emily A. "Using explicit teaching, modeling, and feedback to facilitate vocabulary instruction for early childhood educators." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1112.
Full textAbstract:
Early childhood teachers attend in-service trainings to continue their education after entering the workforce. The effectiveness of in-service training is being studied by many researchers. Some researchers postulate that adding modeling of the behavior and follow-up feedback to in-service trainings increases the ability of early childhood teachers to implement newly learned behaviors. The study investigated the effects of an instructional package (explicit teaching, modeling, and feedback) on early childhood students' implementation of vocabulary behaviors during shared storybook reading. The three vocabulary behaviors studied were selecting and stressing words, explaining and relating words, and repetition. Two case studies were completed with early childhood students, using a single-subject multiple-probe design across behaviors. Participants were baselined across all three behaviors. The behaviors were taught individually using explicit teaching and modeling. When criterion was reached, a new behavior was trained and modeled. Participants were given feedback on their performance, as well. Results showed the participants were able to implement selecting and stressing words and repetition during shared storybook reading after explicit training and modeling. The implementation of explaining and relating behaviors required additional feedback and reteaching for the participants to reach criterion. The study supports the research indicating that modeling and feedback improve early childhood students' abilities to implement newly learned skills.
30
Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.
Full textAbstract:
The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.
31
Alahmed, Khalid. "Developing strategic competence through task-based language teaching : a comparison of implicit and explicit instruction." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20205/.
Full textAbstract:
Speakers, native and non-native alike, frequently encounter difficulties expressing their intended meaning or attaining a desired communicative goal. To overcome such communication difficulties and achieve the desired communicative goal, speakers employ a variety of Communication Strategies (CSs). For example, circumlocution, clarification requests, gestures, conversation gambits and hesitation devices. Learners who successfully achieve their communication goals through the use of CSs are said to be strategically competent. Research has established that CSs can be effectively taught through explicit instruction. However, the impact of implicit instruction on the development of CSs has not been investigated to date. It is believed that implicit instruction may outperform explicit instruction in enabling learners to acquire the procedural knowledge which is the final step on the learning continuum. The acquired implicit knowledge can be accessed in time pressure situations, stored in mind, retained for longer periods and used more automatically. This study set out to assess the differential impact of explicit and implicit instruction on the use of CSs among pre-intermediate Arabic learners of English as a second language. The total number of learners was fifty-two learners enrolled in two English language centres in the United Kingdom. The learners in each centre were randomly assigned to one of three experimental conditions: implicit instruction (n=18), explicit instruction (n=18), and no instruction (n=16). Both implicit and explicit conditions received strategy instruction in a TBLT format. In the implicit condition, learners were exposed to video examples of two speakers doing similar tasks but no instruction focusing on CSs was provided. In explicit instruction, learners were exposed to the same video examples and instruction focusing on CSs was provided. The third condition served as a control group which was only exposed to pre- and post-tests. Development of CSs was measured through observation of task completion, followed by stimulated recall interviews and completion of a self-report questionnaire. The results suggest that both explicit and implicit strategy instruction has a positive impact on developing participants’ use of CSs and on supporting task completion. The results showed that explicit instruction was beneficial for developing meaning-negotiation, positive self-solving, non-verbal and time-gaining CSs, whereas implicit instruction showed to be effective for developing positive self-solving and time-gaining CSs. Further, learners who received implicit instruction made greater gains in the use of meaning-negotiation strategies from pre-test to delayed post-test than learners who received explicit instruction.
32
Khaokaew, Burana. "An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/293774.
Full textAbstract:
As academic and professional knowledge is available around the world through publications in English, the ability to read in English is now widely seen as an essential basic skill for university graduates in countries, like Thailand, where English is a foreign language. However, students often fail to reach a level of reading ability that allows them to read these publications with confidence. It is important that instruction in Reading skills should be improved. It has been claimed that instruction in the use of reading strategies is helpful in improving the reading skills of EFL learners. Research has suggested that explicit instruction can be particularly valuable. This thesis investigates the reading strategies used by Thai university students and investigates whether a short course based on explicit reading strategy instruction can be effective in encouraging the use of strategies and improving reading skills for Thai university students. Based on a literature review on Reading strategy instruction, a framework was developed and applied in the adaptation of a set of materials for use in providing English major Thai university students with explicit instruction in the use of reading strategies. The following research questions were investigated: What are the reading strategies that Thai undergraduate English major students employ in the EFL reading process? Does reading strategy instruction affect students’ use of reading strategies in English? How much improvement do the students show on measures of reading performance after receiving a programme of reading strategy instruction? In a quasi-experimental research design, one class of fifteen students, the Experimental group, was given a twelve-week course in Reading that included explicit instruction in reading strategies while a second group of thirteen students (matched for background characteristics), the Control group, was given a parallel course that did not include explicit strategy instruction. Both quantitative and qualitative comparisons were made. Students were given reading tests and responded to questionnaires about their use of strategies at the beginning and end of their courses. They were also interviewed and performed think-aloud verbal protocols in which they reported in their use of reading strategies as they carried out reading tasks. Participants in the Experimental group reported using a wider range of strategies than those in the Control group following instruction and generally made greater improvements in their reading test scores. The findings support the value of explicit instruction in reading strategies for Thai university students. However, concerns remain about Thai students reliance on translation and slow, careful reading even following instruction in more strategic approaches.
33
Bado-Aleman, Jennifer. "Leveling the field the need for explicit instruction of argumentative form for 'struggling' secondary students /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9345.
Full textAbstract:
Thesis (M.A.) -- University of Maryland, College Park, 2009.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
34
McCleery, Jennifer Ann. "Effects of explicit instruction and concept focus on student declarative content knowledge and problem solving skills /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987238.
Full textAbstract:
Thesis (D. Ed.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-137). Also available for download via the World Wide Web; free to University of Oregon users.
35
Callihan, Kristie Dawn. "Emergent literacy activities in preschool years the effects of explicit instruction on rhyming and narrative development /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=371.
Full text
36
Jensen, Helen Faith. "Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2251.
Full textAbstract:
Whether or not teachers use the research-based practices of Explicit Instruction (EI) in lessons matters, since the salient features of EI design and delivery, backed by empirical research (Hattie, 2009), enable the transfer of new and difficult information from short- to long-term memory (Kirschner et al., 2006). How teachers interpret EI is important, because effective early instruction in “systematic, direct and explicit” phonics and phonological awareness (PA) can reduce the incidence of reading difficulties (Moats, 2010).
The aim of this thesis was to investigate, describe and analyse teachers’ enacted understanding of Explicit Instruction in phonics and phonological awareness, and identify the factors that enhanced or inhibited faithful implementation of EI practices in pre-primary classrooms.
Case studies were conducted with three pre-primary teachers in Perth, Western Australia. Five explicit phonics and PA lessons, delivered by each teacher, were observed and video recorded over a data collection period of 14 weeks, spanning three school terms in 2014. The teachers were interviewed after the five observations; more extensively at the beginning and end of the datacollection phase. The school principals and, where available, the teacher mentors or EI coaches were also interviewed, with further information gathered from school documents and email contact. The case studies were examined individually and across cases to provide insights into the complexities of teachers’ enacted interpretations of EI.
One of the schools had adopted EI as a whole-school approach to literacy in conjunction with fully scripted Direct Instruction Programs (Carnine et al., 2010). In this school, the pre-primary teacher received extensive professional development and delivered EI with fidelity in a school environment highly aligned with teacher-directed approaches. The other two pre-primary teachers taught E I in more eclectic environments, where essential components of EI were not a sufficiently clarified, supported or embedded approach by instructional leaders.
Amongst others, O’Donnell (2019) concluded that teachers’ beliefs are an important factor in the success or failure of new teaching approaches. It is therefore likely that the teachers in this study believed phonics should be taught using play-based, meaningful experiences (Campbell, 2015) because the dominant philosophy in early childhood education is play based (Ebbeck & Waniganayake, 2016). This could have contributed to their inability to adhere to critical aspects EI as recommended in the research.
I used Bronfenbrenner’s Ecological Systems Theory to explain how teaching practices were subjected to multiple and complex environmental influences and pedagogical content knowledge, in addition to what teachers deemed important to their students’ learning needs. Teachers’ practices and understandings were found to be influenced by confusing national and state policies, a predominantly play-based learning philosophy, vagueness of school policy in relation to literacy and EI, teachers’ personal beliefs, the school’s professional learning framework and the commitment of leadership to embedding teacher-led learning. This study addressed a gap in the literature on teachers’ practice of EI in phonics and phonological awareness, and showed that some teachers could articulate the principles but not put them into practice. The findings have implications for further research, policy and teachers’ professional learning.
37
Jakobsson, Ina, and Emmalinn Knutsson. "Explicit or Implicit Grammar? - Grammar Teaching Approaches in Three English 5 Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34559.
Full textAbstract:
Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.
38
Ashwell, Tim. "An investigation into the effectiveness of four types of explicit and task-integrated second language grammar instruction." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515728.
Full text
39
Hanan, Rowena E. "The effectiveness of explicit grammar instruction for the young foreign language learner : a classroom-based experimental study." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9059/.
Full textAbstract:
Within the input-poor foreign language classroom, opportunities to draw on implicit learning mechanisms are limited. Yet little research has explored the effectiveness of explicit instruction for young learners. The current study investigated the extent to which English learners of L2 German (aged 9-11) benefitted from instruction on accusative case-marking (den) for masculine definite articles in German, a problematic feature for L1 English learners due to a reliance on word order when assigning grammatical roles (as predicted by MacWhinney’s Competition Model and VanPatten’s First Noun Principle). Two input-based interventions provided explicit information plus EITHER: Task Essential Form-Meaning Connection (TE-FMC) activities forcing attention on the article and its role-assigning function; OR Task Essential-Form (TE-F) activities forcing attention on the article only ('spot the form'). Learners were randomly assigned to the TE-FMC (n = 45) and TE-F (n = 41) treatments. A control group (n = 52) received instruction on lexical items, but no exposure to den. Two untimed written tasks (sentence matching, gap fill), three one-to-one oral tasks (act-out comprehension, act-out production, elicited imitation), and a metalinguistic task were administered as pre-, post-, and delayed post-tests to assess knowledge of der and den. Both interventions yielded large, durable gains across the written and oral tasks. The Control group made no improvement. The TE-FMC and TE-F learners’ verbalisable knowledge also improved at post-test, but deteriorated by delayed post-test. Under both conditions, learners had developed explicit knowledge of the target feature, available on untimed written tasks, as well as more automatized knowledge, accessible under time and communicative pressure. Fine-grained analysis revealed that group-level gains could be accounted for by a sub-group of learners within each condition, reflecting the influence of individual differences on instructional effectiveness. The findings contribute to previous research by demonstrating the beneficial role of explicit instruction and knowledge for child L2 learning.
40
Terrazas, Arellanes Fatima Elvira 1976. "The effects of the "templates" for direct and explicit Spanish instruction on English language learners reading outcomes." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10243.
Full textAbstract:
xiii, 116 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Early literacy development and mastery of reading skills are critical goals for all students to accomplish; however, there is not yet a clear answer on how or in which language to teach these skills to English Language Learners (ELL). Until clear evidence on effective interventions is found, the academic achievement gap between mainstream students and ELL students is likely to increase. This study examined the effects of the "Templates" Spanish intervention program on the Spanish early literacy skills of phonemic awareness and the alphabetic principle for 12 kindergarten Hispanic ELL students enrolled in a dual immersion program. To assess the efficacy of the Spanish intervention program, a hierarchical linear model (HLM) design combining elements of multiple baseline across subjects, single-subject design, and a regression discontinuity design was used. Results of the HLM analysis found no significant effects of the intervention in the between subjects analysis. The visual analysis of single subject designs indicated that of the 12 subjects only three appeared to exhibit a positive effect of the intervention when measures of alphabetic principle were used and only two when phonemic awareness measures were used. Students for whom the "Templates" did not appear to have a positive effect were those that were already making adequate progress while receiving the small group curriculum practice. These students' skills continued growing when they received the "Templates" intervention and while some progressed at a slower pace they may have reached a sufficient level of skills that continuing or exceeding baseline levels of growth was unlikely. Our study provides some initial indication that students who are not making adequate progress with the small group curriculum practice may potentially benefit from the use of more structured, direct, and explicit instruction with the use of the "Templates". Limitations of this study included the use of a small sample size, the short duration of the time allowed for the intervention procedures, and the restricted time to conduct phase changes from baseline to intervention would have provided a clearer indication of intervention effects.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Robert Mauro, Outside Member, Psychology
41
Liao, Yu-Fang. "The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4193.
Full textAbstract:
Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role in L2 learners' communicative competence, pragmatics still has not been commonly taught in the classroom. The present research investigates the efficacy of instruction in pragmatics in the advanced Chinese language class has on the production and appropriate use of apology strategies, and examines the correlation between exposure in a Chinese Speaking Community (CSC) and pragmatics development. The subjects include 55 students in their third-year of college-level Chinese, divided into four classes at Brigham Young University. The study uses an experimental design in which the participants are assigned either to an explicit instruction group or an implicit instruction group. Participants in both groups also report their experience in a CSC. Results of this study show which as a whole improved their apology performance over the 8-week instruction, as rated by Chinese native speakers. Results reveal no significant difference between the explicit and implicit instruction groups, suggesting that explicit and implicit approaches were both effective methods in facilitating pragmatic competence. In addition, we also found no statistically significant difference between the CSC and Non-Chinese Speaking Community (NCSC) group in their pragmatic development. The findings of the present study indicate that pragmatic knowledge may emerge from classroom instruction, regardless of explicit or implicit instructional approaches; and living in a Chinese speaking communities do not necessary aid or accelerate the development of pragmatic competence.
42
Marklund, Emma. "Olika sätt att anteckna i kursen Engelska 6 : Lärares tolkning av och arbete med olika sätt att anteckna samt elevers vana av och inställning till anteckningsinstruktion." Thesis, Umeå universitet, Institutionen för språkstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120937.
Full textAbstract:
According to recent statistics, the number of people in Sweden who choose to go into higher education after upper secondary school has grown compared to 25 years ago. Lectures within some university programs are conducted entirely in English, and Swedish students’ abilities to understand, record and recall the information given at lectures are therefore crucial for their academic success. The course English 6 in upper secondary school is supposed to cover different ways of taking notes while listening. Three qualitative interviews were conducted in this study to examine how teachers interpret the course’s note-taking aspects, and how they intend to work with note-taking in the classroom. A quantitative study was carried out with students in upper secondary school to look into their experiences of note-taking in the course English 6. Results show differences in how the teachers approach note-taking and how they choose to work with note-taking in the classroom. A majority of the students participating in the study claimed not to have been introduced to different ways of taking notes in the course English 6. This information calls for teachers to make sure note-taking skills are being taught in an explicit way. More knowledge and communication among teachers also seem necessary in order to help students develop strategies for note-taking in the best way possible.
43
Nicolini, Sofia. "Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773.
Full textAbstract:
· Denna undersökning behandlar lärares inställning till och användning av läsförståelsestrategier i undervisningen. För att elever ska utveckla sin läsförmåga räcker det inte att endast läsa mycket. Eleverna behöver också en explicit undervisning i lässtrategier. Utifrån ett socialkonstruktivistiskt perspektiv är syftet att undersöka lärares inställning till olika typer av läsförståelsestrategier och deras mål med användningen av dessa i undervisningen för förskoleklass till årskurs 3. För att besvara undersökningens syfte används följande frågeställningar: · Vilka olika typer av läsförståelsestrategier används av tillfrågade lärarna och i vilket syfte? · Vad har lärarna sett i praktiken att läsförståelsestrategier kan bidra med för att utveckla elevers läsförståelse? · Vilken roll anser de tillfrågade lärarna att de har under textsamtal och i relation till undervisning av läsförståelsestrategier? Material för undersökningen består av kvalitativa intervjuer av nio lärare verksamma i förskoleklass till årskurs 3. Resultatet visar att de intervjuade lärarna ser läsförståelsestrategier dels som redskap för läraren för att kunna ge eleverna en explicit undervisning i läsförståelse och dels som verktyg till eleverna för att de genom användning av strategierna ska kunna skapa en förståelse av texten på flera olika plan.This study deals with teachers' attitude to reading comprehension strategies and its use in teaching. It is not enough to read a lot for students to develop their reading skills. Students also need explicit instruction in reading comprehension strategies. From a social- constructivist perspective, the aim is to explore teachers' attitudes to different types of reading comprehension strategies and their goal of using these in teaching for preschool to grade 3. In order to answer the aim of this study following questions is being used: What kinds of reading comprehension strategies do the surveyed teachers use and for what purpose? What have teachers seen in practice that reading comprehension strategies can contribute with in order to develop students reading comprehension? What role considers the surveyed teachers that they have during text talks and in relation to the teaching of reading comprehension strategies? Materials for the study consists of qualitative interviews with nine teachers working in preschool up to third grade. The results show that the interviewed teachers see reading comprehension strategies as implements for the teacher to be able to give students an explicit instruction in reading comprehension and as tools for the students to be able to create an understanding of text on several different levels.
44
Nadarajan, Shanthi. "Measuring Academic Vocabulary Size and Depth in the Writing Classroom: Does it Really Matter?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194167.
Full textAbstract:
This is an in-depth study of word knowledge where the researcher attempts to investigate the need to systematically teach vocabulary in the language classroom. It is motivated by findings within second language (L2) vocabulary testing research that state that the current communicative language learning environment is insufficient for L2 learners to acquire adequate vocabulary knowledge and L2 learners need help with vocabulary learning (Laufer, 2005). This semester-long study explores the need to provide explicit vocabulary instruction from within a meaningful environment. It also investigates the relevance of focus on forms and focus on form practices in helping second language (L2) learners increase the size and depth of word knowledge. The study involved 129 undergraduates from a writing program, and used a pretest and posttest design to measure gains in L2 learners vocabulary knowledge. .The results indicate that the vocabulary gains for both implicit (control) and explicit (treatment) instructional context were not very different though the subjects in the implicit instructional group learned slightly more words compared to the explicit instructional group. However, this has more to do with individual instructor effectiveness and learner proficiency. In terms of word use, L2 learners subjected to explicit focus on forms and focus on form tasks increased their word use while the first language (L1) learners and L2 learners from the control groups did not increase their academic words. Therefore, it is possible to suggest that L2 learners can be taught to increase the depth of their vocabulary knowledge through explicit instructional practices. In terms of L1 and L2 learners, the initial findings revealed that the L2 learners did not benefit from explicit instruction. However, additional analysis revealed that subjects with sufficient vocabulary knowledge at the 2000 word level can increase their word size much more rapidly than the proficient L2 learners in the control group. An additional test on L1 and L2 learners' word collocation skills indicated that while explicit instruction did not help increase L2 learners vocabulary size, it was able to help L2 learners increase their word collocation skills and also make word associations that are closer to L1 learners' associations.
45
Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.
Full textAbstract:
Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks.
Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group.
Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
46
Mumba, Frackson Hunter William J. F. Lorsbach Anthony W. "Influence of explicit instruction and reflection on mathematics and science teaching fellows' views of the nature of science." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196640.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2005.Title from title page screen, viewed September 27, 2006. Dissertation Committee: William J.F. Hunter, Anthony Lorsbach (co-chairs), Jerry L. Jinks, Thomas Crumpler. Includes bibliographical references (leaves 240-257) and abstract. Also available in print.
47
Sartini, Emily C. "EFFECTS OF EXPLICIT INSTRUCTION AND SELF-DIRECTED VIDEO PROMPTING ON TEXT COMPREHENSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/24.
Full textAbstract:
The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention’s effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed.
48
Santander, Gómez Carolina. "The effects of explicit form-focused instruction on the acquisition of the present perfect by EFL chilean students." Tesis, Universidad de Chile, 2012. http://repositorio.uchile.cl/handle/2250/113159.
Full textAbstract:
Tesis para optar al grado de Magíster en Lingüítica, mención Lengua InglesaThis thesis examines the effects of focus-on forms instruction on the recognition and production of the English Present Perfect. A study was conducted that observed gains in a series of adapted tests measuring the grammatical judgment, level of production and acquisitional patterns of the English Present Perfect in the written performance of a group of intermediate EFL learners. Participants were 31 intermediate undergraduate Chilean students (Spanish L1) from the morning and evening courses of a teacher training program. The evening course was exposed to a focus-on-forms type of training and therefore considered as the experimental group. One set of judgments regarding the recognition of the proper use of the English Present Perfect and two sets of L2 writing tasks were collected for the study. Effects of the focus-on-forms instructions were then observed in the collected data along with the acquisitional pattern found after the intervention. Results of the study show modest but statistically significant gains in the recognition of the English Present Perfect and its different types of undergeneralizations in the experimental group. Less systematic gains were also observed in the written production of the English Present Perfect. Concerning the effects of focus-on-forms instruction on the pattern of acquisition no modifications were observed.Finally, results suggest that focus-on-forms instruction provides effective tools for the acquisition of the English Present Perfect. The study also contributes with a much needed description of the acquisitional path that Chilean Spanish learners of English as a foreign language develop in relation to the acquisition of the English Present Perfect.
49
Main, Susan. "Enhancing teaching through professional learning: Case studies of professional learning to improve reading instruction for Year 2 students with reading difficulties in one Australian state." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1397.
Full textAbstract:
Reading is internationally recognised as a mediating factor in the life outcomes of individuals and the continuing failure of Australian children to attain the same level of literacy as children in other Western countries is an ongoing concern. Within the continuum of reading development, there are some children who experience more difficulty than their peers in acquiring reading skills and these children are at even greater risk of poor life outcomes if they do not receive appropriate instruction. Research demonstrates that professional learning is an effective way of enhancing teachers’ knowledge and practice and, therefore, the purpose of this study was to evaluate the efficacy of a professional learning program designed to improve teachers’ pedagogical content knowledge (PCK) and practices in reading instruction.
The research utilised a mixed--‐method approach to data collection including case study methodology, as this enabled the Researcher to answer the ‘how’ and ‘why’ of a social phenomenon by providing elaborated information on the context of the professional learning program that was being explored. Case study teachers were selected from a broader group of participants in a multi--‐school professional learning project. Six teachers in three schools, two per school, volunteered to take part in the research. Data were drawn from the overall professional learning program to provide contextual information for the case studies, and the researcher conducted classroom observation and interviews with the case study teachers over 18 months to determine whether changes to pedagogical content knowledge resulted from their involvement in the Project.
This research highlighted some of the multiple factors that influence how teachers engage with and enact information from professional learning. These influences include teachers’ beliefs about reading teaching and learning, including philosophical beliefs about how reading should be taught and pragmatic beliefs about the best way to teach children experiencing difficulties with reading. In the context of this study, the historicity of beliefs about reading teaching and learning were of particular relevance to the way teachers engaged with the professional learning. Of particular note were the individual factors that influenced how one individual’s response to professional learning differed from another. These included the perceived relevance of the information on the basis of the teacher’s prior experience, self-efficacy, learning orientation and existing PCK. Contextual factors such as the resources in the school and the learning environments were also relevant to how teachers engaged with professional learning.
50
Gorsh, Jay Anthony. "Enhancing background knowledge for students at risk for failure: the effects of preteaching essential terminology and concepts using explicit instruction." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6747.
Full textAbstract:
The purpose of this study is to implement an intervention designed to develop background knowledge and investigate its effects on science proficiency for students who are at risk for failure. Pretest scores for 130 students were analyzed to identify students with prior knowledge deficits that may put them at risk for failure. Of the 44 students identified, 26 were matched by pretest scores and randomly assigned to treatment or control conditions. Prior to the start of a Human Body systems unit, students in the experimental condition were explicitly taught the function and location of 15 organs of the human body. I analyzed pre-and posttest scores to determine if the instruction had an impact on student recall.
This study was conducted using a pre/post experimental design to investigate the effectiveness of using explicit instruction to pre-expose students to content knowledge to help improve student outcomes. Quantitative data was analyzed to determine if student posttest scores for two measures of science proficiency improved significantly as a result of instruction provided during intervention. Study limitations and future directions for research are discussed.