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首页> 外文学位 >Constructing meaning from text through social interaction: An interpretive case study of English language learners.
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Constructing meaning from text through social interaction: An interpretive case study of English language learners.

机译：通过社交互动从文本构造意义：英语学习者的解释性案例研究。

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摘要

The purpose of this study was to inquire into the role that oral discourse plays during reading events for the language development and literacy of English language learners (ELLS). Vygotsky's social constructivist theory provided the theoretical framework to explore how social surroundings influence the construction of meaning for primary students who are English language learners. My research question was, "How do ELL students use oral language to shape and extend their construction of meaning while participating in reading activities in a primary classroom?".;This interpretive case study focused on three English language learners who spoke a language other than English at home. The study was conducted in their Grade 3 classroom in an inner city school in Western Canada for two months in 2006. Data collection consisted of contextual field notes, interviews, and participant observation and tape recording of the three students participating and interacting in guided reading events.;The findings suggest that language and literacy development is strengthened through a positive teacher-student relationship in addition to three components of language education: a focus on meaning, a focus on vocabulary and a focus on use. Consideration of students' background knowledge, intentional vocabulary instruction, and opportunities to use language were important to the language development and literacy of these English language learners. Furthermore, the results of this study suggest that cultural understandings vary from student to student, and validation of students' cultural knowledge is an important aspect of the ability and willingness to participate in the guided reading discussions. This study also revealed that the structured format of guided reading may constrain student interaction and collaborative talk, thus limiting possibilities for language development and literacy growth.;Research that takes place in the classroom sheds light on the complexity and messiness of classroom discourse; such research promotes understanding of contexts that support success for all students, but especially for English language learners. This study reveals how knowledge is constructed against a backdrop of shared understandings, practices and language. Insights gained from this study will be helpful for teacher-educators, teachers, researchers and policy makers to enrich literacy practices with ELL students.
机译：这项研究的目的是探讨口语在阅读事件中对英语学习者（ELLS）的语言发展和读写能力所起的作用。维果斯基的社会建构主义理论为探讨社会环境如何影响英语学习小学生的意义建构提供了理论框架。我的研究问题是：“ ELL学生如何在小学课堂中参加阅读活动时使用口头语言来塑造和扩展意义的建构？”；该解释性案例研究的重点是三名讲英语而不是英语的学习者在家里英语。这项研究于2006年在加拿大西部一所内城大学的三年级教室中进行，为期两个月。数据收集包括背景实地记录，访谈和参与者观察，以及三个学生在指导阅读活动中进行互动的录音带研究结果表明，除了语言教育的三个组成部分之外，通过积极的师生关系，语言和素养的发展得到了加强：对意义的关注，对词汇的关注和对使用的关注。考虑学生的背景知识，有目的的词汇指导和使用语言的机会对这些英语学习者的语言发展和读写能力很重要。此外，这项研究的结果表明，每个学生对文化的理解各不相同，而对学生文化知识的确认是参与指导性阅读讨论的能力和意愿的重要方面。这项研究还表明，引导式阅读的结构化格式可能会限制学生的互动和协作性对话，从而限制了语言发展和读写能力的发展。课堂上的研究揭示了课堂话语的复杂性和混乱性；这样的研究促进了对支持所有学生（尤其是英语学习者）成功的背景的理解。这项研究揭示了在共同的理解，实践和语言的背景下如何构建知识。从这项研究中获得的见解将有助于教师教育者，教师，研究人员和政策制定者丰富ELL学生的识字实践。

著录项

  • 作者

    Purdy, Joyce Lynn.;

  • 作者单位

    University of Alberta (Canada).;

  • 授予单位 University of Alberta (Canada).;
  • 学科 Elementary education.;Bilingual education.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 老年病学;
  • 关键词

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