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LEARNING ANOTHER LANGUAGE WITH CONCEPTUAL TOOLS: AN INVESTIGATION OF GAL’PERIN'S CONCEPT-ORIENTED INSTRUCTION

Fernandez, Loretta (2017) LEARNING ANOTHER LANGUAGE WITH CONCEPTUAL TOOLS: AN INVESTIGATION OF GAL’PERIN'S CONCEPT-ORIENTED INSTRUCTION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This dissertation examines how eight adult beginners of Italian as a foreign language (IFL) used a Schema of a Complete Orienting Basis of Action (SCOBA) to learn the concept of Genre and Register in the typified situation of a service encounter in a restaurant. During six two-hour lessons, students participated in the Concept-Based Approach to foreign language education (Negueruela, 2003; Negueruela & Lantolf, 2008) based on Gal’perin’s (1967, 1992c) model of instruction. A qualitative analysis based on data from learners’ classroom interactions and study abroad experiences revealed that the learners were able to transform their SCOBAs according to their own communicative needs. Accordingly, students developed awareness of how to use cultural and linguistic concepts to orient themselves in classroom tasks and in study abroad experiences in Italy with native speakers. Additionally, students were able to recognize typified and non-typified situations (i.e., Register variation), produce personalized language with native speakers, and make language choices depending on the cultural context and the context of the interaction. Implications of this research indicate that the study of SCOBAs helps researchers track discourse development from other-regulated to self-regulated performance. No studies have focused on how students make use of a SCOBA as a learning tool or have documented how they move from dependence on the tool to independent language performance in authentic contexts. Moreover, this study indicates that teaching specific Genres and Registers orients students in their language use in the classroom context and in the study abroad context and gives them agency and control over their interactions in a FL.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Fernandez, Lorettalof7@pitt.edulof70000-0001-5114-9700
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Donato, Richarddonato@pitt.edudonato
Crawford, Patriciapcrawfor@pitt.edupcrawfor
Sardegna, Veronicasardegna@pitt.edusardegna
Achugar, Marianamachugar@andrew.cmu.edu
Date: 22 May 2017
Date Type: Publication
Defense Date: 24 April 2017
Approval Date: 22 May 2017
Submission Date: 19 May 2017
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 198
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: SCOBA (Schema of a complete orienting basis of action) CBI (Concept Based Instruction) IFL (Italian as a Foreign Language) Typified situation Systemic Functional Linguistic Concepts
Date Deposited: 22 May 2017 14:18
Last Modified: 22 May 2017 14:18
URI: http://d-scholarship.pitt.edu/id/eprint/32071

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