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The use of an American college libra...

Bordonaro, Karen Kuechle.

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The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning./
作者:	Bordonaro, Karen Kuechle.
面頁冊數:	229 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2924.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3141251
ISBN:	0496883833

The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning.
Bordonaro, Karen Kuechle.

The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning. - 229 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2924.

Thesis (Ph.D.)--State University of New York at Buffalo, 2004.

This exploratory study attempts to discover if ESL students use an American college library, and if so, in what ways. In looking at their uses of an American college library, I am looking to see if improving their English is an outgrowth of their use. The importance of the dissertation lies in its potential ability to explore how theories of language learner autonomy and self-directed language learning may play out in the specific context of an American college library. Little research has been done to date that has looked at the library as a possible setting for authentic language learning.

ISBN: 0496883833Subjects--Topical Terms:

1018115
Education, Language and Literature.

The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning.
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245 1 4 $a The use of an American college library by ESL students: An exploratory study in the utilization of resources and language learning.
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500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2924.
500 $a Chair: Dorothy Rissel.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2004.
520 $a This exploratory study attempts to discover if ESL students use an American college library, and if so, in what ways. In looking at their uses of an American college library, I am looking to see if improving their English is an outgrowth of their use. The importance of the dissertation lies in its potential ability to explore how theories of language learner autonomy and self-directed language learning may play out in the specific context of an American college library. Little research has been done to date that has looked at the library as a possible setting for authentic language learning.
520 $a The information sources consulted for this study were the participants and published literature. The procedure for data collection was to conduct a series of semi-structured interviews with a number of ESL students at an American college. The findings obtained or conclusions reached are linked to a larger body of knowledge in the field by exploring how theories of language learner autonomy and self-directed language learning may be manifested in the lived experiences of ESL students through the use of a library.
520 $a The major uses of an American college library by ESL students found in this study include the use of the library as a study hall for both individual and group homework, as a source of both academic and leisure material, as a center for both planned and unplanned socializing, and as a place in which to improve their English. In terms of how the ESL students engaged in language learning in a library setting, speaking, listening, reading, and writing activities were described. All of the participants engaged in language learning activities in the library in a self-directed manner, and several participants appeared to exhibit language learner autonomy in doing so. Findings suggest that self-directed language learners use the library as both a physical place and a virtual space, that they engage in browsing and recreational reading as language learning activities, and that the manifestation of language learner autonomy in a library may be connected to content learning of English as a second language. The exploratory nature of this study suggests that the library may serve as a fruitful venue for the further study of language learning issues.
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