東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

East Asian students' expectations an...

Tsou, Wenli.

FindBook

Google Book

Amazon

博客來

East Asian students' expectations and their classroom participation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	East Asian students' expectations and their classroom participation./
作者:	Tsou, Wenli.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1996,
面頁冊數:	130 p.
附註:	Source: Dissertations Abstracts International, Volume: 58-06, Section: A.
Contained By:	Dissertations Abstracts International58-06A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9704947
ISBN:	9780591115918

East Asian students' expectations and their classroom participation.
Tsou, Wenli.

East Asian students' expectations and their classroom participation. - Ann Arbor : ProQuest Dissertations & Theses, 1996 - 130 p.

Source: Dissertations Abstracts International, Volume: 58-06, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 1996.

This item must not be sold to any third party vendors.

East Asian (EA) students' expectations about classroom participation, which develop in their native countries, have been shown to significantly influence their participation behaviors in American classrooms. In addition, their patterns of non-participation inhibit their development of oral fluency. These atypical participating behaviors have caused misunderstanding between the EA students and their ESL teachers. However, forcing EA students to speak in class may cause them to be even more quiet. In this study, Expectation Instruction (EI) was provided to the EA students in the experimental groups to serve as a mean of adjusting the expectations of both ESL teachers and EA students. If classroom expectations are the main factors influencing EA students' participation behaviors in class, changes in these expectations should increase EAs' participation and thus create higher potential for better speaking proficiency. In the model for the present study, the direction of causality runs from the expectation instruction to increased interaction then to improved speaking proficiency. Therefore, the hypotheses for this study are: (1) Expectation Instruction will change East Asian students' expectations about the classroom participation and thus increase their participation in class. (2) Increasing the amount of East Asian students' oral interaction will lead to the improvement of their speaking performance. Sixty-five university ESL students participated in this study. Both the qualitative and the quantitative data of this study support the conclusions that EI helped the EA students significantly change their expectations about classroom participation and that this change was also associated with increased classroom participation and improved speaking proficiency. Based on the findings of the study, recommendations are provided for ESL teachers and administrators who instruct East Asian students.

ISBN: 9780591115918Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

college students

East Asian students' expectations and their classroom participation.
LDR:03110nmm a2200349 4500 001 2269129
005 20200908082337.5
008 220629s1996 ||||||||||||||||| ||eng d
020 $a 9780591115918
035 $a (MiAaPQ)AAI9704947
035 $a AAI9704947
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tsou, Wenli. $3 3501109
245 1 0 $a East Asian students' expectations and their classroom participation.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1996
300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 58-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Rissel, Dorothy A.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1996.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a East Asian (EA) students' expectations about classroom participation, which develop in their native countries, have been shown to significantly influence their participation behaviors in American classrooms. In addition, their patterns of non-participation inhibit their development of oral fluency. These atypical participating behaviors have caused misunderstanding between the EA students and their ESL teachers. However, forcing EA students to speak in class may cause them to be even more quiet. In this study, Expectation Instruction (EI) was provided to the EA students in the experimental groups to serve as a mean of adjusting the expectations of both ESL teachers and EA students. If classroom expectations are the main factors influencing EA students' participation behaviors in class, changes in these expectations should increase EAs' participation and thus create higher potential for better speaking proficiency. In the model for the present study, the direction of causality runs from the expectation instruction to increased interaction then to improved speaking proficiency. Therefore, the hypotheses for this study are: (1) Expectation Instruction will change East Asian students' expectations about the classroom participation and thus increase their participation in class. (2) Increasing the amount of East Asian students' oral interaction will lead to the improvement of their speaking performance. Sixty-five university ESL students participated in this study. Both the qualitative and the quantitative data of this study support the conclusions that EI helped the EA students significantly change their expectations about classroom participation and that this change was also associated with increased classroom participation and improved speaking proficiency. Based on the findings of the study, recommendations are provided for ESL teachers and administrators who instruct East Asian students.
590 $a School code: 0656.
650 4 $a Language arts. $3 532624
650 4 $a Higher education. $3 641065
653 $a college students
653 $a foreign students
690 $a 0279
690 $a 0745
710 2 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertations Abstracts International $g 58-06A.
790 $a 0656
791 $a Ph.D.
792 $a 1996
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9704947