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Investigating a genre-based approach...

Troyan, Francis J.

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Investigating a genre-based approach to writing in an elementary Spanish program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating a genre-based approach to writing in an elementary Spanish program./
作者:	Troyan, Francis J.
面頁冊數:	224 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3573170
ISBN:	9781303428913

Investigating a genre-based approach to writing in an elementary Spanish program.
Troyan, Francis J.

Investigating a genre-based approach to writing in an elementary Spanish program. - 224 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2013.

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

The present study investigated the implementation of a genre-based approach to the instruction of writing in a fourth grade Spanish classroom. The instructional intervention explicitly taught students the ways of meaning in the touristic landmark description genre. Statistical analyses of students' writing scores revealed that students' writing performance significantly improved in terms of genre-specific features from the pretest to the posttest. In addition, findings revealed that a genre-based scoring instrument captured more change in students' writing than a performance-based rubric. Close descriptive analysis of the pretest and posttest writing of three students corroborated the statistical data and further depicted the linguistic variation in student writing in the study. A three-item student survey was administered at the end of the study. Student responses revealed that levels of genre awareness varied according to writing performance.

ISBN: 9781303428913Subjects--Topical Terms:

1064562
Education, Foreign Language.

Investigating a genre-based approach to writing in an elementary Spanish program.
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245 1 0 $a Investigating a genre-based approach to writing in an elementary Spanish program.
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Richard Donato.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2013.
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 The present study investigated the implementation of a genre-based approach to the instruction of writing in a fourth grade Spanish classroom. The instructional intervention explicitly taught students the ways of meaning in the touristic landmark description genre. Statistical analyses of students' writing scores revealed that students' writing performance significantly improved in terms of genre-specific features from the pretest to the posttest. In addition, findings revealed that a genre-based scoring instrument captured more change in students' writing than a performance-based rubric. Close descriptive analysis of the pretest and posttest writing of three students corroborated the statistical data and further depicted the linguistic variation in student writing in the study. A three-item student survey was administered at the end of the study. Student responses revealed that levels of genre awareness varied according to writing performance.
520 $a Through interviews and fieldnotes, the teacher's experience with the approach was described. The effect of the genre-based intervention was evident in her heightened awareness of the role of genre in developing students' academic literacy in Spanish and in her planning and delivery of instruction in other classes. In addition, the teacher highlighted that target language use was a challenge in the novel approach. However, examination of her use of Spanish revealed that the use of English occurred in moments when 1) a task was new to the students, 2) the teacher was co-constructing a text in Spanish with students, and 3) the teacher was assessing student knowledge.
520 $a The present study demonstrates that explicit instruction in the ways of meaning in a particular genre positively influenced the quality of students' writing in that genre. In other words, genre matters in the development of academic literacy in the foreign language classroom. Given this importance of genre, approaches to instruction and assessment that expand the goals articulated in the National Standards (2006) and explicitly deconstruct the linguistic features of genre in an interactive way are discussed. Future research on genre-based instruction and assessment in K-12 foreign language education is explored.
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