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

FindBook

Google Book

Amazon

博客來

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions./
作者:	Thompson, Vhirshante Christian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	163 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28774052
ISBN:	9798209893806

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.
Thompson, Vhirshante Christian.

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 163 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

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

The topic of this study was vocabulary development instruction and its influence on language acquisition and academic performance. The problem addressed in this qualitative case study was the disparity in the United States regarding literacy, language acquisition, and academic achievement. Specifically, the deficiency, or achievement gap, in academic language and literacies. The purpose of this qualitative case study was to explore how teachers perceived the influence of academic and content-specific vocabulary development instruction on language acquisition and academic performance in their students. The theoretical framework of the study was guided by Vygotsky's (1978) constructivism theory of social interaction. A qualitative methodology and case study design were utilized to examine the unique specific and complex perceptions of the teacher participants on their experiences with vocabulary development instruction, language acquisition, and academic performance. To procure the data, 14 third-, fourth-, and fifth-grade teacher participants were purposefully selected. After completing a questionnaire at the beginning of the study, they participated in one-on-one interviews and a focus group. Resulting from the application of inductive analysis and in vivo coding based on the research questions and theoretical framework, six themes emerged: (a) implicit, explicit, and differentiated instruction, (b) exposure to academic and content-specific vocabulary, (c) usage and connections to language in academic and social contexts, (d) gradual release and layering instruction, (e) needed professional development opportunities, and (f) collaboration, peer teaching, and connection to grow and perform academically. The primary implications were that layering instruction and exposing students to vocabulary allowed for connections, collaboration, and usage to increase both language acquisition and academic performance. Recommendations for future practice included adopting additional professional development opportunities and support from the district based on teacher input. It was recommended that future research explore a broader range of grade-level teachers' perceptions to determine perception comparability. Additionally, studies should aim to discover avenues that directly affect student performance and increase literacy rates through the development of language by means of rigorous vocabulary instruction.

ISBN: 9798209893806Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Academic achievement

The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.
LDR:03702nmm a2200373 4500 001 2350663
005 20221020130411.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798209893806
035 $a (MiAaPQ)AAI28774052
035 $a AAI28774052
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thompson, Vhirshante Christian. $3 3690169
245 1 4 $a The Effects of Vocabulary Development Instruction on Language Acquisition and Academic Performance: A Qualitative Study of Teacher Perceptions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 163 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Kim, Edward.
502 $a Thesis (Ed.D.)--Northcentral University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The topic of this study was vocabulary development instruction and its influence on language acquisition and academic performance. The problem addressed in this qualitative case study was the disparity in the United States regarding literacy, language acquisition, and academic achievement. Specifically, the deficiency, or achievement gap, in academic language and literacies. The purpose of this qualitative case study was to explore how teachers perceived the influence of academic and content-specific vocabulary development instruction on language acquisition and academic performance in their students. The theoretical framework of the study was guided by Vygotsky's (1978) constructivism theory of social interaction. A qualitative methodology and case study design were utilized to examine the unique specific and complex perceptions of the teacher participants on their experiences with vocabulary development instruction, language acquisition, and academic performance. To procure the data, 14 third-, fourth-, and fifth-grade teacher participants were purposefully selected. After completing a questionnaire at the beginning of the study, they participated in one-on-one interviews and a focus group. Resulting from the application of inductive analysis and in vivo coding based on the research questions and theoretical framework, six themes emerged: (a) implicit, explicit, and differentiated instruction, (b) exposure to academic and content-specific vocabulary, (c) usage and connections to language in academic and social contexts, (d) gradual release and layering instruction, (e) needed professional development opportunities, and (f) collaboration, peer teaching, and connection to grow and perform academically. The primary implications were that layering instruction and exposing students to vocabulary allowed for connections, collaboration, and usage to increase both language acquisition and academic performance. Recommendations for future practice included adopting additional professional development opportunities and support from the district based on teacher input. It was recommended that future research explore a broader range of grade-level teachers' perceptions to determine perception comparability. Additionally, studies should aim to discover avenues that directly affect student performance and increase literacy rates through the development of language by means of rigorous vocabulary instruction.
590 $a School code: 1443.
650 4 $a Curriculum development. $3 684418
650 4 $a Language arts. $3 532624
653 $a Academic achievement
653 $a Academic performance
653 $a Language acquisition
653 $a Language development
653 $a Teacher perceptions
653 $a Vocabulary development
690 $a 0727
690 $a 0279
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 83-09A.
790 $a 1443
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28774052