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Vocabulary Use and Classroom Practices Through Teacher Talk : = A Comparative and Longitudinal Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Vocabulary Use and Classroom Practices Through Teacher Talk :/
Reminder of title:	A Comparative and Longitudinal Study.
Author:	Lopez Bastidas, Lani Guadalupe.
Description:	1 online resource (124 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9798380362450

Vocabulary Use and Classroom Practices Through Teacher Talk : = A Comparative and Longitudinal Study.
Lopez Bastidas, Lani Guadalupe.

Vocabulary Use and Classroom Practices Through Teacher Talk :A Comparative and Longitudinal Study. - 1 online resource (124 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of California, Davis, 2023.

Includes bibliographical references

This dissertation project aims to investigate (1) how three different L2 Spanish instructors treat vocabulary in their beginner Spanish course (SPA 1) depending on their teaching experience, and (2) how an instructor treats vocabulary in a beginner Spanish course during the three academic quarters of his first year of teaching at the university level. Concretely, their classroom talk was analyzed with a focus on the (1) input provided by the instructor, output generated by the students, and the number of student interactions in the classroom, and (2) lexical frequency and word repetition in the input. The aim of the study is to get a better understanding of how different instructors' input and overall classroom management may affect incidental vocabulary learning and how such input may change over time as an instructor gains more teaching experience throughout one academic year. Results from this research will hopefully provide relevant insights into how to better train new instructors and how to better connect instructors to vocabulary research in ways to avoid the current disconnect between the scientific literature on the subject and what instructors do in their classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380362450Subjects--Topical Terms:

557829
Linguistics.
Subjects--Index Terms:

Spanish courseIndex Terms--Genre/Form:

554714
Electronic books.

Vocabulary Use and Classroom Practices Through Teacher Talk : = A Comparative and Longitudinal Study.
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500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
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502 $a Thesis (Ph.D.)--University of California, Davis, 2023.
504 $a Includes bibliographical references
520 $a This dissertation project aims to investigate (1) how three different L2 Spanish instructors treat vocabulary in their beginner Spanish course (SPA 1) depending on their teaching experience, and (2) how an instructor treats vocabulary in a beginner Spanish course during the three academic quarters of his first year of teaching at the university level. Concretely, their classroom talk was analyzed with a focus on the (1) input provided by the instructor, output generated by the students, and the number of student interactions in the classroom, and (2) lexical frequency and word repetition in the input. The aim of the study is to get a better understanding of how different instructors' input and overall classroom management may affect incidental vocabulary learning and how such input may change over time as an instructor gains more teaching experience throughout one academic year. Results from this research will hopefully provide relevant insights into how to better train new instructors and how to better connect instructors to vocabulary research in ways to avoid the current disconnect between the scientific literature on the subject and what instructors do in their classrooms.
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