國立虎尾科技大學 |

The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners./
作者:	Pitner, Hannah.
面頁冊數:	1 online resource (197 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9798379406448

The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners.
Pitner, Hannah.

The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners. - 1 online resource (197 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--The University of Memphis, 2023.

Includes bibliographical references

Relatively little research has considered how tasks are performed and experienced by students in different types of classrooms. Research shows that innovative classroom designs can lead to higher levels of cognitive engagement, connections between form and meaning, and more diverse forms of input (Schmidt, 1990; Svalberg, 2012) and are particulary beneficial for young learners (Nunan 2013). While significant research has explored TBLT, very little has looked at its effectiveness with young learners, particularly in the foreign language classroom. (Butler & Zeng 2014, Ellis 2020). The present quasi experimental mixed methods study examines the effects of the classroom setting on interaction processes and affective factors within the Spanish classroom with vocabulary as the target linguistic feature. Classroom comparisons are made between traditional and Montessori designs. Data was collected with a group of fifteen 4th and 5th grade novice language learners split into two TBLT Spanish classes during a one-month summer enrichment program. Each group of learners attended equal class time in a traditional classroom and in an age-appropriate Montessori classroom. Data on motivation, attitude, and anxiety was collected through uptake sheets given to learners at the end of the pre-task and the main task. Vocabulary data was collected through pre, post, and weekly vocabulary tests. Interaction data was collected through recording of pair task work, then transcribed and coded for total turns, off task turns, and vocabulary usage. Overall, the Montessori classroom design exceeded the traditional classroom in affective factors and vocabulary acquisition following previous research by Gurzinsky-Weiss et al. (2015) on innovative classroom design. Opinion gap tasks were most effective in terms of affective factors for young learners as well as rate of learning, while information gap tasks promoted the highest levels of target language usage. Findings of this study allow for deeper understanding of how TBLT can be more effective for young learners in terms of classroom type and task type to increase interaction and vocabulary acquisition as well as promote positive effects on affective factors.

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

Mode of access: World Wide Web

ISBN: 9798379406448Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

AnxietyIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners.
LDR:03633ntm a22003857 4500 001 1149598
005 20241022112552.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379406448
035 $a (MiAaPQ)AAI30317175
035 $a AAI30317175
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Pitner, Hannah. $3 1475899
245 1 4 $a The Effects of Classroom Type on Anxiety, Motivation, Interaction, and Vocabulary Development in a Novice Level TBLT Course for Young Learners.
264 0 $c 2023
300 $a 1 online resource (197 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Adams, Rebecca.
502 $a Thesis (Ph.D.)--The University of Memphis, 2023.
504 $a Includes bibliographical references
520 $a Relatively little research has considered how tasks are performed and experienced by students in different types of classrooms. Research shows that innovative classroom designs can lead to higher levels of cognitive engagement, connections between form and meaning, and more diverse forms of input (Schmidt, 1990; Svalberg, 2012) and are particulary beneficial for young learners (Nunan 2013). While significant research has explored TBLT, very little has looked at its effectiveness with young learners, particularly in the foreign language classroom. (Butler & Zeng 2014, Ellis 2020). The present quasi experimental mixed methods study examines the effects of the classroom setting on interaction processes and affective factors within the Spanish classroom with vocabulary as the target linguistic feature. Classroom comparisons are made between traditional and Montessori designs. Data was collected with a group of fifteen 4th and 5th grade novice language learners split into two TBLT Spanish classes during a one-month summer enrichment program. Each group of learners attended equal class time in a traditional classroom and in an age-appropriate Montessori classroom. Data on motivation, attitude, and anxiety was collected through uptake sheets given to learners at the end of the pre-task and the main task. Vocabulary data was collected through pre, post, and weekly vocabulary tests. Interaction data was collected through recording of pair task work, then transcribed and coded for total turns, off task turns, and vocabulary usage. Overall, the Montessori classroom design exceeded the traditional classroom in affective factors and vocabulary acquisition following previous research by Gurzinsky-Weiss et al. (2015) on innovative classroom design. Opinion gap tasks were most effective in terms of affective factors for young learners as well as rate of learning, while information gap tasks promoted the highest levels of target language usage. Findings of this study allow for deeper understanding of how TBLT can be more effective for young learners in terms of classroom type and task type to increase interaction and vocabulary acquisition as well as promote positive effects on affective factors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Pedagogy. $3 1148703
650 4 $a Linguistics. $3 557829
653 $a Anxiety
653 $a Motivation
653 $a Peer interaction
653 $a Task based language teaching
653 $a Task type
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0456
710 2 $a The University of Memphis. $b English. $3 1468378
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30317175 $z click for full text (PQDT)