An Investigation Of The Value Of Fictional Texts As A Tool For Enriching German Language And Culture Learning: A Kaleidoscopic View Of Outcomes And Possibilities

Persistent Link:
http://hdl.handle.net/10150/194252
Title:
An Investigation Of The Value Of Fictional Texts As A Tool For Enriching German Language And Culture Learning: A Kaleidoscopic View Of Outcomes And Possibilities
Author:
Ostertag, Veronica Susanne
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Given current changes and trends in foreign language (FL) education (National Standards, waning interest in FL study), educators need to develop intellectually stimulating tasks to encourage personal, inter-/intrapersonal and cultural growth. Although many researchers postulate that fictional texts are a superior means to accomplish this goal (Swaffar, 1992; Shanahan, 1997; Einbeck, 2002), only few have experimented with using them as a basis for culture learning (Scott and Huntington, 2002) or measured their overall efficacy for FL learning. This study investigated the effectiveness of fictional media in the German intermediate FL classroom using a multi-faceted research design incorporating different data sets (questionnaires, student journals, and CMC chats), which underwent quantitative and/or qualitative analyses.The pre-posttest format for of three questionnaires assessed changes in learners' responses to FL attitude and motivation for study, course interest, the National Standards, perceptions about the intellectual content of fictional media, motivation, and enjoyment. Results showed that literature provides educational value beyond the level of language acquisition and encourages a multitude of learning dimensions.Students' CMC journals written about fictional media were analyzed using the Linguistic Inquiry and Word Count (Pennebaker, Francis, & Booth, 2001) to ascertain changes of word usage in certain categories over the duration of the semester. A qualitative analysis using Grounded Theory (Glaser & Strauss, 1967; Glaser 1992 & 1998) showed emergent changes and themes relevant for culture and language learning. In addition to the journals, learners' CMC chats were also analyzed qualitatively to investigate the social nature of L2 language use and its pedagogical implications (Vygotsky, 1986). Shifts in categories and the emergence of themes were attributed to the effect of Text content/Genre rather than Time, and learners' chat did not evidence co-constructivist/dialogic learning as first postulated.
Type:
text; Electronic Dissertation
Keywords:
German; Culture Learning; Content-based instruction; Foreign Language Learning; Foreign Language Literature; Authentic Texts
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Second Language Acquisition & Teaching; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Wildner-Bassett, Mary E.
Committee Chair:
Wildner-Bassett, Mary E.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleAn Investigation Of The Value Of Fictional Texts As A Tool For Enriching German Language And Culture Learning: A Kaleidoscopic View Of Outcomes And Possibilitiesen_US
dc.creatorOstertag, Veronica Susanneen_US
dc.contributor.authorOstertag, Veronica Susanneen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractGiven current changes and trends in foreign language (FL) education (National Standards, waning interest in FL study), educators need to develop intellectually stimulating tasks to encourage personal, inter-/intrapersonal and cultural growth. Although many researchers postulate that fictional texts are a superior means to accomplish this goal (Swaffar, 1992; Shanahan, 1997; Einbeck, 2002), only few have experimented with using them as a basis for culture learning (Scott and Huntington, 2002) or measured their overall efficacy for FL learning. This study investigated the effectiveness of fictional media in the German intermediate FL classroom using a multi-faceted research design incorporating different data sets (questionnaires, student journals, and CMC chats), which underwent quantitative and/or qualitative analyses.The pre-posttest format for of three questionnaires assessed changes in learners' responses to FL attitude and motivation for study, course interest, the National Standards, perceptions about the intellectual content of fictional media, motivation, and enjoyment. Results showed that literature provides educational value beyond the level of language acquisition and encourages a multitude of learning dimensions.Students' CMC journals written about fictional media were analyzed using the Linguistic Inquiry and Word Count (Pennebaker, Francis, & Booth, 2001) to ascertain changes of word usage in certain categories over the duration of the semester. A qualitative analysis using Grounded Theory (Glaser & Strauss, 1967; Glaser 1992 & 1998) showed emergent changes and themes relevant for culture and language learning. In addition to the journals, learners' CMC chats were also analyzed qualitatively to investigate the social nature of L2 language use and its pedagogical implications (Vygotsky, 1986). Shifts in categories and the emergence of themes were attributed to the effect of Text content/Genre rather than Time, and learners' chat did not evidence co-constructivist/dialogic learning as first postulated.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectGermanen_US
dc.subjectCulture Learningen_US
dc.subjectContent-based instructionen_US
dc.subjectForeign Language Learningen_US
dc.subjectForeign Language Literatureen_US
dc.subjectAuthentic Textsen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWildner-Bassett, Mary E.en_US
dc.contributor.chairWildner-Bassett, Mary E.en_US
dc.contributor.committeememberDupuy, Beatriceen_US
dc.contributor.committeememberEcke, Peteren_US
dc.identifier.proquest2355en_US
dc.identifier.oclc659748237en_US
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