Matching Items (4)
Filtering by
- All Subjects: Educational technology
- All Subjects: Mood
Description
This study investigates the effectiveness of the use of Concept-Based Instruction (CBI) to facilitate the acquisition of Spanish mood distinctions by second semester second language learners of Spanish. The study focuses on the development of Spanish mood choice and the types of explanations (Rule-of-Thumb vs. Concept-based) used by five students before and after being exposed to Concept-Based Instruction regarding the choice of Spanish mood following various modalities .The students in this study were presented with a pedagogical treatment on Spanish mood choice that included general theoretical concepts based on Gal'perin's (1969, 1992) didactic models and acts of verbalization, which form part of a Concept-Based pedagogical approach. In order to ascertain the effectiveness of the use of concept-based tools to promote the ability to use Spanish mood appropriately over time, a pre and post-test was administered to the group in which students were asked to respond to prompts containing modalities that elicit the indicative and subjunctive moods, indicate their level of confidence in their response, and verbalize in writing a reason for their choice. The development of these abilities in learners exposed to CBI was assessed by comparing pre and post-test scores examining both forms and explanations for the indicative and subjunctive modality prompts given. Results showed that students continued to rely on Rule-of-Thumb explanations of mood choice but they did expand their use of conceptually-based reasoning. Although the quantitative and qualitative analyses of the results indicate that most students did improve their ability to make appropriate mood choices (forms and explanations) after the CBI treatment, the increased use of conceptually-based explanations for their mood choices led to both correct and incorrect responses.
ContributorsBeus, Eric (Author) / Lafford, Barbara (Thesis advisor) / Beas, Omar (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examines the effect that the modality (volition, doubt, emotion, belief, knowledge, etc.) of matrix noun clauses has on the ability of intermediate (second-year) Spanish L2 students (n=56) to properly produce the subjunctive and indicative moods, the relative order in which students tend to most accurately produce the subjunctive in response to the modalities of volition, doubt, and emotion, and students' level of syntactic ability and mood development. Each participant took a test consisting of twenty questions containing various modalities intended to elicit either the subjunctive or indicative mood. Participants also filled out a questionnaire that was designed to ascertain the participants' level of formal and informal experience with Spanish. The results of this study show that a) when the subjunctive was the target response most participants favored the unmarked indicative mood significantly more than the marked subjunctive mood, b) students most accurately produced the subjunctive to the modality of volition (VL), followed by doubt (DT), and emotion (EM), which is consistent with Collentine's study, and c) students were able to process complex syntax when producing the unmarked indicative mood but not when they were prompted to produce the marked subjunctive mood. The results of this study show that pedagogical expectations regarding the acquisition of the subjunctive mood by second-year Spanish students may be unrealistic as these students were operating somewhere between the pre-syntactic and syntactic stages.
ContributorsKaufman, John Henry (Author) / Lafford, Barbara (Thesis advisor) / García Fernandez, Carmen (Thesis advisor) / Elorrieta, Jabier (Committee member) / Arizona State University (Publisher)
Created2011
Description
In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied in education, it can increase students’ learning interest and concentration (Zhang et al., 2014), reduce cognitive overload (Bower et al., 2014, p.1), and provide a more authentic learning experience (Klopfer, 2008). This study uses both cognitive and sociocultural theoretical perspectives to better understand the role of AR in peer interaction by investigating language-related episodes (LREs) during collaborative dialogue. The current study investigates whether mobile-based AR influence the number, nature, outcome, and correction orientation of LREs during two oral and writing-focused activities of ten advanced L2 Spanish dyads using AR and non-AR mobile applications. The results show significant differences in the incidence of LREs in both settings (AR vs non-AR) and modality focus (oral vs writing-focused). Although significant differences were found between mechanical LREs vs. lexical and grammatical LREs, no significant differences were found between lexical and grammatical LREs in both modalities and settings. Likewise, the correction orientation was similar in both modalities, whereas the LRE outcomes were significantly different in both settings. Immediate posttests were administered to determine whether participants retained the results of the LREs based on the LRE outcome types. The posttests showed a strong correlation between the recognition and production scores of the grammatical structures. However, no significant differences were found in the recognition or production of grammatical structures nor the production of lexical items between the two settings.
ContributorsDomaz, Silvana (Author) / Lafford, Barbara (Thesis advisor) / Smith, Bryan (Thesis advisor) / Tecedor, Marta (Committee member) / Arizona State University (Publisher)
Created2020
Description
With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth.
ContributorsOcando Finol, Maria Virginia (Author) / Lafford, Barbara (Thesis advisor) / Cuya Gavilano, Lorena (Thesis advisor) / Smith, David B. (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2019