• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    ANALYSIS OF A COMMUNICATIVELY ORIENTED ESL PROGRAM UTILIZING NATIVE-SPEAKING PEER TUTORS.

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_td_8510897_sip1_m.pdf
    Size:
    7.384Mb
    Format:
    PDF
    Description:
    azu_td_8510897_sip1_m.pdf
    Download
    Author
    STRYKER, STEPHEN B.
    Issue Date
    1984
    
    Metadata
    Show full item record
    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
    The purpose of this study was to design and implement a theory-based, communicative ESL curriculum and to study the effects of the curriculum on a student population consisting of adult Mexican and Japanese students in a four-week intensive program. The review of the related literature revealed that basic research in linguistics, psycholinguistics, and second language acquisition is beginning to have considerable influence on second language teaching theory and methodology, and, as a result, a new second language learning paradigm is emerging: teaching for communicative competence. Leading researchers have suggested some theoretical guidelines for curriculum design, textbook preparation, and classroom procedures that would be more conducive to second language learning than the traditional audiolingual approaches. The following features were incorporated into the four-week program at the Center for English as a Second Language at The University of Arizona and constituted the treatment of the students in this study: (1) textbooks of a notional-functional syllabus design were adopted and the schedule was designed to maximize integration of the material and reinforcement of target themes and structures, (2) emphasis was placed on personalized discussion, conversation, and language use, and (3) forty American high school and college students worked with students daily as "tutors" or "conversation partners" on a one-to-one basis, and also participated in numerous social activities with students. The effects of the program on the students' gains in English language proficiency (ELP) were studied using the Comprehensive English Language Test (CELT) and the students' personal reactions to the program were measured using a program evaluation questionnaire. The findings of the study were that: (1) the students showed significant gains in ELP over the four-week period, and the largest gains were in listening comprehension skills; (2) the Mexican students showed significantly higher gains than the Japanese students in all skills measured; (3) the gains made by the Japanese students in the 1983 program were significantly lower than gains made by comparable Japanese groups in previous four-week CESL programs; and (4) a program of this type may be more positively accepted by Mexicans than by Japanese; and these attitudes may effect ELP gains. (Abstract shortened with permission of author.)
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Educational Foundations and Administration
    Graduate College
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.