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    Dialogue journals: Students' risk taking on content and form

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    Author
    Iventosch, Mieko Shimizu, 1956-
    Issue Date
    1988
    Keywords
    English language -- Study and teaching -- Foreign speakers.
    English language -- Composition and exercises -- Study and teaching.
    Advisor
    Roen, Duane
    
    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
    This research, based on Halliday's functional concepts, examined students language use in a communicative event, dialogue journals, in a Japanese as a foreign language setting. Holistic evaluation and precise analysis of Japanese particles were used to study the relationship between students' attempts to express content, their attempts to use linguistic forms, and the success of those attempts. The main finding is that increasing attempts, both qualitatively and quantitatively, on content and form, enhanced meaning-making ability in Japanese; however, overly high risk-taking on content at first inhibited success, leading to writer's block. More accomplished students were able to adjust their content to their linguistic ability at first, but to increase their risk-taking on both factors over time. Precise analysis further revealed students' hypotheses making in using Japanese particles. The findings suggest that both teachers' linguistic and strategic guidance in their responses and their attention to content are crucial.
    Type
    text
    Thesis-Reproduction (electronic)
    Degree Name
    M.A.
    Degree Level
    masters
    Degree Program
    Graduate College
    English
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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