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Xerox University Microfilms 300 North Zeeb Road Aon Arbor, Michigan 48106 76-3477 INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page{s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that die copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving die catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as . received. Xerox University Microfilms 300 North Zeeb Road Aon Arbor, Michigan 48106 76-3477 KQSNIK, Frances Magdalena, 1943- THE APPLICATION OF QUESTION STRATEGIES TO THE TEACHING OF CROSS-CULTURAL AWARENESS IN THE FOREIGN LANGUAGE CLASSROOM: A KALEIDOSCOPIC APPROACH. J The Ohio State U niversity, Ph.D., 1975 { Education, secondary Xerox University Microfilms, Ann Arbor, Michigan 4aioe Copyright by Frances Magdalena Kosnik 1975 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. THE APPLICATION OF QUESTION STRATEGIES TO THE TEACHING OF CROSS-CULTURAL AWARENESS IN THE FOREIGN LANGUAGE CLASSROOM: A KALEIDOSCOPIC APPROACH DISSERTATION Presented In Partial Fulfillm ent of the Requirements for the Degree Doctor of Philosophy In the Graduate School of The Ohio State University By Frances Magdalena Kosnik, B.A., M.A. * ft * * * The Ohio State University 1975 Reading Committee: Approved By Edward D. Alien Erika 8ourgu?gnon Roger T. Cunningham Advi ser College of Education Faculty of Humanities Education ACKNOWLEDGMENTS . t owe thanks firs t of a ll to the members of my reading committee, who were always helpful, even when distance could have made communica­ tion d iffic u lt. These members include: Dr. Edward D. Allen, my adviser, who administers the remarkably flexible program which allowed me to delve into various fields to create the synthesis for this study; Dr. Erika Bourguignon, whose perceptive guidance and gracious encourage­ ment never failed to provide the spark I needed to persevere; and Dr. Roger T. Cunningham, who trusted me with unlimited access to his file s and allowed me to attend one of his questlon-strategies workwhops as a particlpant-observer. As regards the application phase of the study, I want to thank the students of Class 7“28 (197^"75)* Pimlico Junior High School, who cooperated enthusiastically in this pioneering effort without ever knowing why. I am also grateful to Joann Mase, the friend In deed who produced the Illu strative photographs in Appendix D, and to GeorgIe Mase, whose drawing of the web Is found tn Appendix C. In addition, I wish to acknowledge Edward T. Hall and a ll the publishers who gave me permission to use excerpts or reproduce charts from their publica­ tions. Finally, I am grateful to Sharon Kelley, the typist, whose cheerful acceptance of a challenge enabled me to meet a dead- 11ne. 11 Throughout my work, I have been spurred on by the moral support of family, friends and colleagues, in this country and abroad. My former students, too, have had a share In my thinking and professional development as a teacher. My interaction with all of these individuals has shaped the learning experiences which made this study possible. My hope is that as one result of these experiences this "kalei­ doscopic approach" w ill become a viable means of acquiring that knowl­ edge of others and of ourselves which we all desire. t i t VITA April 16, 1943 ..................... Born— Baltimore, Maryland 1963 ..........................................B.A. (Secondary Education: French), Mt. St. Agnes College, Baltimore, Maryland 1963-6 4 ....................................Asslstante d'angtals, Lycee de Saint-Cloud, Saint-Cloud, France 1964-65 ....................................Mtddlebury College Program In Paris 1 9 6 5 ....'. ................................M.A. (French), Mlddlebury College 1965-7 1 .................................... French teacher, Western High School, Baltimore, Maryland 1967 (summer)........................NDEA Institute for secondary teachers of French literature and civilization, University of Michigan, Ann Arbor, Michigan 1968 (summer) ........................Instructor of French, University of Maryland Baltimore County, Catonsvllle, Maryland 1970 (summer) ........................Study at the Instituto de Estudlos IberomerIcanos, S a ltillo , Mexico 1971 "72 .................................... Foreign Language Department Head, Lake Clifton High School, Baltimore, Maryland 1972-74 .................................... Student, and Teaching Associate, Department of Humanities Education, The Ohio State University, Columbus, Ohio 1973 (summer) ........................Georgetown German Program, Salzburg, Austria; Study at the Uni vers I dad Interna clonal Menendez Pelayo, Santander, Spain 1974-75 .....................................French and Spanish teacher, Pimlico Junior High School, Baltimore, Maryland 1975 ...........................................French teacher, Arbutus Junior High School and German teacher, Woodlawn Junior High School, Baltimore County, Maryland fv PUBLICATION "YOU Need a Foreign Languagel" Accent on ACTFL IV (September/November, 197*0 FIELDS OF STUDY Studies In Foreign Language Education: Dr. Edward D. Allen Dr. Gilbert A. Jarvis Dr. Frank Otto Studies In Anthropology: Dr. Erika Bourgulgnon Studies In Curriculum: Dr. Paul Klohr Dr. John B. Hough Dr. Charles Galloway Dr. Jack E. Frymier Studies in French: Dr. Pierre Astler Dr. Charles Carlut Dr. Walter MeIden v TABLE OF CONTENTS ACKNOWLEDGMENTS-------------------------------------------------------------------------------------------- I I VITA ---------- .--------------------------- Iv CHAPTER I. INTRODUCTION--------------------------------------------------------------------------------- 1 A. Problem, Rationale, Scope, and Limitations ------------------- 1 B. Outline of the Dissertation -----------------r -------------------------- 6 C. Glossary of Terms--------------------------------------------------------- 8 Notes to Chapter I -------------------------------------------------------------- 11 I I . REVIEW OF LITERATURE: QUESTIONS-------------------------------------------- 12 Introductory Statement -------------------------------------------------------------- 12 A. Surveys of Teacher Questioning Behavior * -------------- 13 B. Systems for the Analysis of Questions----------------------------- 18 C. The Effect of Higher-level Questions on Achievement ------------------------------------------ 24 D. Process Approaches to Teaching----------------------------------- — — 31 E. Discovery Learning: Definition and Rationale ------------- 38 Addendum (Literature on question strategies relating to foreign language education -----------.- 47 Notes to Chapter I I ------------------------------------------------------------ 50 III. CULTURE: A POINT OF VIEW-------------------------------------------------------- 64 Introductory Statement-- — -------------------------------- 64 A. Anthropological Literature —:- — 64 1. Culture as Macrocosm: the Whole ----------- 64 2. Culture as Microcosm: the Parts---------------- 69 3. Cross-cultural Comparison----------------------------—---------- 77 B. Literature: Foreign Language Education ------------------------ 84 1. The Concept ---------------------------------------------------- 85 2. The Method ---------------------------------------------------------------------- 91 C. Models for the Analysis of Culture --------------------- -— - - — 96 Concluding Statement — 102 Notes to Chapter I I I -------------------------------- 103 vl IV. THE KALEIDOSCOPIC APPROACH---------------------------------------------- 113 Introductory Statement-- ---------- — --------------------------------------— 113 A. Content --------------- 117 B. Method- ------------- 125 C. Technique- --------------------------------------------------------------------------- 128 D. Application in the Classroom-------------------------•------------------- 130 1. Introduction to Cross-cultural Study- ------------- 130 2. A Cross-cultural Illu stra tive Unit-------------------------- 132 Notes to Chapter IV ------------------------------------------------------------
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