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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 76-3526 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 the 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 the 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 Ann Arbor, Michigan 48106 76-3526 PINNELL, Gay Su, 1944- LANGUAGE FUNCTIONS EXPLORATION OF FIRST GRADE STUDENTS AS OBSERVED IN INFORMAL CLASSROOM ENVIRONMENTS. The Ohio State University, Ph.D., 1975 Education, elementary Xerox University Microfilms , Ann Arbor, Michigan 48106 @ 1975 GAY SU PINNELL ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. f f i f LANGUAGE FUNCTIONS EXPLORATION OF F^IRST GRADE STUDENTS AS OBSERVED IN INFORMAL CLASSROOM ENVIRONMENTS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Gay Su Pinnell The Ohio State U n iversity 1975 Readi ng Commi tte e Approved by C h arlo tte S. Huck Charles Galloway Advisor Julia Dalrymple Faculty of Early and Middle Ch i 1dhood Educa t i on acknowledgments I wish to acknowledge the friendliness and generosity of teachers and children at the schools where data for the main study and pilot study were collected. Teachers* willingness to open their classrooms and to share their insights was of invaluable help. I am also deeply indepted to Professor Charlotte Huck, who served on my graduate committee and gave of her time and expertise to help in formulating the ideas for this study. I wish to express my appreciation to Professor Charles Galloway, who also served on the committee and provided valuable insights and perspectives. I am especially grateful for the stimulating ideas, insightful criticism , and constant encouragement of Professor Martha King, who directed the study. To Mrs. Barbara Fincher, I wish to express my appreciation for careful preparation of the final draft. In addition, I owe much to the help, feedback, and encouragement of other friends at Ohio State and to my mother, Mrs. Elfrieda Pinnell, who has been a source of help and support throughout the project. I would also like to acknowledge the help and encouragement of William Wayson. His stimulating ideas and his belief in what we can achieve in our schools have had great impact on my thinking. ii VITA June 18, 1 9 ^ . i ......................................... Born - Brownwood, Texas 1966 ...................................................................... B.A., Eastern New Mexico Uni versi ty P o rtales, New Mexico 1967-1972 ........................................................... Elementary Teacher, Upper A rling ton School System Columbus, Ohio 1968 ..................................................................... M.A,, The Ohio State University Columbus, Ohio 1972-1975 ........................................................... Teaching Associate; Instructor in the EPIC Program; The Ohio State University Columbus, Ohio ****** FIELDS OF STUDY Major f ie ld : Language A rts , Reading, C hild ren 's L ite ra tu re Studies in Language A rts , C h ild ren 's L ite ra tu re and Reading, Professor Martha King and Professor Charlotte Huck Studies in Informal Education, Professor Martha King and Professor Charlotte Huck Studies in Education Change and Teacher Behavior and Staff Development, Professor W illiam Wayson and Professor Ross Mooney 1• i* •1 TABLE OF CONTENTS f •1 Page ACKNOWLEDGMENTS i i VITA ................................................................................................................... i i i LIST OF TABLES . ..................................................................... ^ vi I / CHAPTER I . THE NATURE OF THE PROBLEM.................................................... 1 Background of the Problem ................................................. 1 Statement o f the Problem ........................................................ 8 Procedures of the S tu d y ........................................................ 10 Definition of Term s................................................................. 11 I I . REVIEW OF RELATED LITERATURE ................................................. 15 Language in a C ultural Framework ....................................... 15 Studying the Classroom as a Social System .................. 19 The Importance o f In teractio n ................................... 19 Analysis of Interaction in Classroom Settings. 20 How Language is Used in the Social Setting ................. 23 Historical Perspective ................................................ 23 H a llid a y 's Theory of Functions o f Language . 25 Language Functions in the School Setting . 29 The Concept o f R eg ister................................................ 35 The Context in Which Language is U s e d .......................... 38 The Teacher..................... 39 The Context of the Classroom ................................... ^5 ’S um m ary ..................................................................................................... 50 I I I . PROCEDURES OF THE ST U D Y .......................................................... 52 The Pilot Study . .'........................................... 52 Procedures of the Pilot Study ................................... 53 Information from the Pilot Study .......................... 55 Conclusions from the Pilot Study .......................... 56 Population of the S tu d y .......................................................... 57 Description of the School ....................................... 57 Selection o f Classrooms ............................................... 58 D escription o f Classrooms ....................................... 59 T e a c h e r s .............................................................................. 59 Selection of Subjects .................................................... 60 Recording/Observing Procedures ........................................... 62 S c h e d u lin g ......................................................................... 62 Instruments Used in Obtaining Language Sample. 65 Procedures for Observation ................................... 67 Transcriptions o f Tapes ........................................... 67 In te r v ie w s......................................................................... 68 Analysis of the Data ................................................................. 69 The Language S a m p le.............................. 69 Interview Data .......................... 69 Teacher/Child Interactions ....................................... 70 Summa r y ........................................................................................... 70 IV. DEVELOPMENT OF THE CATEGORY SYSTEM FOR FUNCTIONS OF LANGUAGE.................................................................................. 7k Defining the Unit for Analysis ........................................... 7k Categories o f Language Functions ....................................... 79 Interpersonal and Ideational Dimensions . 79 Instrumental Language ................................................ 81 Regulatory Language .................................................... 82 In tera c tio n a l Language ................................................ 86 Personal Language ........................................................ 92 Im aginative Language ...................................... Sk Inform ative Language .................................................... 98 Heuristic Language................................ \0k S um m ary ........................................................................................... 107 V. ANALYSIS OF THE DATA................................................................. 109 General Patterns Observed .................................................... 109 Quantity
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