Information to Users

INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely aJfiect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these wUl be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 NOTE TO USERS The original manuscript received by UMI contains pages with slanted print. Pages were microfilmed as received. This reproduction is the best copy available UMI INDIVIDUAL INTEREST AND SUBJECT-MATTER KNOWLEDGE; VARIABLES AFFECTING SECOND-LANGUAGE STRATEGY USE IN READING A SCIENCE ARTICLE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tona Dickerson, M A The Ohio State University 1998 Dissertation Committee: Approvi Professor Charles Hancock, Adviser 'Adviser Professor Diane Birckbichler College of Education Professor Donna Lone ÜMI Number: 9833967 UMI Microform 9833967 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Tona G. Dickerson 1998 ABSTRACT This study investigated two components of Ellis' (1994) model of second language learning; individual learner differences and language learning strategies. Ellis posits that these language learners characteristics have an impact on the learning process. In fact, he claims that they determine strategy use. In the present study, subject-matter knowledge and individual interest were conceived to be individual learner differences. The purpose of the student study, therefore, was to document the strategies reported when subject-matter knowledge and individual interest were considered. After measures of subject-matter knowledge and individual interest in a topic were obtained, a think-aloud protocol documented the strategy use of ten collegiate second- language learners of Spanish. Using a qualitative analysis, a strategy use taxonomy was developed which contained the strategies that both science and non-science majors employed during the reading of a science text. The identified strategies were subsequently submitted to frequency counts and then analyzed according to the levels of subject-matter knowledge and levels of interest of the participants in this study. In addition to strategy use identification, this study investigated strategy use validation to examine whether learners used strategies they had previously identified. The results of this study indicated that science and non-science majors apply similar strategies to understand a science text, but they differ in terms of both frequency of strategy use and type of strategies used. Additional key findings related to learner systematicity of strategy use, an interrelationship between individual interest, subject- matter knowledge, strategy use, and the validation of learner strategy use. The findings of this study provide insights into the language learning process of collegiate science and non-science majors during the reading of a science article. Also, the study presents implications for classroom practitioners and researchers. Second language strategy instruction and further research recommendations are made. Ill DEDICATED to my mother, Elzora Johnson IV ACKNOWLEDGMENTS As I honor Jesus Christ, the living God. I recognize the contributions of two e.xceptional scholars who obeyed Him and willingly gave of themselves to ensure my success: Dr. Charles Hancock, my adviser, a man of faith, and Dr. Elizabeth Bernhardt, my mentor. I acknowledge the role of many other outstanding scholars in my doctoral program. Dr. Terrell Morgan. Dr. Keiko Samimy, and Dr. Valerie Lee. members of my General Examination Committee: and Dr. Donna Long and Dr. Diane Birckbichler. members of my Dissertation Committee under whose direction my research, analytical, and writing skills were continually honed. 1 express my gratitude to another scholar. Bryce Bate. Senior Systems Manager for University Technology Services who benevolently provided the technical assistance to develop the computerized translation and interview. Many other individuals shared in various aspects of this degree. The data could not have been collected without the assistance of Melinda Robinson and the Department of Spanish and Portuguese's teaching assistants and instructors. Carlos Eduardo Pineros assisted in rating and coding the data of this study. Doyline Williams and Claude Nicholson donated their time and energy to read and comment on drafts of the written document. Esther Haynes. Betty Me bane, and members of the former Foreign Missions Committee of the Church of Christ Apostolic Faith contributed spiritually and financially toward language study/ missions trips to Ecuador and Costa Rica. My years at The Ohio State University were blessed with the friendships of other graduate students; Sara Chang, Raquel Greene, Linda Trautman, Marilyn Howard, Fernanda Capraro, Noriko Fuijioka, Natasha Bondareva-Humpheys, German Ardila, and Akinjou Oniapo. I could not have endured those years without the care packages and words of encouragement given by Susan and Tom Myers, Rochelle keeper-Ryan, Hannah keeper, Cheryl Parker, and Carlos Chang. More importantly, I could not have completed this degree without the spiritual sacrifices of eight women who agreed to pray and fast for me during the writing of my dissertation: Geneva Watson, Dr. Helen Goss, Tracy Barron-Watkins, Betty Morris, Georgia Gibson, Charlene Backner, Olive Grayson, and kynda Dickerson. I thank God for the family in which He placed me. I honor my mother, Elzora Johnson, who always encouraged me to obtain this degree. I express my appreciation to my sister, kynda Dickerson, my taithful cheerleader, who always boasts my accomplishments. Last but not least, I am indebted to my uncle and aunt, Fred and Ann Harp for this degree. During my childhood, they rewarded my academic achievements with one dollar for each letter grade of A. "but with God. all things are possible." Matthew 19:26 VI VITA December 3, 1958 ....................................................................................... Bom, Columbus, Ohio 1980 ........................................................................................................... B.A., Denison University Granville, Ohio 1980-1982 .........................................................................................................Peace Corp Volunteer Ecuador 1983-1992 .............................................................................................Second-Language Instructor Refugee Resettlement Center Columbus, Ohio 1992 .............................................................................................M A., The Ohio State University 1992-Present ........................... Graduate Administrate, Teaching, and Research Associate The Ohio State University PUBLICATIONS Dickerson. T , Bernhardt. E . Brownstein. E.. Copley. E . McNichols. M.. Thompson, R.. Washington. P. & Webb. M. (1995), "African-American Children Reflecting on Science, Mathematics, and Computer through Creative Writing: Perspectives from a Saturday Science Academy." Journal of Negro Education 64(2). Dickerson. T. & Bernhardt, E. (1995). Strategy Use During the Reading of Professional-level Texts. Columbus. Ohio: National Foreign Language Resources Center vu 3. Dickerson, T., Bernhardt, E., Destine, T. (1994). "Writing Science and Writing in Science: Perspectives from Minority Children." Cognosos 3(3) p.7-10. 4. Webb, M., McNichols, M , Thompson, R., Washington, P., Dickerson, T. (1994). "The Impact of a Science-Enrichment Program on African-American Children." Cognosos 3(4) p. 6. 5. Sulaiman, A , Destine, T., Dickerson, T., Dowell, M , Liu, J., Lucas, R , Wilberscheid-Hull, L., Shu-hua, Wu. (1994). Annotated Bibliography. In C.W. Hancock (Ed ), Teaching. Testing, and Assessment: Making the Connection. (pp.241-244). Lincolnwood, IL: National Textbook Company. FIELDS OF STUDY Major Field: Education Professors Charles Hancock and Elizabeth Bernhardt Satellite Areas: Spanish and English Professors Terrell Morgan and Valerie Lee VlII TABLE OF CONTENTS A b stra c t....................................................................................................................................................

Load more