INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter &ce, while others may be from any type o f 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 affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will 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 Infonnation Company 300 North Zed) Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE RELATIONSHIPS AMONG A VARIATION OF IMMEDIATE RECALL TASKS AND MEASURES OF LI WRITING, L2 ACHIEVEMENT, AND COGNITIVE STRATEGY USE IN STUDENTS OF HIGH SCHOOL SPANISH DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Lee Wilberschied, B.A., M.A. The Ohio State University 1998 Dissertation Committee: ^^pproved by Dr. Gilbert A. Jarvis, Adviser Dr. Charles R. Hancock Dr. V la d im ir M. Sloutsig College of Education UMI Number: 9834097 Copyright 1998 by Wilberschied, Lee F. All rights reserved. UMI Microform 9834097 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 Lee F. W ilberschied 1998 ABSTRACT The immediate recall protocol as an instrument to assess second language (L2) listening comprehension has previously been administered without permitting subjects to take notes. Two purposes of this study were to investigate the effects of varying the im m e d ia te recall protocol task by allowing half of the subjects to take notes if they chose to do so and to study the effect of higher LI writing ability on recall protocol scores. Also, correlations were obtained between protocol scores and first language (LI) writing ability, along with several other measures of individual learner differences; academic GPA, English GPA, essay writing score, Spanish GPA, and language learning strategy use as measured by the Strategy Inventory for Language Learning (SILL). A final purpose was to follow up on Taylor's (1993) finding that the writing of a second protocol without access to the first is an aid to memory for most subjects. One hundred subjects of high school Spanish III classes were randomly placed into note taking and non-note taking groups. All subjects listened to a passage of discourse of 343 words (132 seconds in duration); subjects in the note taking groups took notes if they wished. Subjects then wrote an immediate recall protocol. Notes and protocols were collected before a second listening and protocol writing. All subjects completed a post-listening questionnaire. All subjects had written a formal essay on one assigned topic and completed the SILL. Essay scores averaged with English GPA formed the measure for LI writing ability, and scores were ranked. Scores above the median and those below the median were combined with each note taking condition to form four groups. Findings indicated a benefit for note taking for all subjects but most benefit for more capable LI writers. Main effects for LI writing ability were significant. Questionnaire responses indicated that notes aided memory, the writing process, and, sometimes, comprehension. Pearson correlation coefficients exceeded critical values for all measures, but among the highest was between protocol score and LI ability, rather than general L2 ability. Ill Dedicated to my husband, Nicholas F. Wilberschied, who deserves an even loftier monument to his devotion IV ACKNOWLEDGMENTS The solemnity of the occasion and the formality of the document do not lend themselves to an impassioned expression of the gratitude. Furthermore, only the best of poets would be able to create a work worthy of the generous persons without whose combined help this document would not exist. Although this is another page that nearly no one will read, conforming to format, I hope that 1 can convey some of the depth of my thanks. To my committee chairman and adviser. Dr. Gilbert A. Jarvis, who made a researcher out of me by asking the right questions and by not directly answering many of mine, whose vision helps create the future, thank you for unfailing guidance and steadfast support. To Dr. Charles R. Hancock, a giant in my eyes, a leader of souls, thank you for inspiration, for your belief in me, and for giving me every opportunity possible. To Dr. Vladimir Sloutsky, from whom it has been an honor to leam, thank you for sharing your insights and for opening new doors to understanding of language. To Rebecca Oxford, who graciously gave permission to use the SILL for this research, thank you for your interest and your generosity of spirit. To the administration at North Royalton High School, Charles Gibson, Bernard Kroviak, and Karen Daugherty, thank you for release time, trust that my job duties would be done, and many hugs. To Chris Carion, thank you for making your classes available and for your ongoing interest. To my friends, Rita Stroempl and Sherry Taylor, my mentors, who paved the way and sometimes pushed me along it, thank you for being torch bearers and for always calling me back to the question. To Jean-Louis Dassier, classmate extraordinaire, thank you for being a sounding board, a catalyst, and a matchless peer throughout every endeavor. To Doris El-Tawil, whose reassurance sustained me, you know the extent and depth of my gratitude. To Betsy Taimehül, Barb West, and Holmes Finch, thanks for being ballasts. To my family, George and Kris, best teachers in the world, for gracefully accepting deprivation of attention and time and for sending CARE packages; to AdeUa Hull and Mary Dennis, my earth mothers, for a lifetime of love; to Larissa and Rachel for their encouragement and tolerance, 1 reiterate my thanks. Lastly, to my incomparable husband, for trips not taken, for broken dates, for double burdens and lonely nights; for weathering battles bom of fatigue and tears of frustration; for devotion, dedication, and dozedness; 1 will need the rest of our hves to thank you, so for now I wiU just say...that was fun; let’s do it again. VI VITA 1976-1992 .......................................................Teacher of French, English, and Spanish (7-12) 1991 .................................................................. M.A., Spanish, University of Akron 1993 .................................................................. Supervisor of Student Teachers, The Ohio State University 1993-1995 ....................................................... Adviser, Teacher Certification, The Ohio State University 1993-1995 ....................................................... jraduate Research and Administrative Assistant, ESL Program, The Ohio State University 1993-199 5 ..................................................... Graduate Teaching Assistant, Field Experience for Foreign Language Teacher Candidates, The Ohio State University 1994-199 8 ..................................................... Teacher of Spanish/Department Head, Foreign Languages, North Royalton High School, North Royalton, Ohio PUBLICATION Wilberschied, L. F. and Dassier, J-L. (1995). Increasing the number of minority FL educators: local action to meet a national imperative. The Modem Language Journal. 79. 1-14. Ml FIELDS OF STUDY Major Field: Education: Teaching and Learning—Language, Literacy, and Culture (formerly Educational Studies: Humanities) Studies in Educational Psychology, Research Design, and Second Language Testing. Dr. Gilbert A. Jarvis Second Language Reading, Second Language Acquisition, and Classroom Second Language Development. Dr. Elizabeth Bernhardt Video in Second Language Learning, Technology in Second Language Learning, Advanced Studies in Foreign Language Education, and Issues in Communicative Language Teaching. Dr. Charles Hancock Studies in Second Language Curriculum and Community Language Learning. Dr. Keiko K. Samimy Satellite Field: Spanish Translation of Literature. Caribbean Poetry. Dr. Benjamin Heller Twentieth Century Drama in Spain. Dr. Samuel Amel Twentieth Century Literature. Dr. Jonathan Mayhew MU TABLE OF CONTENTS Page A bstract.............................................................................................................................. ü D edication ........................................................................................................................ iv Acknowledgments .........................................................................................................