El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado

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dc.contributor Worden, William
dc.contributor Perkins, Connie-Janiga
dc.contributor Sepúlveda, Ciro
dc.contributor.advisor Picone, Michael
dc.contributor.advisor Mantero, Miguel
dc.contributor.author Burgos, Francisco
dc.date.accessioned 2017-03-01T16:58:38Z
dc.date.available 2017-03-01T16:58:38Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001509
dc.identifier.other Burgos_alatus_0004D_11920
dc.identifier.uri https://ir.ua.edu/handle/123456789/1968
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study, which involved classroom-based experimental research conducted during the Fall semester of 2013 in a Spanish class at Oakwood University, aimed at extending the findings of previous studies on the use of familiar texts in reading and writing (Brown 2007, Vygotsky 1978, Kern 2000, Rollins & Villamil 2001, McCourt 2006, Morris, Beck & Smith 2004, Smith & Carvill 2000, Baring 2008, Bonard 2000, White 2009, Freire 1970. To do so, this study examined empirically the impact of familiar texts on students' reading and writing outcomes using treatment and control conditions for comparison. This study was also interested in demonstrating whether working with these types of texts within a "community of practice" affected reading and writing outcomes. This study presented quantitative evidence in relation to the use of familiar texts for pre-, co- (simultaneous), and post-reading and writing activities at beginning college levels. The tests determined that there were statistically significant differences between scores on reading and writing exercises in the treatment and control conditions. The results suggest that students who were in the treatment condition (with familiar texts) outperformed students in the control condition and did so at a level that is statistically significant. Qualitative evidence was also obtained suggesting positive impact for learning within a community of linguistic practice. Participant surveys revealed that the students felt less anxious and more motivated when their ability to identify with the learning environment was enhanced via the use of familiar texts for pre-, co-, and post-reading and writing activities.
dc.format.extent 265 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Linguistics
dc.subject.other Foreign language instruction
dc.title El impacto de textos en contextos familiares en comunidades de práctica para la adquicisción de vocabulario y estructuras gramáticales de español inicial acelerado
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Modern Languages and Classics
etdms.degree.discipline Spanish
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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