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Mexican American high school student...

Walker, Louise.

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Mexican American high school students' use of learning strategies in the foreign language classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mexican American high school students' use of learning strategies in the foreign language classroom./
Author:	Walker, Louise.
Description:	176 p.
Notes:	Adviser: Sigrin Newell.
Contained By:	Dissertation Abstracts International69-03A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297987
ISBN:	9780549498599

Mexican American high school students' use of learning strategies in the foreign language classroom.
Walker, Louise.

Mexican American high school students' use of learning strategies in the foreign language classroom. - 176 p.

Adviser: Sigrin Newell.

Thesis (Ph.D.)--Walden University, 2008.

Many Mexican American high school students who come from homes where the Spanish language is spoken, but who do not speak it fluently themselves, are failing their Spanish foreign language class. Little is known about their use of language-learning strategies and their access to comprehensible input. This qualitative study was designed to fill the gap in the second language acquisition research literature regarding how students studying a language they hear at home, but do not speak fluently, experience learning in the foreign language class. For educators, the results of this phenomenological study may provide a deeper understanding of the language-learning experiences, motivations, and needs of their students, and may offer approaches and strategies for achieving better learning outcomes for their students. Krashen's input hypothesis and Oxford's language-learning strategies model served as the conceptual framework. Twelve Mexican American high school students participated in one-on-one interviews to clarify their specific use of language-learning strategies. Data were analyzed using Moustakas's seven-step coding, categorizing, and thematic system. Composite descriptions of the meanings and essences of the students' experiences were developed. Results indicated that although the students were motivated to learn the language, they had limited strategy use because they did not feel that the language learned in the classroom was relevant to their lives. These findings may contribute to social change by informing teaching practices, which could allow such students to achieve success in the foreign language class, thus restoring their primary language and reconnecting them to the family culture.

ISBN: 9780549498599Subjects--Topical Terms:

1018115
Education, Language and Literature.

Mexican American high school students' use of learning strategies in the foreign language classroom.
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020 $a 9780549498599
035 $a (UMI)AAI3297987
035 $a AAI3297987
040 $a UMI $c UMI
100 1 $a Walker, Louise. $3 1279873
245 1 0 $a Mexican American high school students' use of learning strategies in the foreign language classroom.
300 $a 176 p.
500 $a Adviser: Sigrin Newell.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0912.
502 $a Thesis (Ph.D.)--Walden University, 2008.
520 $a Many Mexican American high school students who come from homes where the Spanish language is spoken, but who do not speak it fluently themselves, are failing their Spanish foreign language class. Little is known about their use of language-learning strategies and their access to comprehensible input. This qualitative study was designed to fill the gap in the second language acquisition research literature regarding how students studying a language they hear at home, but do not speak fluently, experience learning in the foreign language class. For educators, the results of this phenomenological study may provide a deeper understanding of the language-learning experiences, motivations, and needs of their students, and may offer approaches and strategies for achieving better learning outcomes for their students. Krashen's input hypothesis and Oxford's language-learning strategies model served as the conceptual framework. Twelve Mexican American high school students participated in one-on-one interviews to clarify their specific use of language-learning strategies. Data were analyzed using Moustakas's seven-step coding, categorizing, and thematic system. Composite descriptions of the meanings and essences of the students' experiences were developed. Results indicated that although the students were motivated to learn the language, they had limited strategy use because they did not feel that the language learned in the classroom was relevant to their lives. These findings may contribute to social change by informing teaching practices, which could allow such students to achieve success in the foreign language class, thus restoring their primary language and reconnecting them to the family culture.
590 $a School code: 0543.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0279
690 $a 0737
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 69-03A.
790 $a 0543
790 1 0 $a Dawidowicz, Paula $e committee member
790 1 0 $a Newell, Sigrin, $e advisor
790 1 0 $a Serdyukov, Peter $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297987