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dc.contributor.advisor Slaughter, Helen en_US
dc.contributor.author Cervania, Ranee en_US
dc.date.accessioned 2008-10-24T23:56:38Z en_US
dc.date.available 2008-10-24T23:56:38Z en_US
dc.date.issued 2003 en_US
dc.identifier.uri http://hdl.handle.net/10125/3050 en_US
dc.description Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. en_US
dc.description Includes bibliographical references (leaves 155-166). en_US
dc.description Mode of access: World Wide Web. en_US
dc.description Also available by subscription via World Wide Web en_US
dc.description x, 166 leaves, bound 29 cm en_US
dc.description.abstract This study investigates the role of group project in the development of a second language (L2) within Vygotsky's zone of proximal development (ZPD). It explores the notions of intra-group ZPD and inter-group ZPD, a theoretical expansion of Donato's (1994) notion of collective scaffolding and Nyikos and Hashimoto's (1997) notion of group ZPD. It attempts to answer the following research questions: (1) What is the role of the group project, "Teacher for a Day" in the learning of Filipino/Tagalog vocabulary within the ZPD? (2) What semiotic mediation tools do learners appropriate to co-construct knowledge within the ZPD? (3) How do social and dialogic interactions within and between groups facilitate L2 vocabulary learning? and (4) What are students' perceptions of the use of group project as an innovative approach to teaching/learning Filipino/Tagalog. Participants in the study, second-semester beginning Filipino/Tagalog students at a community college, were born of Filipino immigrant parents and raised in the United States of America. Seven small groups of two and one small group of three worked collaboratively on a group project, "Parts of the Body." Written guidelines for the lesson plan were provided to the students and self-evaluations and two posttests were conducted. Group presentations were videotaped with students' permission. A discourse analysis was employed to analyze the students' dialogic interactions. Results of the study show that the group project approach to L2 language learning and the social and dialogic interactions within a social and cultural context facilitated the self-regulation and internalization of L2 vocabulary. The collective use of semiotic mediation tools in scaffolding assisted the learners to reach their potential development, not only in their individual ZPDs but also in the intra-group and inter-group ZPDs. The study provides instructors of Filipino/Tagalog and other foreign languages information for developing, modifying, and improving small-group language learning activities that will help enhance students' acquisition of the target language. Finally, the findings shed new light on and/or complement studies of the application of Vygotsky's sociocultural theory in the fields of L2 acquisition and educational psychology. en_US
dc.language.iso en-US en_US
dc.publisher University of Hawaii at Manoa en_US
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Educational Psychology; no. 4285 en_US
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. en_US
dc.rights.uri https://scholarspace.manoa.hawaii.edu/handle/10125/1141 en_US
dc.title A qualitative study of group work in the development of Filipino as a second language en_US
dc.type Thesis en_US
dc.type.dcmi Text en_US
dc.contributor.department Education en_US
dc.date.graduated 2003-05 en_US
local.identifier.callnumber AC1 .H3 no. 4285 en_US
local.thesis.degreelevel PhD en_US

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