Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62783

Interaction and Learning in an Extensive Reading Book Club.

File Size Format  
2017-12-phd-ro.pdf 9.69 MB Adobe PDF View/Open

Item Summary

Title:Interaction and Learning in an Extensive Reading Book Club.
Authors:Ro, Eunseok
Contributors:Second Language Studies (department)
Keywords:Conversation Analysis
Extensive Reading
L2 Book Club
Literacy Practices
Date Issued:Dec 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:As a pedagogical approach to second language (L2) learning, Extensive Reading (ER)
has been practiced in various contexts of foreign and second language learning. Evidence for the
benefits of ER has accumulated in an extensive body of research (Jeon & Day, 2016; Nakanishi,
2015 for reviews) that documents the effects of individual reading on various L2 learning
outcomes. Although ER is often implemented through pedagogical activities that associate
individual reading with talk (e.g., S-K. Jung, 2017; Shelton-Strong, 2012; Song & Sardegna,
2014; Suk, 2016), there is a lack of empirical studies that examine how ER activities evolve as
social interaction and whether and how students benefit from participating in them.
To fill this gap, this dissertation examines students’ long-term development of literacy
practices in a book club designed in accordance with ER principles (Day & Bamford, 1998,
2002; Green, 2005). Using multimodal conversation analysis, the study addresses three main
topics.
(1) It explicates the interactional organization of the book club and the multimodal
practices through which the participants accomplish the institutional agenda.
(2) It tracks how the students become interactionally competent participants over the
course of two terms (18 weeks). Specifically, it describes how the students improve the recipient
design of their contributions when they talk about a book to the group and more effectively align
themselves as recipients.
(3) The dissertation reveals how the facilitator’s instructions work as a catalyst for
transforming the students’ participation practices and evolve the institutional norms. The
findings suggest directions for providing ER with an interactional footing and for conducting ER
book clubs specifically.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62783
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.
Appears in Collections: Ph.D. - Second Language Studies


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.