Syntactic Enhancement and Second Language Literacy: An Experimental Study

Autor/inn/en	Park, Youngmin; Warschauer, Mark
Titel	Syntactic Enhancement and Second Language Literacy: An Experimental Study
Quelle	In: Language Learning & Technology, 20 (2016) 3, S.180-199 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Syntax; Second Language Learning; Literacy; English (Second Language); Language Proficiency; Language Arts; Textbooks; Laptop Computers; Control Groups; Intervention; Outcomes of Education; Observation; Interviews; Student Attitudes; Visual Aids; Grade 6; Learner Engagement; Academic Discourse; Teaching Methods; Computer Assisted Instruction; Pretests Posttests; English Teachers; Statistical Analysis; Academic Achievement; Achievement Tests; Standardized Tests; Linguistic Input; State Standards; English Language Learners; Mixed Methods Research; Multivariate Analysis; California; California Achievement Tests + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Sprachkultur; Textbook; Text book; Schulbuch; Lehrbuch; Laptop computer; Laptop; Computer; Digitalrechner; Lernleistung; Schulerfolg; Beobachtung; Interviewing; Interviewtechnik; Schülerverhalten; Anschauungsmaterial; School year 06; 6. Schuljahr; Schuljahr 06; Discourse; Diskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Sprachbildung; Multivariate Analyse; Kalifornien
Abstract	This experimental study examined how the reading and writing development of sixth-grade L2 students was affected by syntactic enhancement. Visual-syntactic text formatting (VSTF) technology, which visualizes syntactic structures, was used to convert a textbook to the one with syntactic enhancement. The sample (n = 282), which was drawn from a larger study conducted in Southern California, was a mixed population of English proficiency levels: low-proficiency L2 students (n = 113) and high-proficiency L2 students (n =169). Over a school year, VSTF students read their English language arts (ELA) textbooks in VSTF on their laptops and control students read their regular block-formatted textbooks either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated student engagement in ELA instruction by drawing students' attention to syntactic structures. The results of the California Standard Tests (CST) before and after the intervention were examined to evaluate participants' learning outcomes. Although high-proficiency students did not show a significant improvement on the post-test, low-proficiency made significant gains on two subtests of the CST: written conventions and writing strategies. These findings suggest that VSTF reading may facilitate improving syntactic awareness, which is essential for L2 students to develop their English reading and writing skills in academic contexts. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01