An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language

English-as-a-Second Language (ESL) students who attend academic institutions are required to communicate orally about the texts they read but are often anxious about their oral language proficiency. They, as well as their instructors, have noted that oral production for ESL students can be proble...

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Main Author: Hewitt, Geraldine
Format: Others
Language:English
Published: 2009
Online Access:http://hdl.handle.net/2429/6324
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spelling ndltd-UBC-oai-circle.library.ubc.ca-2429-63242018-01-05T17:33:06Z An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language Hewitt, Geraldine English-as-a-Second Language (ESL) students who attend academic institutions are required to communicate orally about the texts they read but are often anxious about their oral language proficiency. They, as well as their instructors, have noted that oral production for ESL students can be problematic particularly in classrooms where English is the dominant language. While previous research has examined the written work of ESL students, this study explores the production of their oral language. Fourteen intermediate level ESL students at a mid-sized college/university in British Columbia received explicit instruction in discourse marker use through either a question-and-answer series or a graphic representation of the knowledge structure of principles or cause and effect (Mohan, 1986). Participants analyzed the text for key ideas and for markers that are conventionally recognized in cause and effect discourse, then recalled the text orally. Through pre and post-tests, a written questionnaire, a semi-controlled task in constructing graphics and in-depth analyses of participants' oral samples, the effects of explicit instruction on the production of oral language were researched. Findings were expressed as observations with implications for facilitating ESL students' oral production of cause and effect discourse and possibly for their notemaking so that they might integrate the language and content they require for their academic studies. Education, Faculty of Language and Literacy Education (LLED), Department of Graduate 2009-03-21T23:14:11Z 2009-03-21T23:14:11Z 1997 1997-11 Text Thesis/Dissertation http://hdl.handle.net/2429/6324 eng For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. 4320328 bytes application/pdf
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language English
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description English-as-a-Second Language (ESL) students who attend academic institutions are required to communicate orally about the texts they read but are often anxious about their oral language proficiency. They, as well as their instructors, have noted that oral production for ESL students can be problematic particularly in classrooms where English is the dominant language. While previous research has examined the written work of ESL students, this study explores the production of their oral language. Fourteen intermediate level ESL students at a mid-sized college/university in British Columbia received explicit instruction in discourse marker use through either a question-and-answer series or a graphic representation of the knowledge structure of principles or cause and effect (Mohan, 1986). Participants analyzed the text for key ideas and for markers that are conventionally recognized in cause and effect discourse, then recalled the text orally. Through pre and post-tests, a written questionnaire, a semi-controlled task in constructing graphics and in-depth analyses of participants' oral samples, the effects of explicit instruction on the production of oral language were researched. Findings were expressed as observations with implications for facilitating ESL students' oral production of cause and effect discourse and possibly for their notemaking so that they might integrate the language and content they require for their academic studies. === Education, Faculty of === Language and Literacy Education (LLED), Department of === Graduate
author Hewitt, Geraldine
spellingShingle Hewitt, Geraldine
An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
author_facet Hewitt, Geraldine
author_sort Hewitt, Geraldine
title An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
title_short An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
title_full An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
title_fullStr An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
title_full_unstemmed An exploration of the explicit instruction of discourse markers on ESL readers’ production of oral language
title_sort exploration of the explicit instruction of discourse markers on esl readers’ production of oral language
publishDate 2009
url http://hdl.handle.net/2429/6324
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