Designing L2 literature circle discussion: tools for teachers and researchers

L Education > LB Theory and practice of education > LB2361 Curriculum

Sevigny, Paul Gregory ; Toolan, Michael,Thompson, Paul

University:University of Birmingham

Department:School of English, Drama and American & Canadian Studies, Department of English Language and Linguistics

关键词: L Education;    LB Theory and practice of education;    LB2361 Curriculum;   

Others  :  http://etheses.bham.ac.uk//id/eprint/9345/7/Sevigny2019PhD_Redacted.pdf

来源: University of Birmingham eTheses Repository

【 摘 要 】

This dissertation examines the qualities of literature circle (LC) discussion contributions produced by upper-intermediate and advanced EFL students at a mid-sized, private Japanese university.Five Oxford University Press Bookworms role sheets were adapted: Discussion Leader, Summarizer, Word Master, Passage Person, and Experience Connector. Two additional roles were created: Unprepared Contributor and Devil’s Advocate. Qualitative and quantitative procedures were combined to explore the qualities of language elicited by members of both classes. While being Mixed Method Research (MMR) (Brown, 2014), the study is underpinned by understandings of Communities of Practice (CofP) (Lave & Wenger, 1991) and Naturalistic Study of Reading (NSR) (Peplow & Carter, 2014). All members received readers and read six stories over one semester. Students rotated roles. The six discussions of all four groups in both classes were recorded, yielding 48 recordings. A pre- and post- LC motivation survey measured Willingness to Communicate (WTC), Intrinsic Reading Motivation (IRM), and Self-Efficacy (SE) for LC discussion. Proficiency scores and motivational data were used to select focus groups and individual learners for in-depth analysis. Overall findings include support of role-based LCs in L2 contexts, a new coding system, and tools to help teacher-researchers analyze and assess LC discourse in future studies.