Dissertations / Theses on the topic 'Whole Language Approach'
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Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.
Full textPietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.
Full textWoodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.
Full textMiller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.
Full textLindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.
Full textTharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.
Full textDodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
Full textWarren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.
Full textHodgson, Carolyn R. "A handbook of teaching language arts using a whole-language approach for learning handicapped students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/392.
Full textHernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.
Full textSamuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.
Full textLenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.
Full textLloyd, Narelle J., and n/a. "Whole language and teachers' perceptions of their classroom practice in reading and writing." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060818.131449.
Full textLim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools: a whole language vs. atraditional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959660.
Full textMuldoon, Teresa Margaret. "Language acquisition of ESL students in a discipline-based art education classroom using collaborative learning and whole language." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332506/.
Full textShapiro, Ardyth. "A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1205.
Full textLim, Marian G. "Evaluating the English language development of students in two Hong Kong preschools : a whole language vs. a traditional approach /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810470.
Full textMarshall, Ailsa. "The relationship between teachers' attitudes to the teaching of writing and whole-language/skills-based philosophies." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28773.
Full textEducation, Faculty of
Graduate
Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
Full textLuke, Leah M. "Ways to enhance comprehension and vocabulary within a whole language framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/795.
Full textGriffith, Bonnie L. "A hands-on approach to literature: Designing a grade 1-3 whole language literature unit." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/432.
Full textFranks, Mary Susan Tomat. "A whole language curriculum for nonreading, limited English proficient Native American adult factory workers." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170311/.
Full textFiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.
Full textRutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.
Full textENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies.
AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.
Wortman, Robert Charles. "Authenticity in the writing events of a whole language kindergarten/first-grade classroom." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185416.
Full textGillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.
Full textPatten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.
Full textSaez, Vega Ruth Jeannette. "The Literacy of Puerto Rican Children in a Whole Language Kindergarten: An Ethnographic Case Study." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565571.
Full textHaas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.
Full textDavis, Ruth A. (Ruth Ann) 1946. "A Comparison of the Reading and Writing Performance of Children in a Whole Language Pre-First-Grade Class and a Modified Traditional First-Grade Class." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331120/.
Full textWilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.
Full textHuang, Ling-Ying. "Teachers' understanding and implementation of a whole language approach to literacy in Taiwan : a study of early years' teachers' beliefs and practices." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4085.
Full textChen, Shu-Fen, and res cand@acu edu au. "Cooperative Learning, Multiple Intelligences and Proficiency: application in college English language teaching and learning." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp120.25102006.
Full textAhl, Astrid. "Läraren och läsundervisningen : En studie av åldersintegrerad pedagogisk praktik med sex- och sjuåringar." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16573.
Full textTramp, Iris Anne. "This too is writing: Writing in the holistic classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/921.
Full textPotter, Michelle Denise. "Making writing meaningful for students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1328.
Full textWalker, Dianne. "The effects on the spelling of Year two, six-year-old children when SRA spelling mastery is added to the whole-language process writing approach to written language." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2478.
Full textMaloney, Katherine Anne. "A writer's workshop approach to teaching the California English-language arts standards in writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1713.
Full textAskildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
Full textMolnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.
Full textBright, Robin M., and University of Lethbridge Faculty of Education. "The relationship between traditional and whole language approaches to language arts instruction." Thesis, Lethbridge, AB : University of Lethbridge, 1988, 1988. http://hdl.handle.net/10133/9.
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Mu, Congjun. "An investigation of the writing strategies three Chinese post-graduate students report using while writing academic papers in English." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16426/.
Full text"A whole language assistance programme with English second language pupils." Thesis, 2014. http://hdl.handle.net/10210/12699.
Full textAs the South African education system is moving towards complete reorganisation and fundamental restructuring, teachers have been forced to take a look at the language being used in their now multilingual classrooms and also at their own teaching of language, as opposed to the teaching of school-based literature. Some teachers see this as a challenge, and with the attention now being paid in the school curriculum to the communicative use of English, are attempting to change their beliefs and conceptions about instruction, language and learning. For many teachers of English second language pupils, the answers lie in the whole language philosophy, as it stands for justice, democracy, and empowerment and against injustice and a stratified society. However, the whole language movement grew from an original focus on the reading, writing and learning processes of native speakers of English, and is only beginning to affect second language learners. The focus of this study is therefore on the implementation of whole language with English second language pupils, with the aim of improving the instruction and education of these learners as well as enhancing the support systems and training for whole language teachers. The whole language philosophy is it different way of thinking about teaching and learning, and thus teachers need to be continually encouraged to examine their own assumptions about learning and teaching. The theory framework for this study includes readings in the origins of whole language, the whole language belief system, English second language learning and connections between whole language and English second language pedagogy. The theoretical framework is constructed with the aim of supporting the construct and approaching the research question from different angles. The nature of the research question presupposes a monographic study as research format, which in tum directs the research to observations, an individual interview and document analysis. The discussion of the monographic study takes place against the background of the qualitative research paradigm. The teacher and Grade One English second language pupils of a Language Assistant Programme, characterised by whole language principles, are the target group of this study. The findings of the inquiry indicate that the whole language philosophy can be applied to English second language learners, but needs to be complemented with an understanding of second language acquisition and English second language teaching methods. It was also found that teachers need continual support in transforming the whole language philosophy into practice and in examining their own beliefs and assumptions about learning and instruction.
ya, Shih li, and 施麗雅. "The Collaborative Action Research on Whole Language Approach in a Kindergarten." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/92218589476008217403.
Full text國立新竹師範學院
幼兒教育研究所
90
Abstract This is a collaborative action research on whole language approach that I conducted with two kindergarten teachers. The purposes of this study are to understand more about the implementation of whole language in a kindergarten classroom, and to discuss its results and influential factors. Informal conversations, interviews, observations, and related documents and files were used as techniques for 8 months’ data collection. The implementation of whole language in this study was divided into three stages, and we developed different strategies and activities for each stage. In the preparation stage, we formed a whole language study group, visited one whole language kindergarten, re-arranged the classroom setting, and called for a parents’ meeting. These preparations and arrangements contributed to the practice of the whole language approach in the following two stages. In the reproducing as well as experimental stage and the teacher-student developing stage, the strategies and activities we developed are: providing an environment with abundant visual words, establishing language learning centers and encouraging parents’ participation, providing listening and speaking interactions, increasing various writing activities, bringing forth the learning atmosphere and practicing the whole language approach in an integrated way. It is found that the children became more active and interactive in their learning. The learning environment and resources were more various and abundant. The learning activities were more diversified and adaptable. The teachers adjusted the activity time and subjects to facilitate the learning. The children performed a respective attitude and mutual learning behaviors accordingly. The results of the implementation of whole language in this study are:the children’s listening concentration and comprehensions were improved. They changed to have abundant vocabulary and poised speaking ability. Their passive dependent reading habit became voluntary independent. Their handwriting progressed from daubs to symbols. They were curious, spontaneous and self-directed in learning. The experience was a special achievement for some exceptional children. The teachers prepared various lesson plans. Teacher’s guidance was subsided to meet the children’s needs. The parents were positive, cooperative and satisfied with their children’s achievement. Those parents who volunteered as teachers gained a sense of self-achievement because of the children’s high learning interest. The positive factors associated with the whole languages approach in this study are: the principal’s support, the parents’ assurance and cooperation, the application of learning resources and external environment, the teachers’ recognition to the whole language theory and attempt to practice it, and the support from the collaborative action research. The negative factors are:the interruption of administrative matters, the deficiency of teaching discussions, and the defects of portfolio assessments. Keywords: early childhood teachers, early childhood education, whole language, collaborative action research
Kuong, Wai-Fong, and 鄺慧豐. "The Whole Language Approach on Using Curriculum in Intermediate Chinese Practicum." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20991182746322839215.
Full text文藻外語大學
華語文教學研究所
103
This study was designed to investigate the Whole Language Approach in the Chinese language teaching intermediate essentials, planning a six-week intermediate Chinese teaching design. This study used questionnaires, interviews and triangulation, and collected a full seven principles of instructional design theory of language: first, courses must be integral to part; second, a student-centered, because learning is the active construction of knowledge by students; third, courses for students now make sense and purpose; four, students have social groups; five, courses both spoken and written, speaking and writing while developing; six, curriculum should be up students starting school with a known unknown; seven, teachers to demonstrate the student's confidence to expand the potential of students, the seven principles of the present study is teaching design. The study found that seven theory of "learner-centered" headed. Instructional Design for intermediate learners of Chinese, summarized the following conclusions: First, make the best use of existing Chinese learners' knowledge and compare the teachings conjunction synonyms, so that students understand the meaning in texts teaching points, two, using a mind map learning topics, Third, teachers and provide relevant learning materials through meaningful questions.
陳詩莉. "Action Research on Math Instruction for Young Children:The Whole Language Approach." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96483721981215504770.
Full text國立新竹教育大學
幼兒教育學系碩士班
99
The purpose of this study is to investigate how kindergarten teachers utilize the Whole Language approach to help young children develp mathematical concepts. The research questions are as follows: 1).What kind of whole-language strategies do kindergarten teachers use to help young children develop math concepts? 2).What problems do the kindergarten teachers encounter in their application of the whole-language approach on teaching math concepts? 3).What are the potential solutions to these problems? I conducted an action research to explore how to apply the Whole Language ideas to implement more creative and appropriate strategies for math teaching for young children. In the process, I obtained observational data on my own instruction and children’s learing activities via video-taping. I also interviewed my colleagues and other early childhood professionals to collect feedback on my teaching and also innovative ideas for further improvement of my instruction. Curriculum and instructional documents related to this research were also collected from my classroom, such as teaching plans, children-observation records, learning assessments, and parent reports, etc. Data analysis was conducted through a periodical and repetitive manner, which enabled myself to read and study the activities my partner and I provided for children and to investigate whether our instructional strategies were helping them learn. We discovered that five major teaching strategies were adopted: 1. Arranging diverse learning opportunities for math concepts for young children; 2. Enpowering students to apply math concepts by themselves; 3. Utilizing language as a powerful medium for learning math concepts; 4. Helping children discover math concepts in daily life; 5. Building stimulating learning environments for math concepts. The difficulties encountered in teaching were categoried into three main aspects: teacher factors, children factors, and environment factors. Possible solutions to these problems, which my partner and I have tried were discussed. Three conclusions and three discussions are drawn from the above-mentioned findings. Several suggestions for practitioners and future research and for my own further improvement are presented.
Kan, Chin-Feng, and 干錦鳳. "Action Research On Teaching Chinese Phonetic Symbols With the Whole Language Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/94100091753722514781.
Full text國立新竹教育大學
幼兒教育學系碩士班
102
The purpose of this study is to investigate how a kindergarten teacher improved her Chinese phonetic symbol teaching through action research, in which she tried to integrate the whole language philosophy into classroom practices with continuous reflection, implementation and revision of her instructional strategies. Two research questions were raised: 1. What whole language strategies and activities did the teacher adopt in Chinese phonetic symbol teaching? 2. What difficulties or challenges did the teacher encounter during the implementation of the whole language strategies and activities? How did she cope with the difficulties? This study was conducted at a kindergarten classroom in a public elementary school located in northern Taiwan. There were 28 children with two teachers and a caregiver in the class. Based on literature review and her prior teaching experiences, the researcher developed a set of Chinese phonetic symbol teaching strategies, which she gradually revised and improved as the research proceeded. While implementing the strategies, the researcher collected data through observations, interviews, and documentations to explore the effects of those activities on young children. Nine major instructional strategies were identified: (1) to integrate curriculum through thematic teaching; (2) to enhance learning functions of the materials in the language arts center; (3) to strengthen classroom routines with written texts; (4) to provide abundant environmental prints in the classroom; (5) to facilitate children’s Phonological awareness with nursery rhymes, poems, and phonemic games; (6) to enrich children’s experience with text with picture books; (7) to utilize the information technology as teaching aids; (8) to adopt the phonetic alphabet games as major part of the pedagogy; (9) to implement authentic assessment. The study also found that not a single strategy that can have an impact on children's learning, but a variety of strategies applied and intertwined to achieve positive learning effects. The impact on children's learning generated as follows: (1) children apply writing skills in diverse contexts; (2) children’s sensitivity of phonetic symbols are enhanced; (3) children demonstrate strong motivation to learn phonetic symbols; (4) children’s phonological awareness is promoted; (5) the disadvantaged children show observable improvement in learning; (6) there are apparent cases of transferring in children's learning. The difficulties or challenges the teacher encountered include: (1) the teacher’s understanding of the whole language philosophy; (2) the children’s insensitivity to environmental prints; (3) the huge individual differences among children.; (4) the uncertainty of learning assessment; (5) the difficulties in maintenance of information software and digital equipment.; (6) the discrepancy between the teaching partners.
Chang, Yi-ting, and 張憶婷. "The Efficacy of Whole Language Approach with Predictable Texts on Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/97713334105783876084.
Full text國立彰化師範大學
兒童英語研究所
102
With reading taken as one of the essential English skills for language learners, studies have shown that whole language reading instruction helps children construct meaning from what they encounter in text. The Whole Language Approach emphasizes children’s efforts to seek meaning in language. Correcting technical errors is therefore not the focus of whole language instruction. Despite its holistic transaction between the reader and text, the whole language approach may present problems for EFL students, given that they need decoding skills in order to build their reading fluency. Featuring in repeated patterns, predictable books can provide children with additional linguistic practice as they read. The current study investigates the effects of predictable books with whole language approach on Taiwanese sixth graders’ reading comprehension. There were forty four graders from an elementary school from central Taiwan participating in the study. The subjects from two intact classes were assigned randomly to an experiment group and a control group. Both groups received twenty-week predictable book reading instruction with and without Whole Language approach. The instruments included an English learning background questionnaire, English reading proficiency pretest and posttest, English reading fluency pretest and posttest, ten immediate story reading comprehension tests, an English achievement posttest, and a questionnaire of learners’ attitudes toward the experimental intervention. The results of the study revealed that the experimental group outperformed the control group on ten immediate story comprehension tests, reading achievement posttest, and reading proficiency posttest. The positive findings suggested that predictable books with Whole Language Approach was effective in building EFL children’s reading experiences as the Whole Language Approach using predictable books not only provides holistic meaning but makes reading instruction naturally effective.
Kuan, Hsiao-Chiech, and 關筱潔. "The Influence of Whole Language Approach on English Language Learning: Through Analytical Lens of Activity Theory." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/n4kz38.
Full text國立東華大學
英美語文學系
102
The study aims to investigate the influence of EFL Whole Language Approach on learners’ language learning in terms of community and tool through analytical lens of Activity Theory. Qualitative case study is conducted as the guideline of this research. Five participants are vocational high school students from an English remedial course in the east part of Taiwan. The sixteen-hour Whole language course meets once a week for four hours (fifty minute a class) on weekend days, a total of four weeks. Qualitative data are collected by means of questionnaires, follow-up interviews, Students’ class works, videotaping and researcher’s field notes. These descriptive data will be categorized and coded by adopting Qualitative data analysis. This research discusses the influence of Whole Language instruction on low-achievers in terms of community and tool in the following aspects: (a) Goal-setting (b) Risk-taking (c) Collaboration (d) Confidence (e) Language Learning. The researcher also gave some suggestions for English teachers and future researchers of Whole Language instruction in this study that could be used as reference.
Lin, Li-ching, and 林麗卿. "The Effects of the Whole Language Approach on Elementary School Students'''' English Learning." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/88264575058539280082.
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