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DOCUMENT RESUME

ED 252 097

FL 014 793

AUTHOR

Kreeft, Joy; And Others

TITLEDialogue Writing: Analysis of Student-Teacher Interactive Writing in the Learning of English as a

Second Language.

INSTITUTIONCenter for Applied Linguistics, Washington, D.C.

SPONS AGENCY

National Inst. of Education (ED), Washington, DC.

PUB DATE

Dec 84

CONTRACT

G-83-0030

NOTE 435p.

PUB TYPE

Reports 7 Research/Technical (143)

EDRS PRICE

MF01/PC18 Plus Postage.

DESCRIPTORSClassroom Techniques; *Dialogs (Language); *Diaries; Discourse Analysis; Elementary Education; *English (SeCond Language); Grade 6; Grammar; Language Patterns; *Language Usage; Limited English Speaking; Morphemes; Questioning Techniques; *Second Language

Learning; Teacher Student Relationship; *Writing

Processes

IDENTIFIERS

*Dialogue Journals

ABSTRACT

A study of the dialogue journal writing of six sixth grade students of English as a Second Language (ESL) examines the interaction with the teacher. The subjects had been in the United States for less than .a year, and came from Korean, Vietnamese/Chinese, Burmese, and Italian language backgrounds. Data for the study were drawn from the students' dialogue journals and classroom observations and from interviews with the teacher and each student. The study is divided into three sections. In the first, dialogue journal interaction is placed within the classroom context, as a multilingual classrooln management tool, and each student is profiled. The second section contains studies of the journal text,. focusing on various aspects of discourse, including teacher strategies to promote student participation, teacher's questions, characteristics of the language input students receive in the teacher's entries, and patterns in the language functions used by the teacher and students. The third section documents the students' use of English grammatical morphemes, compares it with patterns found .n previous studies of ESL morphology, and ana]yzes it across the ten months of writing in the journals. In addition, the linguistic factors influencing the use of the morphemes and the importance of individual learner strategies and language background in patterns of morpheme use are examined, and analytical issues are discussec (MSE) *Reproductions supplied by EDRS are the best that can be made* *from the original document.* a% 0 (\Itr. (NJ

Dialogue Writing: Analysis of Student-Teacher

Interactive Writing in the. Learning of

English as a Second Language

NIE -G -83 -0030

by

Joy Kreeft

Roger W. Shuy

with

Jana Staton

Leslee Reed

Robby Morroy

Center for Applied- Linguistics

Washington, D. C.

December 1984U.S. DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATION

EDUCAIIONAI RESOURCES INFORMATION

CENTER 1(ry10

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The research conduct-:d and reported herein

was funded by the National Institute of Education under NIE-G-83-0030to the Center for. Applied Linguistics, Joy Kreeft and Roger W.

Shuy,Principal Investigators.

The views expressed in this report do not necessarily reflect the position, policy or endorsement of the fundingagency.

Project Duration:

September 30, 1983- September 29, 1984

This report may not be reproduced without permission.

DESCRIPTIVE SUMMARY1

DIALOGUE WRITING:

ANALYSIS OF STUDENT-TEACHER

INTERACTIVE WRITING IN THE LEARNING OF

ENGLISH. AS A SECOND LANGUAGE

This study presents dialogue journal writing as an effective practice with students learning English as a .second language (ESL) and analyzes the dialogue journal interaction of six sixth grade students who are beginning ESL learners and their teacher.

A dialogue journal

is a bound notebook in which students write regularly, as much as they wish and about anything they wish.

The teacher responds to each student

entry. Thus, they carry on a "conversation"n writing.The kinds of writing that occur can be as diVerse as the studentS.They describe their activities, feelings and attitudes, ask questi ns, seek advice, argue their points, and even Complain. The data base for the study is the daily dialogue journal writing for ..a ten-month period (from September to June) of the six stu- dents and their teacher in a classroom in Los Angeles.

The students are

in a classroom of 27 students from 12 countries and 10 language backgrounds. The first languages of the students chosen for the study are:Korean (3), Vietnamese/Chinese (1), Burmese (1), and Italian (1). These students had been in the United States for l ss than one year when 1'

This study was funded by the National Insti

NIE-G-83-0030, Joy Kreeft and Roger W. Shuy Princi

Jana Staton, Leslee Reed and Robby Morroy, Center

Washington, D.C., 1983 - 1984.ute of Education,

al Investigators, with r Applied Linguistics, they, began writing in dialogue journals.One student, from Vietnam,was not literate in his own language when he began writing in English.Four students are male, two female.

Data collected during classroomobser-

vations and interviews with the teacher and each student complementthe dialogue journal text.

The study is divided into three

sections.Section I places the dialogue journal interaction within the classroom context..In one chapter the teacher explains the importance of the dialoguejournal as a. classroom management tool in this multilingual, multiculturalclassroom.

A second chapter gives

a detailed profile of each student, describestheft student's progress during the year, and makes available substantialpor- tions of the written text.

Section II consists of studies Of

the dialogue journal text, focusing on various aspects of the discourse.In one study strategies that the teacher employs to promote student participation in the jour- nals and to support student writing are identified and discussed, anda method for determining the effectiveness of each strategy in this type of interaction is outlined.

A second study focuses specificallyon the

teacher's questions, and finds questioning patterns in the journals that are quite different from those typically found in classroom discourse.

Questions in the journals

serve not to check student knoWledge, but to support and advance the student's' contribution, and thus promote criti- cal thinking and writing development.'A third study examinescharac- teristics of the language input that individual students receivein the teacher's dialogue journal entries, and argues that the acquisitional processes that take place in the dialogue journal interaction resemble in many ways the process of oral language acquisition.We can conclude, therefore that reading and writing can be naturally acquired, in both first and second languages, in the process of meaningful interaction.A fourth study examines the language functions used by the teacher and the students- in these journals, and compares patterns of function use found_ in these data tb those found .in the dialogue journals of native English speakers (from taton, et al.,,. 1982).This study identifies clear pat- terns in the to cher's use of2language,functions as she adapts her language to the. glish.proficiency level of the student, and also guides the stude is in the use of particular functions.

Section III documents the students'.

use of selected English gram- matical morphemes in.the journals.

Chapter Eight, a cross-sectional,

.quantitative stud compares patterns of morpheme use among the individ- ual students and ith patterns found in previous studies ofmorphology in ESL, and finds a great deal of uniformity in these. patterns.Chapter

Nine, a more'qualitative, longitudinal

study, analyzes change over the I. ten months of writing in the use of each morpheme.This study also exa- mines in more deta 1 the linguistic factors that influence use of the morphemes and the i portance of individual learner strategies and. language.backgroundlin patterns of morpheme use, and discusses important analytical issuest at arise in the analysis of morphemes in dialogue journal text. iii 0

PREFACE,

The research reported here

was parried out under contract number

NIE-G-0030 with the Natfonal Institute Of

Education, from September 30,

1983, to September 29, 1984.

The aim of, the project was to describe

patterns of interaction and language acquisition in the dialogue jour- nals of. beginning ESL learners.

This prOject grows out ofan earlier

study also funded by NIE, an analysis of\the dialogue journals of native English speakers and the same teacher who participated in this studyli (Staton, Shuy, Kreeft and Reed, 1982). 1 As Principal Investigators,we wish to acknowledge especially the contributions of our co-investigators:and authors,

Jana Staton,

Leslee Reed, and Robby Morroy.

Jana Staton provided the initial impetus

for this study. 'During the 1980-81 school year'she collected the dialoguequotesdbs_dbs16.pdfusesText_22

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