Correlations From ADE Arkansas History Lesson Plans to

Circa

Description

• cours - matière : history
• cours - matière potentielle : plan
• expression écrite - matière potentielle : 4.2.12 edit
• cours - matière potentielle : plan ov
• cours - matière potentielle : plans
• cours - matière : law
• cours - matière potentielle : plan eoa
• exposé
• expression écrite

Correlations from ADE Arkansas History Lesson Plans to Online Encyclopedia of Arkansas History & Culture (EOA) Text and Media Entries Prepared by Kathryn Cantrell and Lori Gibson, LRSD LMS Suggestions for Use: Save to appropriate desktop or removable storage device, as links are “live.” Student learning expectations from each lesson were copied directly from the ADE Arkansas History Lesson Website. Many of the EOA text entries listed contain links to additional lesson plans found on the Butler Center website.

• ade lesson plan eoa
• entry on arkansas
• text entry
• entry
• w.
• grade levels
• g.
• grade
• government
• state

Sujets

• HIStory
• Exposé
• Dickey
• Gurley

Informations

• Publié par: uddi0
• Nombre de lectures: 13
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

THE ROLE OF WORD GAMES IN SECOND-LANGUAGE ACQUISITION:
SECOND-LANGUAGE PEDAGOGY, MOTIVATION, AND LUDIC TASKS















By

FERNANDO ARTURO OJEDA












A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL
OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

UNIVERSITY OF FLORIDA

2004


Copyright 2004

by

Fernando Arturo Ojeda


This dissertation is dedicated to my parents
Carlos Manuel Ojeda and Ana Isabel Herrera de Ojeda
to my wife
Jeanna Howell Ojeda
and to my children
Adriana Eliane Ojeda and Carlos Eduardo Ojeda
ACKNOWLEDGMENTS
I would like to express my most sincere appreciation to the members of my
dissertation committee for their professionalism, their dedication, their patience, and their
stellar guidance: Dr. Joaquim Camps, Dr. Diana Boxer, Dr. Tace Hedrick, and a late
arrival on board, Dr. Gillian Lord. Thanks are also due to Dr. Jean Casagrande for his
contribution to the committee through the qualifying exam process, before succumbing to
the temptations of blissful retirement. I miss his bright smile and his great intellect.
I could not have been blessed with a more competent and insightful committee
chair than Dr. Joaquim Camps. Fortune would have it that his strengths, which are many,
guided me to achieve more than I thought I was capable of achieving. His expert
mentoring began early for me, as I was inspired by his knowledge and his kindness in the
classroom before embarking on the dissertation process.
I was also greatly impressed and inspired by the integrity and expertise of Dr.
Diana Boxer; she was delightful in the classroom and wonderful to engage in
conversation outside of the classroom. Dr. Tace Hedrick provided me with insightful
information concerning the Surrealist writers and “teaching baby Spanish.” We discussed
Latin American writers, politics, and life. I express my gratitude to her, for her warmth
and her friendship. Sincere thanks go to Dr. Lord for graciously accepting my petition for
membership on my committee at the last minute, and fulfilling her responsibilities with
dedication and gusto. Her generous input has been invaluable.
iv I am very appreciative of, and indebted to, the four instructors from the University
of Florida who volunteered to use their classes in this experiment. Their cooperative
spirit, their professionalism, and their desire to see that their responsibilities were carried
out successfully were critical to the fulfillment of this project. I also wish to thank the
stellar students of the University of Florida who participated in this study (with their
characteristically spirited collaboration).
To my parents I owe a great debt for their sacrifice, their support, and their help
with our children, so that my wife and I could fulfill this dream. The dream germinated
when my parents migrated to this country so that we could gain a college education.
Their sacrifice started early and continues to this day.
I send a warm ‘merci’ to Dr. Gaëtan Brulotte for sharing with me the magic that
constitutes the Surrealist word games, and for inspiring me to dream up the idea for this
dissertation. I also offer ‘muchas gracias’ to Dr. Ramón Díaz-Solís for being my first and
most influential mentor in the academic realm.
Thanks go to the St. Petersburg College family for allowing me the opportunity to
pursue this goal with the comfort of knowing that my wonderful job was awaiting my
return. It made the journey much more pleasant. It would be negligent on my part if I did
not acknowledge the contribution my students at St. Petersburg College have made (and
continue to make) as they challenge me to become a better teacher.
I also wish to express my gratitude to my close-knit group of friends who
encouraged me to forge ahead and continue with my education. Special thanks go to
Cristina De Losh for being my Gator buddy, and for following (with me) the exploits of
our beloved Gators in all venues.
v Special mention of gratitude and friendship goes to Dr. Keith Lindley, Suzanne
Lindley, and their children, Alex and Gabrielle, for sharing their home, their sofa, their
conversation, and their experiences. Keith cleared the path as my wife and I trudged the
same ground as he, a few steps behind.
Finally, I save my most profound appreciation and gratitude for my wife Jeanna
and my children Adriana and Carlos (Ediño). Jeanna was brave and bold enough to
accept my suggestion to take this path with me. Together, she and I shared classes,
experienced triumphs and defeats, spent countless hours in the library, rode our bikes to
school, and held our hands out to each other to keep our spirits high and to pull each
other up toward achieving our goal. Her perseverance in the face of formidable obstacles
inspired me to accept my challenges stoically and with a stiff upper lip. It doesn’t get any
better than this! Adriana and Ediño were the lights that shone the way for me. Without
their inspiration, I may have never reached this goal. They were patient, loving,
understanding, and encouraging. Their warm smiles, their eyes, and their laughter put
things in perspective.



vi
TABLE OF CONTENTS

page

ACKNOWLEDGMENTS ................................................................................................. iv
LIST OF TABLES...............................................................................................................x
ABSTRACT....................................................................................................................... xi
CHAPTER

1 INTRODUCTION........................................................................................................1
Background and Rationale............................................................................................1
The Need for the Study.................................................................................................3
Significance of the Study..............................................................................................5
Definitions of Key Terms .............................................................................................6

2 REVIEW OF LITERATURE.......................................................................................8
Introduction...................................................................................................................8
Task-based Instruction................................................................................................11
Communication Tasks and Focus on Form Tasks......................................................17
Task-based Instruction in Language Learning ...........................................................19
Word Games as a Component of Tasks......................................................................21
Surrealist Word Games...............................................................................................24
Motivation in SLA......................................................................................................26
Enhancing Motivation in the SL Classroom...............................................................33
Word Games and Motivation......................................................................................38

3 RESEARCH DESIGN AND METHODOLOGY......................................................44
Introduction.................................................................................................................44
Design of Study ..........................................................................................................44
Participants .................................................................................................................45
Materials .....................................................................................................................46
Procedure ....................................................................................................................49
The Games..................................................................................................................50
Game one: Alto....................................................................................................50
Game Two: ¿Qué es? (What is?).........................................................................53
Game Three: The Sentence Formation Game .....................................................57
vii Game Four: The If-clause Game .........................................................................59
Control Groups ...........................................................................................................63
Analysis of the Data....................................................................................................64
Quantitative Analysis ..........................................................................................64
Qualitative Analysis ...............................