Language classroom risk-taking behavior in a performed culture-based program
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| Title: | Language classroom risk-taking behavior in a performed culture-based program |
|---|---|
| Authors: | Luft, Stephen |
| Advisors: | Noda, Mari |
| Summary: | While several previous studies have investigated the role of risk-taking in language learning and factors that influence risk-taking in language learning, it is difficult to apply the findings of these studies to language teaching where the performed culture approach (PCA) is used, in particular because of PCA's focus on performance. The intent of the current study is to investigate the relationship between language learning and risk-taking in PCA, and factors that affect risk-taking in PCA instruction.The current study used a questionnaire and observation as the means of data collection. Questionnaires were distributed to Japanese language students at a mid-western university during autumn and spring quarters. Based on the results of the autumn quarter questionnaire, four students were selected for observation as case studies.The findings of the current study suggest that risk-taking behavior is significantly correlated with language performance ability in PCA. In PCA, teaching style and classroom/group dynamics do not seem to significantly affect students' risk-taking behavior. At the early stage of learning, when students are being initiated to PCA and the daily grading system, a system of daily grading seems to have a debilitating effect on risk-taking behavior among students who worry about how their performance will affect their grade. However, a system of daily grading seems to also have a facilitating effect on risk-taking behavior, since it encourages thorough preparation for class, and consistently being sufficiently prepared for class seems to have a facilitating effect on students' risk-taking behavior.Based on the findings of this study, recommendations are provided for further research. Pedagogical implications are also discussed, including the recommendation to assess students' study techniques throughout the academic year, and the recommendation to provide students with days in which their performance does not affect their grade during the initial stage of their learning, in order to encourage students' risk-taking behavior. |
| URL: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1229701363 |
| Database: | OpenDissertations |
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