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The effect of two classroom learning environments on pronoun acquisition among primary two students
Author
Tay, Meng Hon
Supervisor
Seow, Anthony
Abstract
The present study examined the effect of formal and informal classroom learning environments on students' understanding and use of personal and possessive pronouns, i.e. me, my, mine, you, your, yours, we, our and ours at Primary Two level. In this study, it was hypothesized that:
a) students from the formal learning environment will perform better than those from the informal environment in the short term.
b) students from the informal environment will perform better than their formal peers in the long run.
c) students from both learning environments will experience greater ease in using personal rather than the possessive pronouns.
Three tests were administered to assess the students' use of pronouns. The pre-test was given before the pronoun instruction to gauge the students' initial linguistic ability, and a post-test thereafter to assess the immediate effect of instruction. A subsequent post-test was administered one month after the pronoun instruction to assess the students' level of pronoun proficiency in the long run.
The findings did not support two of the hypotheses in this study. The students from the informal learning environment were found to perform better than their formal peers in the short, rather than in the long run. Also, the students from the formal environment who were expected to outperform their informal peers in the short run performed better in the long run instead. The third hypothesis was upheld as students from both learning environments did indeed perform better on personal rather than possessive pronouns, as predicted.
a) students from the formal learning environment will perform better than those from the informal environment in the short term.
b) students from the informal environment will perform better than their formal peers in the long run.
c) students from both learning environments will experience greater ease in using personal rather than the possessive pronouns.
Three tests were administered to assess the students' use of pronouns. The pre-test was given before the pronoun instruction to gauge the students' initial linguistic ability, and a post-test thereafter to assess the immediate effect of instruction. A subsequent post-test was administered one month after the pronoun instruction to assess the students' level of pronoun proficiency in the long run.
The findings did not support two of the hypotheses in this study. The students from the informal learning environment were found to perform better than their formal peers in the short, rather than in the long run. Also, the students from the formal environment who were expected to outperform their informal peers in the short run performed better in the long run instead. The third hypothesis was upheld as students from both learning environments did indeed perform better on personal rather than possessive pronouns, as predicted.
Date Issued
1997
Call Number
PE1068.S5 Tay
Date Submitted
1997