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ERIC Number: ED048265
Record Type: RIE
Publication Date: 1969
Pages: 159
Abstractor: N/A
Reference Count: N/A
Dialect-Lexicon and Listening Comprehension.
Foster, Herbert Lawrence
The purpose of this study was to discover the effect of the introduction of nonstandard English dialect and lexicon in the classroom and to test the hypotheses that students exposed to oral material in dialect and lexicon would comprehend more, would have greater verbal recall, and would be more flexible and fluent in assigning titles to oral materials than those students exposed to oral materials in Standard English. Two groups of 90 Negro-disadvantaged male 10th-graders were used to test the materials. Six selections from the listening section of the Sequential Tests of Educational Progress were administered to the Standard English group and transformations of these selections were made and given to the dialect-lexicon group. Results indicated that the dialect-lexicon group scored significantly higher in recall and were more fluent and flexible in assigning titles than the Standard English treatment group. No significant differences in comprehension were indicated, however, between the two groups. It was recommended that (1) teachers judiciously use nonstandard English, (2) schools provide an environment that accepts nonstandard dialects, (3) provision be made in the curriculum for more verbal interaction, and (4) the student's idiom and lexicon be accepted when used in creative writing and expression. (JM)
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Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Columbia University