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020 ▼a 9781085757966
035 ▼a (MiAaPQ)AAI10982068
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 247004
0820 ▼a 401
1001 ▼a Green, Caitlin Moriah.
24510 ▼a Toward Increased Retention in University Computer Science Programs A Language Socialization Approach.
260 ▼a [S.l.]: ▼b University of California, Davis., ▼c 2018.
260 1 ▼a Ann Arbor: ▼b ProQuest Dissertations & Theses, ▼c 2018.
300 ▼a 248 p.
500 ▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
500 ▼a Advisor: Menard-Warwick, Julia.
5021 ▼a Thesis (Ph.D.)--University of California, Davis, 2018.
506 ▼a This item must not be sold to any third party vendors.
520 ▼a This dissertation is a mixed-methods ethnographic study of students in the introductory class in the Engineering & Computer Science (ECS) department at University of California, Davis (UC Davis). I collected audio-recorded natural speech and questionnaire data from students attending this course during two academic quarters, Fall 2016 and Winter 2017. Between these two quarters, the instructor of the course introduced a new mandatory class activity that required students to speak to each other in order to complete it. Using this difference, I investigated the nature of peer socialization in Computer Science pedagogy by comparing the speech of students as they spoke to instructors to the speech of students as they spoke to peers. Using Language Socialization Theory and its related analytical methods, and employing Politeness Theory as a way to understand how students' understanding of academic and cultural concepts is mediated by conversational practice, I pursue workable recommendations to share with educators in CS and other engineering fields. Instructors employed repetition as well as linguistic and metalinguistic coercion in order to provide sufficient stimuli to the learners as they worked to acquire new terms. Students speaking to teachers tended to avoid the use of class terms even when such avoidance, a violation of the Gricean maxim of quantity, created disfluency or confusion. These behaviors were supported and allowed by the instructors but not by peers. Non-expert use of terms was allowed by TAs and peers but not by the professor. Analysis of politeness demonstrated that students were much more reticent to impose on the instructors by asking for help, and that instructors' concern for the face needs of their students tended to impede their ability to facilitate learning in one-on-one interaction. Between students and instructors, I found frequent repairs, pauses, filler markers, mitigation and minimization, and indirect speech acts. Between peers, I found frequent laughter, higher frequency of conversational turn-taking, boosting, and bald on-record strategies. Students speaking to peers used follow-up questions to ensure clear communications, which they avoided with instructors. When instructors asked students to volunteer to answer questions in front of the class, women tended not to answer at all. Students who did choose to answer did so in extremely short sentence fragments, and they often made use of high-rising terminal or question words. Students answering questions posed by peers spoke in complete sentences, using both on-record politeness and bald on-record strategies to do so, even when calling attention to a knowledge gap in their peers. Instructors, upon hearing student responses, would repeat their answers exactly, then provide commentary as to their stance on the answer. Students hearing a peer's answer would instead reword the answer to test his or her own understanding, seeking validation from their peer. Talk between peers seems to be accompanied by significantly less positive and negative face threat than that between students and instructors across several contexts within the ECS 10 course, and pair programming appears to require more active construction of knowledge from students than do activities involving speaking to an instructor. Some discourses were recorded describing programmers as unkind and unlikeable. One core value of programmers, efficiency, was communicated via several diverse methods, but it appears to have been taken up by several of the students. It was also not typically accompanied by these discourses about what a programmer's personality was like, which may have contributed to students' relative ease of uptake. Some students, particularly women, who encountered difficulties, tended to describe those difficulties as a sign of their natural poor fit for the field. Increasing the amount of pair work students had to do may have decreased the effect of that tendency, as gender had less to do with grades and retention in the treatment quarter than in the control. Asking instructors to make slight changes to their linguistic and discursive practices, alongside adding collaborative learning opportunities, is likely to create positive change in the learning of all students, particularly those in underrepresented groups.
590 ▼a School code: 0029.
650 4 ▼a Linguistics.
690 ▼a 0290
71020 ▼a University of California, Davis. ▼b Linguistics.
7730 ▼t Dissertations Abstracts International ▼g 81-04A.
773 ▼t Dissertation Abstract International
790 ▼a 0029
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490399 ▼n KERIS ▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다.
980 ▼a 202002 ▼f 2020
990 ▼a ***1008102
991 ▼a E-BOOK