Date of Graduation
1998
Document Type
Dissertation/Thesis
Abstract
The study examined what impact the language of input (lecture) to language of process (note-taking) had on output in English. Previous research on note-taking and information-processing has been done in the English-English environment. This study was conducted with Japanese students in an English as a Second Language program. Seven types of information were gathered from 48 undergraduate students participating in the investigation: (a) score on free recall of fact units, (b) score on free recall of concept units, (c) free recall number of words, (d) score in multiple choice test for facts, (e) score on multiple choice test for concepts, (f) score on delayed multiple choice test for facts, and (g) score on delayed multiple choice test for concepts. Significant findings were obtained on measures of the free recall of concepts, multiple choice test for facts and delayed multiple choice test for concepts. The findings suggested that English input and Japanese process resulted in better performance in terms of English output. These findings were discussed in terms of depth and levels of processing. The alternate language from which the text was presented had a facilitative effect on recall. This research is of practical importance because it provides data on second language speakers' lecture note-taking skills in terms of information-processing ability.
Recommended Citation
Dorobish, Sherry Ann, "Note-taking and second language learning." (1998). Graduate Theses, Dissertations, and Problem Reports. 8774.
https://researchrepository.wvu.edu/etd/8774