Exploring the effects of foreign language instructional practices on student proficiency development
| Autor: | Pamela M. Wesely, Diane Neubauer, Reuben Vyn |
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| Rok vydání: | 2019 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language Grammar business.industry media_common.quotation_subject Teaching method Best practice 05 social sciences Foreign language 050301 education Standardized test Level iv Mathematics education 0501 psychology and cognitive sciences Language proficiency business Psychology Set (psychology) 0503 education media_common |
| Zdroj: | Foreign Language Annals. 52:45-65 |
| ISSN: | 1944-9720 0015-718X |
| Popis: | While a growing body of research has addressed the outcomes of K–12 foreign language (FL) study, relatively little is known about the relationship between teachers’ practices and students’ proficiency development (Hlas & Hlas, 2012; Tschirner & Malone, 2012). To fill this gap, the current study, set in a large urban school district, investigates how differences in teachers’ (N = 26) self‐reported use of the target language (TL) and explicit grammar instruction relate to secondary FL students’ (N = 2,179) yearlong gains on a standardized language performance assessment. Findings reveal a largely positive effect for TL usage, which was most pronounced in the beginner levels. Meanwhile, explicit grammar instruction yielded mixed results, beginning with a negative effect in Level I and transitioning toward a positive effect by Level IV. Collectively, the findings suggest that best practices for FL teaching may in fact vary according to the level of instruction. |
| Databáze: | OpenAIRE |
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