How Important Are Lessons Anyway? Lancaster-Leeds Language Learning in Large Classes Research Project. Project Report No. 12.

Autor/in	Allwright, Dick
Institution	Lancaster Univ. (England). Dept. of Linguistics and Modern English Language.
Titel	How Important Are Lessons Anyway? Lancaster-Leeds Language Learning in Large Classes Research Project. Project Report No. 12.
Quelle	(1989), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-872351-11-5
Schlagwörter	Stellungnahme; Academic Achievement; Class Size; Classroom Environment; Foreign Countries; Learning Strategies; Second Language Learning; Small Classes; Student Evaluation of Teacher Performance; Teacher Behavior; Teacher Effectiveness; Teacher Influence; Teacher Role; Teacher Student Ratio; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Klassengröße; Klassenklima; Unterrichtsklima; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Lehrer-Schüler-Relation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Relevant research literature does not generally support the notion that class size is a significant variable in learner achievement. This, if true, may be the result of various factors. Although teachers believe that they alter their teaching strategies for different class sizes, this may not be the case. More likely is the possibility that classroom lessons themselves are not significant determinants of the achievement of learners. Some research has indicated that students perceive classroom lessons to be inadequate or even a hindrance to the learning process, and tend to compensate for this by pursing extra-classroom learning or educational activities. While additional research on the effect of class size is needed to confirm this hypothesis, especially for language education, these observations point to the need for research on language learners study habits to see if relatively successful learners spend more time learning out of class than do less successful learners. (JL)
Anmerkungen	Hywel Coleman, Overseas Education Unit, School of Education, Leeds LS2 9JT, U.K. (addresses within Europe, individual reports 0.40 British Pounds; addresses outside of Europe, 0.50 British Pounds, surface mail).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01