Literaturnachweis - Detailanzeige
Autor/inn/en | Chamot, Anna Uhl; und weitere |
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Institution | Georgetown Univ., Washington, DC. |
Titel | Learning Strategies in Elementary Language Immersion Programs. Final Report. Reporting Period: FY 1993-1996. |
Quelle | (1996), (204 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Educational Strategies; Elementary Education; Elementary School Teachers; FLES; Grade 1; Grade 2; Grade 3; Grade 4; Immersion Programs; Inservice Teacher Education; Instructional Effectiveness; Language Teachers; Learning Strategies; Longitudinal Studies; Professional Development; Protocol Analysis; Second Language Learning; Second Languages; Self Efficacy; Surveys; Teacher Attitudes Lehrstrategie; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Immersionsprogramm; Lehrerfortbildung; Unterrichtserfolg; Language teacher; Sprachunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Second language; Zweitsprache; Self-efficacy; Selbstwirksamkeit; Survey; Umfrage; Befragung; Lehrerverhalten |
Abstract | A 3-year, three-part study investigated the learning strategies (LS) of children in grades 1-4 learning a foreign language (French, Spanish, Japanese) in an immersion setting and assisted immersion teachers in using LS for instruction. A sample of 72 high-rated and low-rated students were followed for 2 to 3 years. Professional development activities familiarized teachers with ways of incorporating LS into curricula. Data were gathered from students using think-aloud interviews and questionnaires concerning LS use and self-efficacy, and from teachers using interviews. Research focused on: (1) which LS are used by more effective and less effective learners; (2) whether and how the strategies change over time; (3) whether students using LS more frequently perceive themselves as effective language learners; (4) differential LS use by language; (5) relationship between language proficiency and LS use; (6) types of teacher development supportive of LS instruction in language immersion; and (7) immersion teachers' beliefs about effectiveness of LS instruction. Results are reported and discussed. Appended materials include information on LS, questionnaires, and interview forms. Contains 37 references. (MSE) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |