A Study of Linguistic, Perceptual, and Pedagogical Change in a Short-Term Intensive Language Program.

Autor/in	Woodman, Karen
Titel	A Study of Linguistic, Perceptual, and Pedagogical Change in a Short-Term Intensive Language Program.
Quelle	(2001), (424 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Attitude Change; Cognitive Style; Cultural Differences; English (Second Language); Foreign Countries; Higher Education; Immersion Programs; Second Language Instruction; Second Language Learning; Sociolinguistics; Study Abroad; Teacher Attitudes; Teacher Characteristics; Teaching Methods; Canada; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Attitudinal change; Einstellungsänderung; Cognitive styles; Kognitiver Stil; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immersionsprogramm; Fremdsprachenunterricht; Zweitsprachenerwerb; Soziolinguistik; Studies abroad; Auslandsstudium; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model. (Contains approximately 200 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC