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| Autor/inn/en | Viswat, Linda J.; Duppenthaler, Catherine E.; Nishi, Kaori; Podziewski, Kyle |
|---|---|
| Titel | A Pilot Study on a Coordinated Approach to Language Instruction. |
| Quelle | In: Bulletin of the Educational Research Institute, 21 (2003), S.79-92 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Cooperative Planning; English (Second Language); Foreign Countries; Higher Education; Integrated Curriculum; Language Proficiency; Second Language Learning; Student Attitudes; Teaching Methods; Japan |
| Abstract | This study examined whether linking classes with a common syllabus would have a positive impact on students' English progress and attitudes toward language learning. Participants were Japanese college students studying English as a Second Language. Their program required three English classes taken concurrently per week over one academic year. The three courses were divided into segregated language skills (speaking, listening, and reading). Prior to the beginning of classes, lessons were coordinated and a common textbook was selected. The study hypothesized that students who participated in coordinated classes with a common grammar-based syllabus would make more progress in their English studies and would have more positive attitudes toward learning English than students who took classes independent of one another. Students were tested on their English proficiency at baseline and 9 months later using the G-TELP, which assesses the English language proficiency of non-native speakers, and a 10-item questionnaire on student attitudes. Results supported the hypotheses. However, students differed with regard to their attitudes toward English studies. An appendix presents the policies and procedures sheet given to students that explained the common textbook and course syllabus. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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