Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model

Autor/inn/en	Guapacha Chamorro, Maria Eugenia; Benavidez Paz, Luis Humberto
Titel	Improving Language Learning Strategies and Performance of Pre-Service Language Teachers through a CALLA-TBLT Model
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 19 (2017) 2, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Second Language Instruction; Second Language Learning; Grammar; Vocabulary Development; Learning Strategies; Focus Groups; Student Attitudes; Writing Improvement; Oral Language; Academic Discourse; Task Analysis; Teaching Methods; Diaries; Teacher Attitudes; Models; College Faculty; College Students; Foreign Countries; English (Second Language); Surveys; Preservice Teachers; Teacher Education; Language Teachers; Action Research; Statistical Analysis; Colombia + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Grammatik; Wortschatzarbeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Discourse; Diskurs; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Lehrerverhalten; Analogiemodell; Fakultät; Collegestudent; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Projektforschung; Statistische Analyse; Kolumbien
Abstract	This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students' and teachers' journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners' language learning strategies and performance. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01