Students' and Instructors' Perceived Value of Language and Content Curricular Goals

Autor/inn/en	Mills, Nicole; Moulton, Samuel T.
Titel	Students' and Instructors' Perceived Value of Language and Content Curricular Goals
Quelle	In: Foreign Language Annals, 50 (2017) 4, S.717-733 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12303
Schlagwörter	Undergraduate Students; Second Language Learning; Second Language Instruction; Majors (Students); Humanities; Cultural Education; Literature; Decision Making; Student Attitudes; Language Teachers; College Faculty; Teacher Attitudes; Grammar; Communication Skills; Outcomes of Education; Educational Objectives; Course Content; Course Evaluation; Cultural Awareness; Advanced Courses; Introductory Courses + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Geisteswissenschaften; Humanwissenschaften; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Literatur; Decision-making; Entscheidungsfindung; Schülerverhalten; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Grammatik; Kommunikationsstil; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Cultural identity; Kulturelle Identität; Fortgeschrittenenunterricht; Einführungskurs
Abstract	Universities across the country are experiencing a decline in the number of undergraduates choosing to major in the humanities in general, and similar trends have been observed specifically in the study of foreign languages (FLs), cultures, and literatures. The educational and social psychological literature has explored uptake, or a student's decision to enroll in a course, by evaluating how beliefs can guide both thoughts and actions (Jarvis, 2009; Omrod, 2011; Taylor & Mardsen, 2014). To explore this topic, undergraduates who were enrolled in FL courses and instructors teaching those courses were asked to rate the value of language and content-oriented goals to determine the learning outcomes that students valued and how they converged or diverged from instructors' course goals. The findings reveal areas of alignment and misalignment in students' and instructors' perceptions of the value of particular learning outcomes. Compared to instructors, students more greatly valued learning about cultural practices, discourse competence, grammar, and interpretive communication skills. Students who were enrolled in and instructors who were teaching advanced courses valued different goals than did their counterparts in introductory courses. Implications for departments and educators are discussed (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01