Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies

Autor/inn/en	White, Justin P.; DeMil, Andrew J.; Blattner, Geraldine
Titel	Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies
Quelle	In: Dimension, (2021), S.25-44 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; College Faculty; Language Teachers; French; Spanish; Familiarity; Grammar; Drills (Practice); Communicative Competence (Languages); Teacher Attitudes; Teaching Methods; Classroom Techniques; Literature; Feedback (Response); College Second Language Programs; Departments; Cultural Education + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Fakultät; Language teacher; Sprachunterricht; Französisch; Spanisch; Grammatik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Literatur; Department; Abteilung; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung
Abstract	This study serves as a follow-up to VanPatten's (2015a) demographic report including the makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01