東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Boredom in the German Foreign Langua...

Chapman, Katie E.

FindBook

Google Book

Amazon

博客來

Boredom in the German Foreign Language Classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Boredom in the German Foreign Language Classroom./
作者:	Chapman, Katie E.
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566370
ISBN:	9781303175312

Boredom in the German Foreign Language Classroom.
Chapman, Katie E.

Boredom in the German Foreign Language Classroom. - 192 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

This dissertation study investigates instances of boredom in the foreign language (German) classroom. The study was driven by the following three questions: (1) What features of the classroom environment tend to be associated with boredom in foreign language students?; (2) What beliefs and attitudes do foreign language students and teachers hold regarding the concept of boredom in the classroom, its causes, and its consequences?; and (3) How does boredom in foreign language class relate to other aspects of the language learning experience, e.g. attitude toward one's course and teacher, motivation to learn the language, anxiety when using the language in front of one's teacher and peers, as well as proneness to boredom in a more general sense? Participants were 57 university-level learners of German in their second semester of instruction, along with their three teachers. A mixed-methodology was used that included Likert-type questionnaires, field notes taken during class observations, as well as four formats of semi-structured interview with a total of 17 participants. Central to the study was the use of the "Real-Time Boredom Questionnaire" (RTBQ), an instrument designed by the researcher in order to capture students' in-the-moment feelings of boredom at several intervals during multiple 50-minute class meetings. Statistical analysis of the questionnaire data revealed that students interpret their feelings of boredom during class time in relation to their attitude toward their teacher, and that attitude toward the teacher is a more meaningful predictor of student boredom than are any particular classroom activities and their features.

ISBN: 9781303175312Subjects--Topical Terms:

1064562
Education, Foreign Language.

Boredom in the German Foreign Language Classroom.
LDR:02501nam a2200265 4500 001 1960447
005 20140616133316.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303175312
035 $a (MiAaPQ)AAI3566370
035 $a AAI3566370
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chapman, Katie E. $3 2096111
245 1 0 $a Boredom in the German Foreign Language Classroom.
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Monika Chavez.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a This dissertation study investigates instances of boredom in the foreign language (German) classroom. The study was driven by the following three questions: (1) What features of the classroom environment tend to be associated with boredom in foreign language students?; (2) What beliefs and attitudes do foreign language students and teachers hold regarding the concept of boredom in the classroom, its causes, and its consequences?; and (3) How does boredom in foreign language class relate to other aspects of the language learning experience, e.g. attitude toward one's course and teacher, motivation to learn the language, anxiety when using the language in front of one's teacher and peers, as well as proneness to boredom in a more general sense? Participants were 57 university-level learners of German in their second semester of instruction, along with their three teachers. A mixed-methodology was used that included Likert-type questionnaires, field notes taken during class observations, as well as four formats of semi-structured interview with a total of 17 participants. Central to the study was the use of the "Real-Time Boredom Questionnaire" (RTBQ), an instrument designed by the researcher in order to capture students' in-the-moment feelings of boredom at several intervals during multiple 50-minute class meetings. Statistical analysis of the questionnaire data revealed that students interpret their feelings of boredom during class time in relation to their attitude toward their teacher, and that attitude toward the teacher is a more meaningful predictor of student boredom than are any particular classroom activities and their features.
590 $a School code: 0262.
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0444
710 2 $a The University of Wisconsin - Madison. $b German. $3 2096112
773 0 $t Dissertation Abstracts International $g 74-10A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566370