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German at the University of Minnesot...

Eden, Monica Marie.

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German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system.

Record Type:	Electronic resources : Monograph/item
Title/Author:	German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system./
Author:	Eden, Monica Marie.
Description:	247 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4130.
Contained By:	Dissertation Abstracts International59-11A.
Subject:	Language, Modern. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9913338
ISBN:	9780599118591

German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system.
Eden, Monica Marie.

German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system. - 247 p.

Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4130.

Thesis (Ph.D.)--University of Minnesota, 1998.

This item must not be sold to any third party vendors.

Since 1986, the University of Minnesota has had a proficiency-based second language requirement. Students fulfill their language requirement by passing the Graduation Proficiency Test (GPT) to demonstrate their proficiency in reading, writing, listening, and speaking. The source of this language proficiency, be it from courses or exposure to the language by some other means, is not an issue in fulfilling the language requirement. However, students are expected to be able to pass the GPT after completing the first two years of the University's language courses. This dissertation examines why students fail the GPT after completing the final course of the two-year sequence at the University of Minnesota. German students are the primary focus, with trends in French and Spanish offered as comparison and to create a broader context for hypotheses.

ISBN: 9780599118591Subjects--Topical Terms:

1018098
Language, Modern.

German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system.
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100 1 $a Eden, Monica Marie. $3 3171820
245 1 0 $a German at the University of Minnesota: A case for articulation and accountability in a proficiency-based system.
300 $a 247 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-11, Section: A, page: 4130.
500 $a Adviser: Ray M. Wakefield.
502 $a Thesis (Ph.D.)--University of Minnesota, 1998.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Since 1986, the University of Minnesota has had a proficiency-based second language requirement. Students fulfill their language requirement by passing the Graduation Proficiency Test (GPT) to demonstrate their proficiency in reading, writing, listening, and speaking. The source of this language proficiency, be it from courses or exposure to the language by some other means, is not an issue in fulfilling the language requirement. However, students are expected to be able to pass the GPT after completing the first two years of the University's language courses. This dissertation examines why students fail the GPT after completing the final course of the two-year sequence at the University of Minnesota. German students are the primary focus, with trends in French and Spanish offered as comparison and to create a broader context for hypotheses.
520 $a I consider three major variables in my analysis of student performance: the curriculum, the instructors, and the students. Student records are the only source of statistically significant data, and from these data a key issue emerges, namely that student performance and language learning are tied to larger issues of articulation and persistence. Among the students who failed the GPT: (1) the majority restarted in the first course of the language sequence at the extreme end of their college career after a maximum gap from prior language study, and (2) more than 40% evidenced long pauses between courses after starting the University-level language sequence. Based on my analysis, the longer students continue at the University without initiating language study, the lower they start in the sequence and the more likely they are to fail the GPT.
520 $a The conclusions of this study focus on more than articulation. Based on my research, it may be important to rethink how we regard a student's performance and individual language development. Previously, it might have seemed that instruction was the key element. As it turns out, advising and motivation appear to play a far larger role than expected in student achievement.
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