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Developing oral proficiency in Illin...

Conner, Lucy.

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Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies./
作者:	Conner, Lucy.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0553.
Contained By:	Dissertation Abstracts International55-03A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9419473

Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies.
Conner, Lucy.

Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies. - 211 p.

Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0553.

Thesis (Ed.D.)--Southern Illinois University at Edwardsville, 1994.

Since 1986, both the College Board and the Illinois State Board of Education have proposed learner outcomes for modern foreign language students based on levels of proficiency attained to ensure that students leave the classroom with a usable level of foreign language skill. Yet Huebner and Jensen (1992) note the dearth of studies to date on the effects of the oral proficiency movement on K-12 classroom methods and materials, while Borg and Gall (1989) find little data on how frequently certain teaching techniques occur in the classroom or at what grade levels they are most useful.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies.
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245 1 0 $a Developing oral proficiency in Illinois K-12 students of modern foreign languages: A survey of teaching techniques and teacher competencies.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-03, Section: A, page: 0553.
500 $a Chairman: Charles Nelson.
502 $a Thesis (Ed.D.)--Southern Illinois University at Edwardsville, 1994.
520 $a Since 1986, both the College Board and the Illinois State Board of Education have proposed learner outcomes for modern foreign language students based on levels of proficiency attained to ensure that students leave the classroom with a usable level of foreign language skill. Yet Huebner and Jensen (1992) note the dearth of studies to date on the effects of the oral proficiency movement on K-12 classroom methods and materials, while Borg and Gall (1989) find little data on how frequently certain teaching techniques occur in the classroom or at what grade levels they are most useful.
520 $a The purpose of this study was to collect data for the Illinois Council on the Teaching of Foreign languages on classroom issues relevant to oral proficiency. A random sample of 30% of all Illinois modern foreign language teachers in public elementary and junior high schools and 20% of those at the senior high level were surveyed by mail in Summer 1993. Sixty-eight percent of the 405 surveys were returned.
520 $a The instruments that were developed and validated included a self-assessment instrument for reporting the percent of teacher talk that was in the target language in conducting various classes during May 1993 and a Likert-scale instrument for rating both the teacher-perceived usefulness and frequency of fifteen teaching techniques in developing students' oral skills in the classroom. Information collected on the respondent included oral proficiency levels and various types of professional training.
520 $a The ABstat statistical package was used to (1) describe the population sampled through use of descriptive statistics; (2) rank order the means and variances of the usefulness and frequency of fifteen teaching techniques for developing oral proficiency, and (3) determine if statistical significances existed among techniques. One-way ANOVA tables were calculated at an alpha of.05 and used to calculate Scheffe's multiple comparisons of treatment means to determine groups of techniques with significant differences at an alpha of.05.
520 $a The study revealed a need for improving the oral proficiency levels of K-12 modern foreign language teachers as well as upgrading teacher competencies for teaching for oral proficiency. The percent of teacher talk in the target language that is used in the classroom needs to increase, particularly in junior high and first- and second-year high school classes. At all levels of K-12 modern foreign language instruction, five techniques were consistently rated most useful and most frequently used in developing students' oral skills, with two techniques rated least useful. Two techniques were level specific. Only slight differences were noted among languages in techniques used. Scheffe's multiple comparisons of treatment means found a steady increase from the elementary to secondary level in the number of classroom teaching techniques which were statistically higher than others in usefulness and frequency.
590 $a School code: 0509.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Language, Modern. $3 1018098
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710 2 $a Southern Illinois University at Edwardsville. $3 1680012
773 0 $t Dissertation Abstracts International $g 55-03A.
790 1 0 $a Nelson, Charles, $e advisor
790 $a 0509
791 $a Ed.D.
792 $a 1994
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9419473