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An empirical investigation on using ...

Dubreil, Sebastien.

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An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom./
作者:	Dubreil, Sebastien.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1280.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3050092
ISBN:	0493647023

An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom.
Dubreil, Sebastien.

An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom. - 162 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1280.

Thesis (Ph.D.)--Emory University, 2002.

Foreign Language (FL) educators agree on the importance of culture. However, difficulties arise in trying to integrate culture in the classroom and in assessing cultural learning. Authentic documents are excellent sources for teaching culture. As these documents are intended for native speakers, FL students need mediation to aid comprehension. This investigation explores the effectiveness of video and the Internet to enhance culture learning. In particular, it addresses the effect of advanced organizers (AO) on students' retention and comprehension of culture presented in videos and on the Internet. The investigation focuses on intermediate level students, neglected in past research.

ISBN: 0493647023Subjects--Topical Terms:

1018115
Education, Language and Literature.

An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom.
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245 1 3 $a An empirical investigation on using video and the Internet to teach culture in the intermediate-level foreign language classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1280.
500 $a Adviser: Carol Herron.
502 $a Thesis (Ph.D.)--Emory University, 2002.
520 $a Foreign Language (FL) educators agree on the importance of culture. However, difficulties arise in trying to integrate culture in the classroom and in assessing cultural learning. Authentic documents are excellent sources for teaching culture. As these documents are intended for native speakers, FL students need mediation to aid comprehension. This investigation explores the effectiveness of video and the Internet to enhance culture learning. In particular, it addresses the effect of advanced organizers (AO) on students' retention and comprehension of culture presented in videos and on the Internet. The investigation focuses on intermediate level students, neglected in past research.
520 $a In the video study, 51 French students viewed eight videos. A pre-posttest design assessed long-term gains in cultural knowledge and in the learning of cultural practices and cultural products from exposure to video. Eight postvideo tests measured students' ability to retain information and to make inferences. A questionnaire assessed perceptions of cultural learning. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores. On the short answer and free recall portions of the 8 postvideo tests, students' ability to make inferences or retain information did not improve significantly in an AO or non-AO condition. For free recall, scores were significantly higher for mentions of cultural practices than for products. Students believed they learned more cultural practices than products.
520 $a In the Internet study, 54 intermediate-level French students visited eight websites. The study followed a similar design with pre-posttest, postask tests, and culture questionnaire. Results indicated a significant gain in cultural knowledge with posttest scores significantly higher than pretest scores and a greater gain in products. On the short answer and free recall portions of the 8 posttask tests, students' ability to make inferences or retain information did not improve significantly in an AO or non-AO condition. For free recall, there was no significant difference between practices and products. Students believed they learned more cultural products than practices. Results support using video and the Internet to enhance cultural understanding and suggest that their respective use might differ according to lesson objectives.
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