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

Spanish for nurses: A case study of...

Bloom, Melanie Louise.

FindBook

Google Book

Amazon

博客來

Spanish for nurses: A case study of classroom invention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Spanish for nurses: A case study of classroom invention./
作者:	Bloom, Melanie Louise.
面頁冊數:	282 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0864.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127082
ISBN:	0496743473

Spanish for nurses: A case study of classroom invention.
Bloom, Melanie Louise.

Spanish for nurses: A case study of classroom invention. - 282 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0864.

Thesis (Ph.D.)--The University of Texas at Austin, 2004.

In response to the growing population of Spanish-speakers in the United States, many institutions of higher education are responding by offering professional Spanish language classes. Language for specific purposes (LSP) is an established field within the foreign language research community; however, research in English for specific purposes has dominated the field (Swales, 2000). These studies typically investigate LSP curriculum or program development, discourse, and assessment. However, there has been relatively little LSP classroom research conducted, and even fewer studies investigating Spanish curricula. The purpose of the present study was to examine the curriculum of a Spanish for healthcare professionals course. This teacher-research project explored the negotiation of the curriculum, classroom tensions, the students' linguistic gains, and the students' progress in the negotiation of meaning.

ISBN: 0496743473Subjects--Topical Terms:

1018115
Education, Language and Literature.

Spanish for nurses: A case study of classroom invention.
LDR:03543nmm 2200337 4500 001 1850608
005 20051207082634.5
008 130614s2004 eng d
020 $a 0496743473
035 $a (UnM)AAI3127082
035 $a AAI3127082
040 $a UnM $c UnM
100 1 $a Bloom, Melanie Louise. $3 1938527
245 1 0 $a Spanish for nurses: A case study of classroom invention.
300 $a 282 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0864.
500 $a Supervisors: David Schwarzer; Orlando Kelm.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2004.
520 $a In response to the growing population of Spanish-speakers in the United States, many institutions of higher education are responding by offering professional Spanish language classes. Language for specific purposes (LSP) is an established field within the foreign language research community; however, research in English for specific purposes has dominated the field (Swales, 2000). These studies typically investigate LSP curriculum or program development, discourse, and assessment. However, there has been relatively little LSP classroom research conducted, and even fewer studies investigating Spanish curricula. The purpose of the present study was to examine the curriculum of a Spanish for healthcare professionals course. This teacher-research project explored the negotiation of the curriculum, classroom tensions, the students' linguistic gains, and the students' progress in the negotiation of meaning.
520 $a Thirteen students and the instructor of a Spanish for healthcare professionals course at a large southwestern university participated in this semester-long qualitative case study. Data collected in support of this teacher-research project included video taped class sessions, transcripts, anecdotal records, informal interviews, brief questionnaires, and documents. The data analysis for this study was based on heuristic inquiry (see Merriam, 1998), and its goal was to gain a better understanding of the curriculum and the students' learning through collecting and analyzing data from multiple sources or perspectives.
520 $a The findings profiled the changes made in the curriculum due to class negotiations of assignments and activities. Findings also indicated that creating a non-traditional language classroom may cause tensions. These tensions did not prevent the students' linguistic development. Students' demonstrated significant linguistic gains including increases in fluency, risk taking, discourse conventions, and communication strategies. The students and the teacher also developed strategies in the negotiation of meaning over the course of the semesters suggesting that classroom negotiation of meaning was an active process. This research suggests that a communicative classroom emphasizing authentic communication in Spanish can be successful in promoting the achievement of communicative language learning goals after only one semester of language study. This study concludes with pedagogical implications for the foreign language classroom and implications for the future of foreign language research.
590 $a School code: 0227.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0279
690 $a 0290
690 $a 0350
690 $a 0569
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 65-03A.
790 1 0 $a Schwarzer, David, $e advisor
790 1 0 $a Kelm, Orlando, $e advisor
790 $a 0227
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127082