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The effect of two foreign language t...

Blanton, Maite.

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The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school./
作者:	Blanton, Maite.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708358
ISBN:	9781321835458

The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school.
Blanton, Maite.

The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school. - 157 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2015.

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

The purpose of this comparative study was to examine the effects of two foreign language teaching approaches--communicative language teaching and teaching proficiency through reading and storytelling--on motivation and proficiency for Spanish III students in high school. These two teaching approaches have gained prominence over the last couple of decades and no consensus exists between second language (L2) researchers and practitioners on which approach might be best to increase students' motivation to learn and to become proficient. One hundred and seventeen Spanish III students in high school studying with the TPRS or the CLT teaching approach, completed the LLOS-IEA Motivation Scale in order to collect L2 motivational data and took the Standards-Based Measurement of Proficiency test (STAMP 4S) to collect data on proficiency. The researcher used descriptive and parametric inferential statistics to examine mean scores differences on the variables between both approaches. Looking at the results of the analyses run for this study, the researcher observed that the TPRS teaching approach had statistically significant higher levels of L2 motivation for IM Accomplishment, IM Knowledge, and IM Stimulation ( p = .001), whereas the CLT approach had higher levels of proficiency in Reading (p = .001); Writing (p = .001); and Listening (p = .29).

ISBN: 9781321835458Subjects--Topical Terms:

3172512
Foreign language education.

The effect of two foreign language teaching approaches, communicative language teaching and teaching proficiency through reading and storytelling, on motivation and proficiency for Spanish III students in high school.
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520 $a The purpose of this comparative study was to examine the effects of two foreign language teaching approaches--communicative language teaching and teaching proficiency through reading and storytelling--on motivation and proficiency for Spanish III students in high school. These two teaching approaches have gained prominence over the last couple of decades and no consensus exists between second language (L2) researchers and practitioners on which approach might be best to increase students' motivation to learn and to become proficient. One hundred and seventeen Spanish III students in high school studying with the TPRS or the CLT teaching approach, completed the LLOS-IEA Motivation Scale in order to collect L2 motivational data and took the Standards-Based Measurement of Proficiency test (STAMP 4S) to collect data on proficiency. The researcher used descriptive and parametric inferential statistics to examine mean scores differences on the variables between both approaches. Looking at the results of the analyses run for this study, the researcher observed that the TPRS teaching approach had statistically significant higher levels of L2 motivation for IM Accomplishment, IM Knowledge, and IM Stimulation ( p = .001), whereas the CLT approach had higher levels of proficiency in Reading (p = .001); Writing (p = .001); and Listening (p = .29).
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