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

Tres Dimensiones de Aprendizaje: Lan...

Brooks, Racheal Marie.

FindBook

Google Book

Amazon

博客來

Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU./
作者:	Brooks, Racheal Marie.
面頁冊數:	308 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710579
ISBN:	9781321865608

Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU.
Brooks, Racheal Marie.

Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU. - 308 p.

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

Thesis (Ph.D.)--North Carolina State University, 2015.

The purpose of this exploratory case study is to investigate the language learning beliefs of successful Spanish language learners at an HBCU as they relate to the content, incentive, and interaction dimensions of learning. The research questions that guide this study include: What learning experiences and methods do successful Spanish language learners at an HBCU perceive to be beneficial to the acquisition process? How do the internal and external motivations of Spanish language learners at an HBCU influence their experiences in the language acquisition process? In what ways do successful Spanish language learners at an HBCU interact with the target culture or language? The use of semistructured interviews and document analysis, framed by Illeris's (2002) three dimensions of learning model and Harper's (2010, 2012) anti-deficit achievement framework, provided insight into the language learning beliefs of successful Spanish language learners at an HBCU. Three major themes surfaced from data: 1) Constructing Language Learner Selves: From Me to 'Mi', 2) Navigating the Path to Proficiency, and 3) Supportive Faculty in Learner Success Stories.

ISBN: 9781321865608Subjects--Topical Terms:

2122863
Higher education administration.

Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU.
LDR:03150nmm a2200301 4500 001 2074439
005 20161004114932.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321865608
035 $a (MiAaPQ)AAI3710579
035 $a AAI3710579
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brooks, Racheal Marie. $3 3189757
245 1 0 $a Tres Dimensiones de Aprendizaje: Language Learning Beliefs of Successful Spanish-language Learners at an HBCU.
300 $a 308 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Joy Gaston Gayles.
502 $a Thesis (Ph.D.)--North Carolina State University, 2015.
520 $a The purpose of this exploratory case study is to investigate the language learning beliefs of successful Spanish language learners at an HBCU as they relate to the content, incentive, and interaction dimensions of learning. The research questions that guide this study include: What learning experiences and methods do successful Spanish language learners at an HBCU perceive to be beneficial to the acquisition process? How do the internal and external motivations of Spanish language learners at an HBCU influence their experiences in the language acquisition process? In what ways do successful Spanish language learners at an HBCU interact with the target culture or language? The use of semistructured interviews and document analysis, framed by Illeris's (2002) three dimensions of learning model and Harper's (2010, 2012) anti-deficit achievement framework, provided insight into the language learning beliefs of successful Spanish language learners at an HBCU. Three major themes surfaced from data: 1) Constructing Language Learner Selves: From Me to 'Mi', 2) Navigating the Path to Proficiency, and 3) Supportive Faculty in Learner Success Stories.
520 $a Based on students' perspectives, the findings of this study suggest that overcoming issues related to the development of language learner identities and language socialization contributes to increased confidence in other areas of language study. Findings also demonstrate that reading in the target language, communicating with other Spanish speakers, using technological resources, and seeking help from others aided in the understanding of the Spanish language. Additionally, students agreed that the academic and emotional support they received from faculty members in the Spanish program greatly impacted their decisions to persist with the study of Spanish. Resulting from the findings of the study, the researcher suggests that HBCU Spanish programs should restructure curricula to include topics that represent the diversity of the Spanish-speaking world, develop a mentoring system for first- and second-year students in the Spanish program, and implement a success-oriented workshop series for future Spanish language students.
590 $a School code: 0155.
650 4 $a Higher education administration. $3 2122863
650 4 $a Adult education. $3 543202
650 4 $a Foreign language education. $3 3172512
690 $a 0446
690 $a 0516
690 $a 0444
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0155
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710579