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

The role of collaboration and perfor...

Ficano, Sabrina.

FindBook

Google Book

Amazon

博客來

The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world./
作者:	Ficano, Sabrina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258156
ISBN:	9781369687569

The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world.
Ficano, Sabrina.

The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 189 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Wayne State University, 2017.

Despite the need in our global society to know more than one language to communicate, learning a second language is not a highly-valued skill. Moreover, while the understanding of language acquisition has continued to evolve over the past 30 years, our teaching and assessment practices have remained relatively stagnant and many foreign language classrooms continue to employ more "traditional approaches" to teaching and assessment. If U.S. foreign language educators, however, make a commitment to effective instruction and assessment practices, we can promote students' proficient, life-long second language skills. Therefore, this study explores the ways in which collaborative learning and performance assessments not only positively support student success in developing proficiency in a second language, but also foster students' use of those skills in real-world contexts over a long period of time. Using a mixed-methods approach, this study analyzes a survey instrument adapted from the NCSSFL-ACTFL Can-Do Statements and self-assessments for the advanced to mid-level student to identify students' perceptions of their proficiency in Spanish language skills they that would have acquired by completing Spanish 5AP. The study revealed three major findings: (1) former students perceived their proficiency in Spanish as having been fostered by collaborative learning and/or performance-based assessment practices; (2) students perceived of themselves as people who continue to use the foreign language they learned in high school in various contexts; (3) students are definitely passionate about foreign language study to various degrees. The study has important implications for both foreign language education and educational practices regarding collaboration and communicative competence, promoting foreign language proficiency in real-world contexts through students creating and constructing their knowledge, and cultivating students' passion for foreign language through engagement in learning to create life-long learners.

ISBN: 9781369687569Subjects--Topical Terms:

3172512
Foreign language education.

The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world.
LDR:03072nmm a2200301 4500 001 2117846
005 20170602084413.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369687569
035 $a (MiAaPQ)AAI10258156
035 $a AAI10258156
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ficano, Sabrina. $3 3279649
245 1 4 $a The role of collaboration and performance-based assessment in engaging learners to promote real world proficiency in foreign languages for an increasingly multilingual world.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Justine M. Kane.
502 $a Thesis (Ph.D.)--Wayne State University, 2017.
520 $a Despite the need in our global society to know more than one language to communicate, learning a second language is not a highly-valued skill. Moreover, while the understanding of language acquisition has continued to evolve over the past 30 years, our teaching and assessment practices have remained relatively stagnant and many foreign language classrooms continue to employ more "traditional approaches" to teaching and assessment. If U.S. foreign language educators, however, make a commitment to effective instruction and assessment practices, we can promote students' proficient, life-long second language skills. Therefore, this study explores the ways in which collaborative learning and performance assessments not only positively support student success in developing proficiency in a second language, but also foster students' use of those skills in real-world contexts over a long period of time. Using a mixed-methods approach, this study analyzes a survey instrument adapted from the NCSSFL-ACTFL Can-Do Statements and self-assessments for the advanced to mid-level student to identify students' perceptions of their proficiency in Spanish language skills they that would have acquired by completing Spanish 5AP. The study revealed three major findings: (1) former students perceived their proficiency in Spanish as having been fostered by collaborative learning and/or performance-based assessment practices; (2) students perceived of themselves as people who continue to use the foreign language they learned in high school in various contexts; (3) students are definitely passionate about foreign language study to various degrees. The study has important implications for both foreign language education and educational practices regarding collaboration and communicative competence, promoting foreign language proficiency in real-world contexts through students creating and constructing their knowledge, and cultivating students' passion for foreign language through engagement in learning to create life-long learners.
590 $a School code: 0254.
650 4 $a Foreign language education. $3 3172512
650 4 $a Multicultural Education. $3 2122919
650 4 $a Bilingual education. $3 2122778
690 $a 0444
690 $a 0455
690 $a 0282
710 2 $a Wayne State University. $b Curriculum and Instruction. $3 1673378
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 0254
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258156