東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring the Role of Perception in ...

Cho, Kimberly.

Linked to FindBook

Google Book

Amazon

博客來

Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity./
Author:	Cho, Kimberly.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	117 p.
Notes:	Source: Masters Abstracts International, Volume: 58-02.
Contained By:	Masters Abstracts International58-02(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936258
ISBN:	9780438671973

Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity.
Cho, Kimberly.

Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 117 p.

Source: Masters Abstracts International, Volume: 58-02.

Thesis (M.A.)--University of Toronto (Canada), 2018.

This study explores adult students' subjective perceptions of the proximity between French and English. Through a plurilingual, ecological perspective (Piccardo, 2017; van Lier, 2004a) and the theory of affordances (Gibson, 1979/1986; Rietveld & Kiverstein, 2014), perception of language proximity is conceptualized as a dynamic construct that can either facilitate or hinder learning. This study implements four methods (drawing task, language background questionnaire, cognate recognition task and semi-structured interview) to analyze participants' perceptions of French-English similarities at three levels of analysis (cognate characteristics, patterns within groups and individual perceptions). The findings suggest that participants who viewed cognates as facilitative for their language learning had greater metalinguistic awareness and recognized more French-English cognates. Conversely, participants who perceived cognates as detrimental to their learning tended to demonstrate a lack of metalinguistic awareness and recognized very few French-English cognates. The study highlights the importance of fostering close perceptions of language proximity in language learning.

ISBN: 9780438671973Subjects--Topical Terms:

3172512
Foreign language education.

Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity.
LDR:02185nmm a2200301 4500 001 2204345
005 20190709084847.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438671973
035 $a (MiAaPQ)AAI10936258
035 $a (MiAaPQ)toronto:18137
035 $a AAI10936258
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cho, Kimberly. $3 3431191
245 1 0 $a Exploring the Role of Perception in Language Learning: A Plurilingual and Ecological Perspective on Students' Perceptions of French-English Proximity.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 117 p.
500 $a Source: Masters Abstracts International, Volume: 58-02.
500 $a Adviser: Enrica Piccardo.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2018.
520 $a This study explores adult students' subjective perceptions of the proximity between French and English. Through a plurilingual, ecological perspective (Piccardo, 2017; van Lier, 2004a) and the theory of affordances (Gibson, 1979/1986; Rietveld & Kiverstein, 2014), perception of language proximity is conceptualized as a dynamic construct that can either facilitate or hinder learning. This study implements four methods (drawing task, language background questionnaire, cognate recognition task and semi-structured interview) to analyze participants' perceptions of French-English similarities at three levels of analysis (cognate characteristics, patterns within groups and individual perceptions). The findings suggest that participants who viewed cognates as facilitative for their language learning had greater metalinguistic awareness and recognized more French-English cognates. Conversely, participants who perceived cognates as detrimental to their learning tended to demonstrate a lack of metalinguistic awareness and recognized very few French-English cognates. The study highlights the importance of fostering close perceptions of language proximity in language learning.
590 $a School code: 0779.
650 4 $a Foreign language education. $3 3172512
650 4 $a Bilingual education. $3 2122778
690 $a 0444
690 $a 0282
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Masters Abstracts International $g 58-02(E).
790 $a 0779
791 $a M.A.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10936258