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[ subject:"Language." ]
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The Interaction of Students' Reporte...
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Heidrich, Emily Suzanne.
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The Interaction of Students' Reported Personal Connections to German and Their Experiences in the German Foreign Language Classroom.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
The Interaction of Students' Reported Personal Connections to German and Their Experiences in the German Foreign Language Classroom./
作者:
Heidrich, Emily Suzanne.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:
165 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:
Dissertation Abstracts International78-10A(E).
標題:
Language. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10284889
ISBN:
9781369803303
The Interaction of Students' Reported Personal Connections to German and Their Experiences in the German Foreign Language Classroom.
Heidrich, Emily Suzanne.
The Interaction of Students' Reported Personal Connections to German and Their Experiences in the German Foreign Language Classroom.
- Ann Arbor : ProQuest Dissertations & Theses, 2017 - 165 p.
Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2017.
This study explores a method of examining student motivation and identity in the foreign language classroom that is novel yet also complements current theories, such as those put forth by Norton and Dornyei. It specifically examines learners' personal connections with speakers of German, the German language, and affiliated cultures and compares the number and types of reported connections with learners' perceptions of and affective responses to the classroom community. The different kinds of connections that students reported were sorted into Categories of Connection (CoC). These CoC were examined in conjunction with students' sense of classroom community, classroom anxiety, self-reported behaviors in the classroom, and adjectives that students chose to describe their feelings in the classroom and the classroom atmosphere. Results from the present study showed that all of the 57 students in the present study reported at least one connection to German, most commonly (over 82% of participants) the connection Ancestry/Family. What is more, the number and types of CoC reported by students interacted with how they situated themselves in the classroom community, both in terms of how strong they believed the classroom community to be and the amount of anxiety that they felt in class. Additionally, the sense of classroom community and anxiety level in the classroom were clearly correlated among participants in this study. Participants in this study felt that the classroom community provided a positive environment, but not all of them felt equally positive about their individual roles in it. Not all types of CoC seemed to interact in the same way with the students' experiences in class.
ISBN: 9781369803303Subjects--Topical Terms:
643551
Language.
The Interaction of Students' Reported Personal Connections to German and Their Experiences in the German Foreign Language Classroom.
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This study explores a method of examining student motivation and identity in the foreign language classroom that is novel yet also complements current theories, such as those put forth by Norton and Dornyei. It specifically examines learners' personal connections with speakers of German, the German language, and affiliated cultures and compares the number and types of reported connections with learners' perceptions of and affective responses to the classroom community. The different kinds of connections that students reported were sorted into Categories of Connection (CoC). These CoC were examined in conjunction with students' sense of classroom community, classroom anxiety, self-reported behaviors in the classroom, and adjectives that students chose to describe their feelings in the classroom and the classroom atmosphere. Results from the present study showed that all of the 57 students in the present study reported at least one connection to German, most commonly (over 82% of participants) the connection Ancestry/Family. What is more, the number and types of CoC reported by students interacted with how they situated themselves in the classroom community, both in terms of how strong they believed the classroom community to be and the amount of anxiety that they felt in class. Additionally, the sense of classroom community and anxiety level in the classroom were clearly correlated among participants in this study. Participants in this study felt that the classroom community provided a positive environment, but not all of them felt equally positive about their individual roles in it. Not all types of CoC seemed to interact in the same way with the students' experiences in class.
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Results also suggest that the following areas warrant further investigation: (1) The role that CoCs play in students' initial motivation to choose to study a specific language (here, German); (2) the degree to which students perceived to possess certain connections; and (3) the appearance and disappearance of CoCs across the course of a student's language study. Implications for teaching center around awareness-raising activities and community building, including how teachers can encourage the development of CoCs.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10284889
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