Literaturnachweis - Detailanzeige
| Autor/inn/en | Rodrigo, Victoria; Krashen, Stephen; Gribbons, Barry |
|---|---|
| Titel | The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, 32 (2004) 1, S. 53-60 |
| Beigaben | Anmerkungen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Methodik; Fortgeschrittenenunterricht; Lernmaterial; Vergleichende Analyse; Fremdsprachenunterricht; Spanischunterricht; Lesen; Hochschule; Diskussion; Effizienz; Mittleres Niveau; USA |
| Abstract | Fourth semester students of Spanish as a foreign language at the university level in the US participated in two kinds of comprehensible-input based instruction, an extensive reading class that combined assigned and self-selected reading, and a "Reading-Discussion" class that consisted of assigned reading, debates and discussions. Students in both classes outperformed those in a traditionally taught class on a check-list vocabulary test and on a grammar test. The Reading-Discussion group outperformed the Traditional students on a cloze test (P = 0.105), but there was no difference between Traditional and Reading students on the cloze. The results confirm the efficacy of comprehensible-input based pedagogy at the intermediate level. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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