Oral Dialog Journals: A Learner-Centered Approach.

Autor/in	Henry, Linnea Margaret
Titel	Oral Dialog Journals: A Learner-Centered Approach.
Quelle	(1994), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Adult Students; Audiotape Recordings; Comparative Analysis; Dialog Journals; English (Second Language); Foreign Countries; Higher Education; Language Attitudes; Language Usage; Oral Language; Second Language Instruction; Spanish; Student Attitudes; Student Centered Curriculum; Student Journals; Teacher Attitudes; Teacher Student Relationship; Teaching Methods; Written Language; Morocco + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachverhalten; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht; Spanisch; Schülerverhalten; Studentenzeitung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschriebene Sprache; Marokko
Abstract	This paper examines the use of oral dialogue journals as an integral part of foreign language instruction. It discusses the strengths and weaknesses of oral (audiotape) journals, and compares them to written journals. The paper then explores the use of oral dialogue journals in the teaching of English as a Foreign Language (EFL) to adult students in Morocco and in the teaching of intermediate Spanish at the college level. Teacher and student opinions on the efficacy of oral dialogue journals are then examined. In addition to providing opportunities for students to gain in knowledge and awareness of oral and aural aspects of a second language, oral journals were found to significantly enhance the relationship between the teacher and student, to increase the students' level of confidence, and to allow students to develop ways to work on aspects of language acquisition consistent with their individual goals and learning styles. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC