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Tác giả CN
| Winstead, Lisa. | |
Nhan đề
| Apprehension and motivation among adolescent dual language peers: perceptions and awareness about self-directed teaching and learning /Lisa Winstead | |
Thông tin xuất bản
| 2013 | |
Mô tả vật lý
| p. 1-21 | |
Tóm tắt
| English learners are given few opportunities to develop their oral language and be seen as language experts. Self-regulated dual language learning is an authentic approach to communicating in the target language that promotes basic interpersonal communication skills between foreign language and second language learners. This study examines how adolescent emergent English learners (ELs) and Spanish learners (SLs) self-regulated their language learning process in a dual language program. While there is a dearth of r esearch about this topic, there are a number of significant self-efficacy studies that show connections between motivation, confidence and language learning. This case study explores not only how adolescent ELs and SLs practice and teach language but also how they reflected upon this process. Findings from transcription and analysis of 18 language sessions reveal that students go through three specific stages (Language Apprehension, Language Initiation and Language Acquisition) when teaching and learning language, which serve as a theoretical model. It is a frame for situating their experiences and interactions as language learners and teachers | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Metacognition. | |
Thuật ngữ không kiểm soát
| self-directe learning. | |
Thuật ngữ không kiểm soát
| Motivation. | |
Thuật ngữ không kiểm soát
| Anxiety. | |
Thuật ngữ không kiểm soát
| Dual language. | |
Thuật ngữ không kiểm soát
| Confidence. | |
Nguồn trích
| Language and education- 2013, Vol27, N.1 |
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| 039 | |a20200722093219|bhuongnt|y20160823084748|zkhiembt |
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| 041 | 0|aeng |
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| 100 | 1|aWinstead, Lisa. |
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| 245 | 10|aApprehension and motivation among adolescent dual language peers: perceptions and awareness about self-directed teaching and learning /|cLisa Winstead |
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| 260 | |c2013 |
|---|
| 300 | |ap. 1-21 |
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| 362 | 0|aVol. 26 (January 2013) |
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| 520 | |aEnglish learners are given few opportunities to develop their oral language and be seen as language experts. Self-regulated dual language learning is an authentic approach to communicating in the target language that promotes basic interpersonal communication skills between foreign language and second language learners. This study examines how adolescent emergent English learners (ELs) and Spanish learners (SLs) self-regulated their language learning process in a dual language program. While there is a dearth of r esearch about this topic, there are a number of significant self-efficacy studies that show connections between motivation, confidence and language learning. This case study explores not only how adolescent ELs and SLs practice and teach language but also how they reflected upon this process. Findings from transcription and analysis of 18 language sessions reveal that students go through three specific stages (Language Apprehension, Language Initiation and Language Acquisition) when teaching and learning language, which serve as a theoretical model. It is a frame for situating their experiences and interactions as language learners and teachers |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
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| 653 | |aMetacognition. |
|---|
| 653 | |aself-directe learning. |
|---|
| 653 | |aMotivation. |
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| 653 | |aAnxiety. |
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| 653 | 0|aDual language. |
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| 653 | 0 |aConfidence. |
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| 773 | 0|tLanguage and education|g2013, Vol27, N.1 |
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| 890 | |a0|b0|c0|d0 |
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