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Tác giả CN Zapata, Gabriela C.
Nhan đề L2 Spanish university students’ perceptions of the pedagogical benefits of culture portfolios / Gabriela C. Zapata
Thông tin xuất bản 2019
Mô tả vật lý p. 94-110
Tóm tắt This article investigates the use of culture portfolios in second language Spanish university classes at an American private university as part of an innovation that incorporated an ACTFL standards-based curriculum to a basic language programme. The portfolios required students to complete different types of tasks through interactions with members of the Hispanic community in the area. The study examines novice high, intermediate low, and intermediate mid students’ perceptions of the portfolio tasks, focusing on their views of the pedagogical benefits of these tools not only in terms of culture, but also for the development of their performance. Data were collected with a questionnaire and through the analysis of opinions. The results show that the participants’ opinions were generally positive, and that most students believed that the portfolio not only had allowed them to learn more about Hispanic cultures, but had also provided them with opportunities to use the target language beyond the confines of the L2 classroom, and helped them develop their performance in the interpersonal and presentational modes. However, there were statistical differences among the proficiency levels, and novice high students exhibited the most negative perceptions, which could have been related to their low level of proficiency.
Đề mục chủ đề Language teaching--Spanish
Thuật ngữ không kiểm soát Assessment
Thuật ngữ không kiểm soát Culture
Thuật ngữ không kiểm soát Spanish
Thuật ngữ không kiểm soát University
Thuật ngữ không kiểm soát Tiếng Tây Ban Nha
Thuật ngữ không kiểm soát ACTFL standards
Thuật ngữ không kiểm soát Portfolios
Thuật ngữ không kiểm soát Đánh giá
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
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0410 |aeng
044 |aenk
1001 |aZapata, Gabriela C.
24510|aL2 Spanish university students’ perceptions of the pedagogical benefits of culture portfolios / |cGabriela C. Zapata
260|c2019
30010|ap. 94-110
520 |aThis article investigates the use of culture portfolios in second language Spanish university classes at an American private university as part of an innovation that incorporated an ACTFL standards-based curriculum to a basic language programme. The portfolios required students to complete different types of tasks through interactions with members of the Hispanic community in the area. The study examines novice high, intermediate low, and intermediate mid students’ perceptions of the portfolio tasks, focusing on their views of the pedagogical benefits of these tools not only in terms of culture, but also for the development of their performance. Data were collected with a questionnaire and through the analysis of opinions. The results show that the participants’ opinions were generally positive, and that most students believed that the portfolio not only had allowed them to learn more about Hispanic cultures, but had also provided them with opportunities to use the target language beyond the confines of the L2 classroom, and helped them develop their performance in the interpersonal and presentational modes. However, there were statistical differences among the proficiency levels, and novice high students exhibited the most negative perceptions, which could have been related to their low level of proficiency.
65000|aLanguage teaching|xSpanish
6530 |aAssessment
6530 |aCulture
6530 |aSpanish
6530 |aUniversity
6530 |aTiếng Tây Ban Nha
6530 |aACTFL standards
6530 |aPortfolios
6530|aĐánh giá
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 1/2019
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