A Qualitative Approach to the Authenticity in the Foreign Language Classroom: A Study of University Students Learning English in Korea.

Autor/in	Kim, Dong-Kyoo
Titel	A Qualitative Approach to the Authenticity in the Foreign Language Classroom: A Study of University Students Learning English in Korea.
Quelle	In: Texas Papers in Foreign Language Education, 5 (2000) 1, S.189-205 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Attitude Change; College Students; English (Second Language); Foreign Countries; Higher Education; Interviews; Language Proficiency; Second Language Instruction; Student Attitudes; South Korea + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Schülerverhalten; Korea; Republik
Abstract	This qualitative study provides a deeper understanding of foreign language learners' attitudes toward authentic input and examines their changes in attitude and proficiency after instruction using authentic input in the foreign language classroom. Twenty-six Korean university students from two groups were randomly selected and interviewed. The experimental group was instructed with both graded and ungraded input, whereas the control group was instructed with only graded input. Each subject was interviewed at the end of the study. The results showed that both groups reported considerably low levels of confidence in their understanding of authentic input. However, the majority of students in the experimental group reported that their attitudes toward authentic input were changed positively, and their English proficiency improved over the treatment period. The study concludes with suggestions for using authentic input to improve English as a Second Language instruction. (Contains 24 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC