American ESL Classes and Foreign Student Expectations.

Autor/in	Bassano, Sharron
Titel	American ESL Classes and Foreign Student Expectations.
Quelle	(1985), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Students; Classroom Environment; English (Second Language); Foreign Students; Language Teachers; Second Language Instruction; Student Attitudes; Surveys; Teacher Attitudes; Teaching Styles + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenklima; Unterrichtsklima; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	A study of the expectations and attitudes of adult foreign students toward their instruction in English as a second language, the classroom environment, and the extent to which the instruction was meeting their language skill development priorities also examined the teachers' perceptions of their own teaching styles and the instructional milieu and priorities. Results indicated that the teachers thought of themselves as innovative and egalitarian, with lower expectations than the students' concerning realization of language fluency. Most students appeared to be adapting well to their teachers' presentations, but some appeared to have higher goals and/or to prefer more traditional and formal leadership in the classroom. The major differences in student and teacher responses appeared in the amount of formality desirable in the classroom, the desirability of independent, group work, and the degree to which language skills must be perfected. Most students preferred studying English in the United States to studying it in their home countries. It is recommended that teachers become aware of their students' past classroom experiences, show an interest in planning learning experiences that validate past experience, to have and build confidence in their students' abilities, begin with the familiar and move to new things, and be aware of student concerns and goals. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01