Didactique de la comprehension orale et sensibilisation aux langue etrangere. Tomes 1 et 2. Publications B-203 et 204. (The Teaching of Listening and 204. (The Teaching of Listening Comprehension and Sensitization to Varieties of Oral Spanish: Experiment in Foreign Language Teaching. Volumes 1 and 2). Publications B-203 and 204.

Autor/in	Perron, Denise
Institution	Laval Univ., Quebec (Quebec). International Center for Research on Language Planning.
Titel	Didactique de la comprehension orale et sensibilisation aux langue etrangere. Tomes 1 et 2. Publications B-203 et 204. (The Teaching of Listening and 204. (The Teaching of Listening Comprehension and Sensitization to Varieties of Oral Spanish: Experiment in Foreign Language Teaching. Volumes 1 and 2). Publications B-203 and 204.
Quelle	(1996), (439 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-256-0
Schlagwörter	Auditory Discrimination; Classroom Techniques; Course Content; Foreign Countries; Higher Education; Instructional Materials; Language Attitudes; Language Tests; Language Variation; Listening Comprehension; Oral Language; Research Methodology; Second Language Instruction; Second Languages; Spanish; Verbal Tests; Canada + Suchen Sie Ihr Suchwort? Klassenführung; Kursprogramm; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachverhalten; Language test; Sprachtest; Sprachenvielfalt; Hörverständnis; Oral interpretation; Mündlicher Sprachgebrauch; Research method; Forschungsmethode; Fremdsprachenunterricht; Second language; Zweitsprache; Spanisch; Mündliche Prüfung; Kanada
Abstract	A study, presented here in two volumes and entirely in French, investigated the usefulness of introducing different varieties of Spanish in the classroom to improve listening comprehension skills, and the capacity of students to understand language variations. The experiment was conducted during two quarters at the University of Laval (Quebec), within four Spanish classes. The two experimental groups contained 17 and 21 students; control groups contained 16 and 22 students. Experimental groups were exposed to Spanish language varieties during classroom instruction, and the control groups were exposed to standard usage only. Results indicated definitively that the experimental groups showed broader comprehension skills, with attitudes toward Spanish language learning remaining positive. The first volume of the study describes the research methodology (hypothesis, theoretical framework, procedures, results, conclusions), and the second volume is devoted to the pedagogical material and measurement instruments used, and to the varied analyses performed on results. Contains an extensive bibliography. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC