Understanding L2 French teaching strategies in a non-target language classroom context

Understanding L2 French teaching strategies in a non-target language classroom context

• Sun, Peijian The University of Auckland
• Yuan, Rui The Chinese University of Hong Kong
• Teng, Lin The University of Auckland

Journal of Education for Teaching, 41(3), 324-328, 2015

Routledge

2015

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners' different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2015.1044228]

• 英文

期刊論文

• 02607476

• 10.1080/02607476.2015.1044228

https://bibliography.lib.eduhk.hk/tc/bibs/6a8297c1

2015-10-16