Journal article
Exploring the effects of foreign language instructional practices on student proficiency development
Foreign language annals, Vol.52(1), pp.45-65
03/01/2019
DOI: 10.1111/flan.12382
Abstract
While a growing body of research has addressed the outcomes of K-12 foreign language (FL) study, relatively little is known about the relationship between teachers' practices and students' proficiency development (Hlas & Hlas, ; Tschirner & Malone, ). To fill this gap, the current study, set in a large urban school district, investigates how differences in teachers' (N = 26) self-reported use of the target language (TL) and explicit grammar instruction relate to secondary FL students' (N = 2,179) yearlong gains on a standardized language performance assessment. Findings reveal a largely positive effect for TL usage, which was most pronounced in the beginner levels. Meanwhile, explicit grammar instruction yielded mixed results, beginning with a negative effect in Level I and transitioning toward a positive effect by Level IV. Collectively, the findings suggest that best practices for FL teaching may in fact vary according to the level of instruction.
Details
- Title: Subtitle
- Exploring the effects of foreign language instructional practices on student proficiency development
- Creators
- Reuben Vyn - University of IowaPamela M. Wesely - University of IowaDiane Neubauer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Foreign language annals, Vol.52(1), pp.45-65
- Publisher
- Wiley
- DOI
- 10.1111/flan.12382
- ISSN
- 0015-718X
- eISSN
- 1944-9720
- Number of pages
- 21
- Grant note
- ACTFL Research Priorities Grant
- Language
- English
- Date published
- 03/01/2019
- Academic Unit
- Teaching and Learning; Education Administration; Center for Evaluation and Assessment
- Record Identifier
- 9984372058702771
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