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dc.contributor.advisorSchulz, Renate A.en_US
dc.contributor.authorReber, Teresa
dc.creatorReber, Teresaen_US
dc.date.accessioned2013-04-11T09:02:49Z
dc.date.available2013-04-11T09:02:49Z
dc.date.issued2001en_US
dc.identifier.urihttp://hdl.handle.net/10150/280364
dc.description.abstractSchrier and Hammadou (1994) assert that in order to evaluate effective foreign language (FL) teaching, attributes of effective teaching should first be identified, should be agreed upon as being worth evaluating, should be identified on repeated occasions, and should be proved worthwhile in many settings. The more that is known about successful FL teaching and learning, the more likely FL teachers will be to create models for FL teacher preparation and evaluation that implement relevant behaviors and attitudes of effective FL teaching. The purpose of this study was to investigate teacher perceptions concerning the teaching behaviors and attitudes that contribute to effective FL teaching and learning. The data was collected by means of a questionnaire to which 457 post-secondary FL teachers of Spanish, French, and German who are members of ACTFL responded (the response rate was 45.7%). The 80-item questionnaire elicited responses to FL teaching behaviors and attitudes on a Likert-type scale from 1 (not important at all for effective FL teaching) to 5 (essential for effective FL teaching), based on teachers' perceptions regarding how important each attribute is for effective teaching. Based on current research on second language acquisition (SLA), on pedagogical theories underlying current teaching methodologies, and on teaching behaviors and attitudes found to be effective in the field of general education, various teaching behaviors and attitudes of effective FL teachers were identified for inclusion on the questionnaire. The results indicate that there is emerging professional consensus regarding a number of teacher behaviors and attitudes related to FL teaching. This study contributes to the knowledge of what acceptable classroom teaching behavior is. The more that is known about successful FL teaching and learning, the more likely FL teachers, administrators, and curriculum developers will be able to create models for FL teacher preparation and evaluation that reflect effective behaviors and attitudes for FL teaching.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectLanguage, Linguistics.en_US
dc.titleEffective teaching behaviors and attitudes as perceived by foreign language teachersen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest3010237en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition and Teachingen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b41613193en_US
refterms.dateFOA2018-06-11T17:49:32Z
html.description.abstractSchrier and Hammadou (1994) assert that in order to evaluate effective foreign language (FL) teaching, attributes of effective teaching should first be identified, should be agreed upon as being worth evaluating, should be identified on repeated occasions, and should be proved worthwhile in many settings. The more that is known about successful FL teaching and learning, the more likely FL teachers will be to create models for FL teacher preparation and evaluation that implement relevant behaviors and attitudes of effective FL teaching. The purpose of this study was to investigate teacher perceptions concerning the teaching behaviors and attitudes that contribute to effective FL teaching and learning. The data was collected by means of a questionnaire to which 457 post-secondary FL teachers of Spanish, French, and German who are members of ACTFL responded (the response rate was 45.7%). The 80-item questionnaire elicited responses to FL teaching behaviors and attitudes on a Likert-type scale from 1 (not important at all for effective FL teaching) to 5 (essential for effective FL teaching), based on teachers' perceptions regarding how important each attribute is for effective teaching. Based on current research on second language acquisition (SLA), on pedagogical theories underlying current teaching methodologies, and on teaching behaviors and attitudes found to be effective in the field of general education, various teaching behaviors and attitudes of effective FL teachers were identified for inclusion on the questionnaire. The results indicate that there is emerging professional consensus regarding a number of teacher behaviors and attitudes related to FL teaching. This study contributes to the knowledge of what acceptable classroom teaching behavior is. The more that is known about successful FL teaching and learning, the more likely FL teachers, administrators, and curriculum developers will be able to create models for FL teacher preparation and evaluation that reflect effective behaviors and attitudes for FL teaching.


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