教学质量和学习时间对小学英语学习者接受能力的影响

IF 1 Q2 LINGUISTICS
AILA Review Pub Date : 2019-12-31 DOI:10.1075/aila.00025.wil
Eva Wilden, Raphaela Porsch
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引用次数: 5

摘要

摘要本文介绍了TEPS研究(小学英语教学)的初步结果。这项研究位于德国,自2004年以来,德国的小学外语教育一直是义务教育,学生在一年级或三年级开始接受外语教育,主要是英语作为外语。总体而言,尽管存在各种公开的研究问题,但尚未对小学外语教育的引入进行实证评估:(1)学习者在小学四年级教育结束时的英语接受能力是否因学习时间(持续时间和发病年龄)而异?(2) 教学质量(学习者的视角)与学习者的英语接受能力以及他们对学习英语的态度之间是否存在相关性?先前的研究(例如Demircioglu,2010)首次表明,起步较早的学习者能够获得更好的接受能力。然而,这些样本的发现不能概括,而且完全没有结论(例如,Jaekel、van Ackern、Schurig和Ritter,2017)。调查小学教学质量与学习者成绩之间相关性的研究主要基于数学和科学教育(例如,TIMSS-2015:见Rieser、Stahns、Walzebug和Wendt,2016)。因此,位于应用语言学和教育科学领域的TEPS研究正在通过(a)在四年级小学教育结束时测试学生的英语接受能力(n=269)和(b)调查教学质量和学习者对英语的态度来解决其中的一些研究缺陷。这项研究在两个发病年龄不同的联邦州进行(第一年和第三年)。除了研究的理论背景和背景外,本文还将介绍复杂的研究设计,以及试点研究的初步结果,以深入了解上述问题(主要研究见Wilden、Porsch和Schurig,2020)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of teaching quality and learning time on primary EFL learners’receptive proficiency
Abstract This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).
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来源期刊
AILA Review
AILA Review LINGUISTICS-
CiteScore
1.20
自引率
0.00%
发文量
9
期刊介绍: AILA Review is a refereed publication of the Association Internationale de Linguistique Appliquée, an international federation of national associations for applied linguistics. All volumes are guest edited. As of volume 16, 2003, AILA Review is published with John Benjamins. This journal is peer reviewed and indexed in: Scopus
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