東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Heritage vs. Non-heritage Language L...

Dones-Herrera, Vilma.

Linked to FindBook

Google Book

Amazon

博客來

Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class./
Author:	Dones-Herrera, Vilma.
Description:	66 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Modern language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1587996
ISBN:	9781321726503

Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class.
Dones-Herrera, Vilma.

Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class. - 66 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--Arizona State University, 2015.

This item must not be sold to any third party vendors.

This qualitative study used a survey to investigate the attitudes and experiences of 44 Heritage learners (HLL) and non-Heritage learners (NHLL) in beginning-level Spanish courses with a mixed population (HLLs and NHLLs) in the same classroom. Specifically, the survey elicited data on their attitudes and experiences towards their own language skills in Spanish and English, their mixed beginning-level Spanish course, their personal reactions to mixed classes, and their attitudes toward classmates that belong to the other group (e.g., HLLs view of NHLLs). The findings of this study indicated that HLLs perceived their listening and speaking skills to be better than their literacy (reading and writing) skills, while NHLLs self-assessed their receptive skills (reading and listening) to be higher than their productive skills (speaking and writing). In addition, both groups expressed a positive attitude toward mixed beginning-level Spanish classes and noted specific advantages to learning in such an environment (e.g., the opportunity to learn about each other's cultures, the fact that each group felt appreciated and valued by the other group) with very few disadvantages (e.g., HLLs had mixed opinions on the effect that a mixed class might have on a teacher's expectation for how much material is covered and how thoroughly, while NHLLs mostly agreed that a teacher's expectations would affect the breadth and depth of material covered; NHLLs thought the presence of HLLs in their class might negatively affect their grades). However, both groups indicated they would prefer to be in Spanish classes with members of their own group instead of in mixed classes (NHLLs affirmed this more than HLLs). This study concludes with a discussion of pedagogical implications, limitations of the study, and ideas for future research on this topic.

ISBN: 9781321726503Subjects--Topical Terms:

3174390
Modern language.

Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class.
LDR:02773nmm a2200277 4500 001 2063248
005 20151027100441.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321726503
035 $a (MiAaPQ)AAI1587996
035 $a AAI1587996
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dones-Herrera, Vilma. $3 3177751
245 1 0 $a Heritage vs. Non-heritage Language Learner Attitudes in a Beginning-Level Mixed Spanish Language Class.
300 $a 66 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Barbara A. Lafford.
502 $a Thesis (M.A.)--Arizona State University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study used a survey to investigate the attitudes and experiences of 44 Heritage learners (HLL) and non-Heritage learners (NHLL) in beginning-level Spanish courses with a mixed population (HLLs and NHLLs) in the same classroom. Specifically, the survey elicited data on their attitudes and experiences towards their own language skills in Spanish and English, their mixed beginning-level Spanish course, their personal reactions to mixed classes, and their attitudes toward classmates that belong to the other group (e.g., HLLs view of NHLLs). The findings of this study indicated that HLLs perceived their listening and speaking skills to be better than their literacy (reading and writing) skills, while NHLLs self-assessed their receptive skills (reading and listening) to be higher than their productive skills (speaking and writing). In addition, both groups expressed a positive attitude toward mixed beginning-level Spanish classes and noted specific advantages to learning in such an environment (e.g., the opportunity to learn about each other's cultures, the fact that each group felt appreciated and valued by the other group) with very few disadvantages (e.g., HLLs had mixed opinions on the effect that a mixed class might have on a teacher's expectation for how much material is covered and how thoroughly, while NHLLs mostly agreed that a teacher's expectations would affect the breadth and depth of material covered; NHLLs thought the presence of HLLs in their class might negatively affect their grades). However, both groups indicated they would prefer to be in Spanish classes with members of their own group instead of in mixed classes (NHLLs affirmed this more than HLLs). This study concludes with a discussion of pedagogical implications, limitations of the study, and ideas for future research on this topic.
590 $a School code: 0010.
650 4 $a Modern language. $3 3174390
690 $a 0291
710 2 $a Arizona State University. $b Spanish. $3 1677953
773 0 $t Masters Abstracts International $g 54-04(E).
790 $a 0010
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1587996