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Student learning of elementary Japan...

Alarcon, Christy Mostajo.

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Student learning of elementary Japanese in online and traditional instructional environments.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student learning of elementary Japanese in online and traditional instructional environments./
作者:	Alarcon, Christy Mostajo.
面頁冊數:	134 p.
附註:	Chair: Joung-Im Kim.
Contained By:	Masters Abstracts International40-03.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1406879
ISBN:	0493424857

Student learning of elementary Japanese in online and traditional instructional environments.
Alarcon, Christy Mostajo.

Student learning of elementary Japanese in online and traditional instructional environments. - 134 p.

Chair: Joung-Im Kim.

Thesis (M.A.)--University of Hawaii, 2001.

The differences between traditional and CMC instructional environments in student learning of a second language were investigated through qualitative observations and interviews of students enrolled in both classes taught by the same instructor, with the same content and material used. The study addressed in depth the learning processes of reading, writing, speaking and listening skills of second language, the dynamics of student-instructor and student-student interaction and the patterns of student participation. The major findings were: (a) reading and writing skills were heavily emphasized in CMC class and learning of those skills was more of a collaborative process; (b) because of the lack of synchronous communication in CMC class, speaking and listening skills were independently learned and practiced; (c) interactions between the students and instructor in CMC class were simple and more directly course related; (d) and there were more equalized participation patterns among students and the instructor in the CMC instructional environment.

ISBN: 0493424857Subjects--Topical Terms:

1018115
Education, Language and Literature.

Student learning of elementary Japanese in online and traditional instructional environments.
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520 $a The differences between traditional and CMC instructional environments in student learning of a second language were investigated through qualitative observations and interviews of students enrolled in both classes taught by the same instructor, with the same content and material used. The study addressed in depth the learning processes of reading, writing, speaking and listening skills of second language, the dynamics of student-instructor and student-student interaction and the patterns of student participation. The major findings were: (a) reading and writing skills were heavily emphasized in CMC class and learning of those skills was more of a collaborative process; (b) because of the lack of synchronous communication in CMC class, speaking and listening skills were independently learned and practiced; (c) interactions between the students and instructor in CMC class were simple and more directly course related; (d) and there were more equalized participation patterns among students and the instructor in the CMC instructional environment.
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