Date of Award

Spring 5-1-2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

First Advisor

Janice Hall

Second Advisor

Robert Williams

Third Advisor

Cathleen Rafferty

Abstract

The purpose of this study was to examine student perceptions of instructional techniques that promote language learning. The intent of this study was to inform practice for current and future foreign language teachers. Constant comparative analysis was selected to co11ect, codify and analyze the data. Data for this study was supplied through interviews with advanced level foreign language students from throughout central Indiana, citations from expe1t sources and insights from the researcher's nine years of foreign language teaching expe1icnce. Eight major themes emerged: Initial language learning, Instructional games, Classroom atmosphere, Class comradery, Spoken language, Written language, Assessment and Cultural understanding. The outcomes of the study, which are grounded in the eight themes, revealed students' perceptions of instructional techniques that promote language learning. The following practices were perceived by the students to be beneficial in their language learning: Students are Motivated to Learn Foreign Languages Through the Inclusion of a Variety of Ancillary Activities, Students Learn Foreign Languages Best When Provided With Activities Where Interaction With the Second Language Occurs, Students Learned Foreign Languages Best When There Is Structure Provided in Their Learning Experiences, Students Learn Foreign Languages Best When Taught Within a Meaningful Context, Students Learn Foreign Languages Best In Classrooms Where Personal Relationships are Developed and Students Learn Foreign Languages Most Easily In Environments Where They Feel Comfortable.

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