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Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom?

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dc.contributor.advisor Jewell, Peggy en_US
dc.contributor.author Ulrich, Vendla Jean
dc.date.accessioned 2009-07-02T20:22:06Z
dc.date.available 2009-07-02T20:22:06Z
dc.date.copyright 2008 en
dc.date.issued 2008-05
dc.identifier.other t08037
dc.identifier.uri http://hdl.handle.net/10057/2060
dc.description Thesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description.abstract Research suggests much controversy exists in design and methodology of foreign language instruction. The purpose of this study was to understand if beginning level foreign language students acquire the language better with traditional methods of language instruction or with differentiated methods of language instruction. The study analyzed grammatical and communicative aspects in two classrooms of ten individuals using both teaching strategies. Subjects comprised various educational backgrounds, professions, gender, and race. Classes completed pre- and posttests, student learning surveys, and the instructor completed a professional journal. Findings confirmed both classrooms were successful in grammatical aspects of the language, but the differentiated classroom was more successful in communicative aspects of the language. en
dc.format.extent vi, 57 leaves, ill. en
dc.format.extent 1185505 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.subject.lcsh Electronic dissertations en
dc.title Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom? en
dc.type Thesis en

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