Title
¿Cuánto aprendí en la enseñanza secundaria ? Las actitudes de los estudiantes universitarios de primer año respecto a la relación enseñanza-aprendizaje de su segunda lengua en la escuela secundaria en tres contextos internacionales ¿Cuánto aprendí en la enseñanza secundaria ? Las actitudes de los estudiantes universitarios de primer año respecto a la relación enseñanza-aprendizaje de su segunda lengua en la escuela secundaria en tres contextos internacionales
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Madrid : :Universidad Nacional de Educacion a Distancia. Facultad de educación, ,
Subject
Educational sciences
Source (journal)
Educación XX1 : revista de la faculdad de educación.. - Madrid :
Volume/pages
15(2012) :2 , p. 159-184
ISSN
1139-613X
ISI
000304725900008
Carrier
E
Target language
Spanish (spa)
Affiliation
University of Antwerp
Abstract
The ultimate goal of this study is to observe and gather information on the students' perceptions on the factual constraints during their high school studies in three different contexts: Valencia (Spain), Flandes (Belgium) and Valdosta (USA). The participants in this study were 82 first year college students enrolled in the Polytechnic University of Valencia, the University of Amres and the State University of Valdosta. Data were gathered by means of questionnaires and preceded by a focus group and a careful design of the questionnaire at three levels: researchers, teachers and a small sample of students. Because the sample is rather limited, the findings cannot be over generalized but they show some light for further studies in the field of high school language instruction. Analysis of data indicated that the three groups share common problems such as the limited use of out of class language learning materials or learning opportunities, the high school teachers' methodology and the students' attitudes towards the target language. These findings stress the importance of using global methodologies that appropriately lead the students in their use of in and out of the classroom resources. The results also indicate that high school language learners may not be so different despite their original cultures and mother tongue.
Full text (open access)
https://repository.uantwerpen.be/docman/irua/294aca/7528.pdf
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