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dc.contributor.advisorClason, Christopher
dc.contributor.authorWynne, Steven
dc.date.accessioned2014-07-15T19:23:40Z
dc.date.available2014-07-15T19:23:40Z
dc.date.issued2014-07-15
dc.identifier.urihttp://hdl.handle.net/10323/3007
dc.description.abstractThe issue this paper addresses is the difference in foreign language learning between American and German novice-level secondary classrooms; specifically, this investigation first observes the instructor’s spoken foreign language in the classroom, which will entail identifying the amount, complexity, and variation of the target language in the instructor’s speech. This study then evaluates the influence of the instructor’s spoken language by assessing the listening comprehension skills of the students through dictation exercises, which shall include appropriate vocabulary and grammar the students have learned based on researcher’s observations and the assigned language textbook. With these observations and evaluation of German and American secondary school classrooms, I shall identify the differences between the instructors’ use of authentic foreign language in the classroom, as well as the listening comprehension ability of the students. Establishing the differences in foreign language use and its effect on the student listening ability, I shall suggest relevant improvements to the corresponding classrooms regarding enhancing listening competency.en_US
dc.subjectForeign language instructionen_US
dc.subjectTeacher talken_US
dc.subjectInstructor inputen_US
dc.subjectListening comprehensionen_US
dc.subjectInternational educationen_US
dc.titleListening Comprehension and Instructor Input in American and Gymnasium Foreign Language Classroomsen_US
dc.typeThesiseng


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