NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

ERIC Number: ED026632
Record Type: RIE
Publication Date: 1968-Nov
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effectiveness of Two Methods of Teaching English as a Foreign Language in Some Finnish Secondary Schools.
Casey, Daniel J.
The purpose of the research reported in this paper -- (1) to describe in general terms the teaching of English as a foreign language in Finnish secondary schools, (2) to define method as it relates to language teaching and to develop an instrument to measure method as a quantitative value or a point on a continuum, and (3) to evaluate the effectiveness of English language instruction in specific skills by extremes in method. The two major theories of foreign language learning under consideration were the audiolingual habit theory and the cognitive code-learning theory. The research involved structuring a series of questionnaires (there were 339 university student respondents and 113 secondary English teacher respondents); developing an instrument to quantify method; and constructing an oral test battery (25 pairs of secondary pupils). Some of the results indicated (1) the students in general were "satisfied" with their preparation for university work in English, but less satisfied with teachers who used an excessive amount of translation; (2) there was general agreement among teachers on initial emphasis on aural skills, but disagreement concerning grammar. Some teachers seemed to be reluctant to relinquish elements of the "grammar-translation" method, in spite of their demonstrated preference for a direct approach. (AMM)
Institute of Education Library, Helsinki University, Helsinki, Finland.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Helsinki Univ. (Finland). Inst. of Education.
Identifiers: Finland