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ERIC Number: ED430410
Record Type: Non-Journal
Publication Date: 1998
Pages: 140
Abstractor: N/A
Reference Count: N/A
"L'Allemand, c'est pas du francais!": Enjeux et paradoxes de l'apprentissage de l'allemand ("German Isn't Like French!": Stakes and Paradoxes in the Teaching of German).
Muller, Nathalie, Ed.
Based on the concept that language learning uses not only cognitive competencies but also attitudes about the language to be learned, self-concept, and group identity, the book examines psychosocial issues in the teaching of German to native French speakers in Switzerland. The first part discusses the psychosocial approach to second language learning, drawing on recent research and theory. The second and third sections detail the study, conducted in a Swiss secondary school, which had the dual objectives of examining the relationship between self-concepts and instruction and investigating the effectiveness of a series of classroom techniques designed to support self-concept and identity issues in language learning. The second section provides background information and theoretical foundations for the study, and the third section analyzes the results of implementation of the class activities. A concluding section summarizes findings and examines implications for classroom teaching. Appended materials include data from factor analysis of the study's results and the questionnaire used to survey students about self-concept and identity in language learning. Contains 62 references. (MSE)
Publication Type: Non-Print Media; Reports - Research
Education Level: N/A
Audience: N/A
Language: French
Sponsor: N/A
Authoring Institution: Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland).
Identifiers - Location: Switzerland