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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 A Case Study of Compact Core French Models: A Pedagogic Perspective Marshall, Pamela. - 2011 BASE Show details 2 Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity Kimberly Ann, MacDonald. - 2009 BASE Show details 3 Investigating Elementary Teachers' Perceptions About and Experiences with Ontario's Teacher Performance Appraisal System Miller, Thomas James. - 2009 BASE Show details 4 From the classroom : grounded activities for language learning Bell, Jill Sinclair (Hrsg.); Lapkin, Sharon (Hrsg.); Turnbull, Miles (Hrsg.). - North York, Canada : Univ. of Toronto Press, 2002 BLLDB UB Frankfurt Linguistik Show details 5 Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity Ann, MacDonald Kimberly. - NO_RESTRICTION Abstract: Face-to-face interaction with target language (TL) group members can provide the intensive second language (L2) exposure required to enhance motivation; it improves attitudes towards L2 development, and promotes achievement (Freed, 1995; Warden, Lapkin, Swain, & Hart, 1995). However, face-to-face interaction with TL group members is not always possible. This is especially true for former core French (CF) students who have enrolled in beginner French as a Second Language (FSL) courses at universities in predominantly Anglophone regions of Canada. To address this issue, I designed a mixed-method case study to examine opportunities for providing intensive FSL exposure and enhancing motivation for beginner FSL university learners. The participants were 55 beginning learners of FSL studying at an Anglophone university in Atlantic Canada. To examine intensive FSL exposure, I compared the overall writing achievement over time of 2 groups interacting in a telecollaborative context: (a) a group interacting with younger Francophone Acadians in another province; and (b) a group interacting with classroom peers of similar L2 proficiency. To gain indepth insight into the effects of the telecollaboration, I explored 4 learners’ L2 motivational self-system: (a) perceptions of their prior and current language-learning experiences; and (b) how language-learner identity was shaped by the experiences. The study is based on 5 data sources: writing samples, background questionnaires, stimulated-recall interviews, language-learning autobiographies, and ongoing observations. It is grounded in 5 bodies of knowledge: the Input-Interaction-Output hypothesis within a socio-cultural perspective (Block, 2003), current L2 writing theory, collaborative learning theory, telecollaborative research, and Dörnyei’s (2005) L2 Motivational Self-System Theory. Quantitative comparison of overall writing achievement in the 2 telecollaborative writing contexts (using Mann-Whitney U tests) revealed that the comparison group performed better than the treatment group. Qualitative findings, however, demonstrated that the treatment group had more positive perceptions of their language-learning experiences with respect to L2 writing achievement at university, as well as more positive language-learner identities than did the comparison group. Further exploration of language-learner identities from an L2 motivational self-system perspective identified 3 identity shaping characteristics: evolution, demotivation and amotivation, and self-regulation. ; PhD Keyword: 0727; achievement; beginner FSL learners; Curriculum and instruction; higher education; L2 writing; learner identity; learner perceptions; telecollaboration URL: http://hdl.handle.net/1807/19130 BASE Hide details 6 Investigating Elementary Teachers' Perceptions About and Experiences with Ontario's Teacher Performance Appraisal System Miller, Thomas James. - NO_RESTRICTION BASE Show details 7 A Case Study of Compact Core French Models: A Pedagogic Perspective Marshall, Pamela. - NO_RESTRICTION BASE Show details

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