The Role of Field Independence in Foreign Language Instruction

1984 ◽  
Vol 63 ◽  
pp. 1-21
Author(s):  
Robert M. De Keyser
Keyword(s):  
Teaching Method ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Field Independence ◽  
L2 Learning ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Positive Correlations ◽  
Interaction Research

Abstract Based on the educational implications of field (in)dependence as described by Witkin et al. (1977), a series of hypotheses are formulated concerning the role of FI in L2-learning with different methods. Most existing L2-research, in contrast, has studied FI, usually assessed with the EFT, as an aptitude for learning with any particular teaching method, and has yielded somewhat inconsistent results, with a tendency to mild positive correlations between FI and L2-achievement. It is argued that FI in L2-learning should be viewed in the aptitude-treatment interaction paradigm and a series of suggestions are made concerning the assessment of FI as well as the design and the outcome measures for such interaction research.

Research in Mathematics Education: The Role of Theory and of Aptitude-Treatment-Interaction

1970 ◽  
Vol 1 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Jerry P. Becker
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning And Teaching ◽  
Body Of Knowledge ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Teaching Emphasis ◽  
Interaction Research ◽  
Research In Mathematics Education

This paper seeks to focus attention on the current ferment in mathematics education and on the need for more research in mathematics education. In particular, special attention is placed on the need for a theory of mathematics learning and teaching. Emphasis is also placed on the contributions of empirical research and, in particular, that of Aptitude-Treatment-Interaction research, to building an organized body of knowledge about mathematics education. The author concludes the paper with some remarks about training researchers.

The Interaction Between The Internal—External Locus of Control and Two Methods of College Instruction

1976 ◽  
Vol 13 (2) ◽  
pp. 103-113 ◽  
Author(s):  
Richard L. Daniels ◽  
James P. Stevens
Keyword(s):  
Analysis Of Covariance ◽  
College Instruction ◽  
Interaction Study ◽  
External Locus ◽  
Moderator Variables ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Method Of Instruction ◽  
Interaction Research

This aptitude-treatment interaction study classified 68 subjects as external or internal. Approximately half of the externals (internals) were given a traditional, teacher controlled method of instruction, with the remaining subjects being involved in a contract for grade plan. At the conclusion of an eight week course in introductory psychology, all subjects were given a 75 item multiple choice achievement posttest. Analysis of covariance was used to test the hypothesis of an interaction between I-E and method of instruction. A strong disordinal interaction was found, with internals performing better under the contract plan and externals performing better under the teacher controlled method. Implications of the results and the role of moderator variables in aptitude-treatment interaction research were discussed.

The Changing Role of the Teacher in ICT-Supported Foreign Language Instruction

2020 ◽  
pp. 333-349
Author(s):  
Saša Podgoršek
Keyword(s):  
Foreign Language ◽  
School Environment ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Structured Interviews ◽  
Depth Analysis ◽  
Information And Communication ◽  
Multiple Case ◽  
The Impact

This chapter aims to explore the teacher´s role in foreign language instruction (FLI) supported by information and communication technology (ICT). The recent research on the impact of ICT on the teacher´s role in FLI indicates changes in the role of the teacher. However, there has been little empirical evidence on the nature of this change in foreign language classes. To fill this research gap, a multiple-case study of three teachers and 78 students in three secondary school classes in Slovenia was conducted. This chapter presents an in-depth analysis of sections of semi-structured interviews and class observations exploring the five categories of change of the teacher role identified by Podgoršek. The findings confirm these categories in general, but they also show which sub-categories of change are hard to achieve in real school environment.

Sign in / Sign up

Export Citation Format

Share Document