Carol Herron
Biographic Data
| ID | 3763697 |
|---|---|
| NAME | Carol Herron |
| GIVEN NAMES | Carol |
| FAMILY NAME | Herron |
| SIGNATURE | HERRON C |
| AFFILIATIONS | Emory University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 155 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 6 |
The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students
Grammar instruction is at the center of the target language (TL) and code‐switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French‐only grammar instruction and French/English grammar instruction on elementary‐level students’ grammar performance. The study also examined students’ instructional preference and perceptions of the…
The impact of an arts program in a children's cancer and hematology center
The Arts in Medicine (AIM) program is an established, 13-year-old program in a major children's Cancer and Hematology Center that provides meaningful artistic opportunities to cancer patients and their families in inpatient and outpatient settings. We report the results of a survey-based program evaluation assessing the clinical effectiveness of AIM-facilitated activities. The survey consisted of questions designed to assess patient familiarity w…
Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom
This study investigated how to present grammatical structures to intermediate‐level French college students. It compared the effects of a guided inductive and a deductive approach on short‐ and long‐term learning of 10 structures. A mixed‐methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within‐subjects design featuring a pretest/postt…
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed t…
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
A Reevaluation of the Role of Anxiety: Self-Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
The purpose of this mixed‐methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre‐SA affective differences ex…
Research within Reach II: Research-guided Responses to the Concerns of Foreign Language Teachers
Electronic Media in the Foreign Language and Literature Classroom: A Fusion between Science and the Humanities
One of the major concerns facing the foreign language and literature teaching profession today is how to integrate new technological advances into instruction. This paper first presents an overview of some of the most recent electronic media programs being developed (e.g., hypertext and interactive video) and discusses the theoretical bases for their adoption in the classroom. It then examines issues involved in their implementation. The authors …
Using Video to Introduce Children to a Foreign Culture
In this study, we compared two methods for presenting cultural information to students in a French FLES program. Fifty‐six English‐speaking students enrolled in two fifth‐grade classes served as subjects. Eight cultural themes were identified and assigned to one of two teaching conditions for one class section; each theme was assigned to the opposite condition for the other section. In both teaching conditions, students read a passage in French a…
The Effect of Authentic Oral Texts on Student Listening Comprehension in the Foreign Language Classroom
The current study determined the effect of authentic, unedited radio features on student listening skills in the foreign language classroom. Twenty‐three students in two classes of intermediate French participated in the research. The basic instructional approach and materials for the two classes of students were identical. The groups differed only in that classwork, in the experimental condition, was regularly supplemented with Champs‐Elyseés, a…
Who Should Study a Foreign Language? The Myth of Elitism
Sometimes in the history of foreign language teaching, diverse influences beyond the profession's immediate control have shaped the nature and scope of the discipline, including the United States position in world affairs and expenditure of government funds. However, in this paper, a myth is explored that has tended to limit enrollments in foreign language classes and that is within our power to alter: the popular image of foreign language study …
Dewey's Theory of Language With Some Implications for Foreign Language Teaching
John Dewey is an American philosopher who dedicated much thought to how school subjects should be related and taught. He developed a theory of language and meaning that has been analyzed in various philosophical journals and essays. It is the intent of this paper to extend Dewey's ideas on language into the domain of foreign language teaching. The discussion will focus on (1) the origins of language; (2) the relation between language and communic…
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
The purpose of this mixed‐methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre‐SA affective differences ex…
A Reevaluation of the Role of Anxiety: Self-Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed t…
Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom
This study investigated how to present grammatical structures to intermediate‐level French college students. It compared the effects of a guided inductive and a deductive approach on short‐ and long‐term learning of 10 structures. A mixed‐methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within‐subjects design featuring a pretest/postt…
Using Video to Introduce Children to a Foreign Culture
In this study, we compared two methods for presenting cultural information to students in a French FLES program. Fifty‐six English‐speaking students enrolled in two fifth‐grade classes served as subjects. Eight cultural themes were identified and assigned to one of two teaching conditions for one class section; each theme was assigned to the opposite condition for the other section. In both teaching conditions, students read a passage in French a…
Electronic Media in the Foreign Language and Literature Classroom: A Fusion between Science and the Humanities
One of the major concerns facing the foreign language and literature teaching profession today is how to integrate new technological advances into instruction. This paper first presents an overview of some of the most recent electronic media programs being developed (e.g., hypertext and interactive video) and discusses the theoretical bases for their adoption in the classroom. It then examines issues involved in their implementation. The authors …
The Effect of Authentic Oral Texts on Student Listening Comprehension in the Foreign Language Classroom
The current study determined the effect of authentic, unedited radio features on student listening skills in the foreign language classroom. Twenty‐three students in two classes of intermediate French participated in the research. The basic instructional approach and materials for the two classes of students were identical. The groups differed only in that classwork, in the experimental condition, was regularly supplemented with Champs‐Elyseés, a…
The impact of an arts program in a children's cancer and hematology center
The Arts in Medicine (AIM) program is an established, 13-year-old program in a major children's Cancer and Hematology Center that provides meaningful artistic opportunities to cancer patients and their families in inpatient and outpatient settings. We report the results of a survey-based program evaluation assessing the clinical effectiveness of AIM-facilitated activities. The survey consisted of questions designed to assess patient familiarity w…
The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students
Grammar instruction is at the center of the target language (TL) and code‐switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French‐only grammar instruction and French/English grammar instruction on elementary‐level students’ grammar performance. The study also examined students’ instructional preference and perceptions of the…
Dewey's Theory of Language With Some Implications for Foreign Language Teaching
John Dewey is an American philosopher who dedicated much thought to how school subjects should be related and taught. He developed a theory of language and meaning that has been analyzed in various philosophical journals and essays. It is the intent of this paper to extend Dewey's ideas on language into the domain of foreign language teaching. The discussion will focus on (1) the origins of language; (2) the relation between language and communic…
Who Should Study a Foreign Language? The Myth of Elitism
Sometimes in the history of foreign language teaching, diverse influences beyond the profession's immediate control have shaped the nature and scope of the discipline, including the United States position in world affairs and expenditure of government funds. However, in this paper, a myth is explored that has tended to limit enrollments in foreign language classes and that is within our power to alter: the popular image of foreign language study …
The Effect of Authentic Oral Texts on Student Listening Comprehension in the Foreign Language Classroom
The current study determined the effect of authentic, unedited radio features on student listening skills in the foreign language classroom. Twenty‐three students in two classes of intermediate French participated in the research. The basic instructional approach and materials for the two classes of students were identical. The groups differed only in that classwork, in the experimental condition, was regularly supplemented with Champs‐Elyseés, a…
Using Video to Introduce Children to a Foreign Culture
In this study, we compared two methods for presenting cultural information to students in a French FLES program. Fifty‐six English‐speaking students enrolled in two fifth‐grade classes served as subjects. Eight cultural themes were identified and assigned to one of two teaching conditions for one class section; each theme was assigned to the opposite condition for the other section. In both teaching conditions, students read a passage in French a…
Electronic Media in the Foreign Language and Literature Classroom: A Fusion between Science and the Humanities
One of the major concerns facing the foreign language and literature teaching profession today is how to integrate new technological advances into instruction. This paper first presents an overview of some of the most recent electronic media programs being developed (e.g., hypertext and interactive video) and discusses the theoretical bases for their adoption in the classroom. It then examines issues involved in their implementation. The authors …
Research within Reach II: Research-guided Responses to the Concerns of Foreign Language Teachers
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
The purpose of this mixed‐methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre‐SA affective differences ex…
A Reevaluation of the Role of Anxiety: Self-Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influ ence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by the tenets of Bandura's (1986) social cognitive theory, the purpose ofthis study was to examine the r…
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed t…
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N= 303). Self-efficacy for self-regulation was a stronger predictor of intermediate French language achievement than were self-efficacy to obtain grades in French, French anxiety in reading and listening, and French learning self-concept. Students who perceived themselves…
The impact of an arts program in a children's cancer and hematology center
The Arts in Medicine (AIM) program is an established, 13-year-old program in a major children's Cancer and Hematology Center that provides meaningful artistic opportunities to cancer patients and their families in inpatient and outpatient settings. We report the results of a survey-based program evaluation assessing the clinical effectiveness of AIM-facilitated activities. The survey consisted of questions designed to assess patient familiarity w…
Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom
This study investigated how to present grammatical structures to intermediate‐level French college students. It compared the effects of a guided inductive and a deductive approach on short‐ and long‐term learning of 10 structures. A mixed‐methods design was adopted to assess learning of the structures and to investigate preference of approach. Performances in both conditions were measured through a within‐subjects design featuring a pretest/postt…
The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students
Grammar instruction is at the center of the target language (TL) and code‐switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French‐only grammar instruction and French/English grammar instruction on elementary‐level students’ grammar performance. The study also examined students’ instructional preference and perceptions of the…
Psychology (13 works) · Linguistics (11 works) · EFL/ESL Teaching and Learning (9 works) · Foreign language (9 works) · Mathematics education (9 works) · Pedagogy (7 works) · Second Language Learning and Teaching (5 works) · Active listening (4 works) · Computer Science (4 works) · Multilingual Education and Policy (4 works)