Susan M Bacon
Dados Biográficos
| ID | 1031301 |
|---|---|
| NOME | Susan M Bacon |
| PRENOMES | Susan M |
| SOBRENOME | Bacon |
| ASSINATURA | BACON S M |
| AFILIAÇÕES | University of Cincinnati |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 51 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2004 |
| ÍNDICE H | 6 |
Conexiones
Preliminar: Hagamos conexiones! 1. El siglo XX: Asi fue 2. El progreso y la ecologia 3. Los derechos humanos 4. El individuo y la personalidad 5. Las relaciones personales 6. El mundo del espectaculo 7. La diversidad humana 8. Las artes culinarias y la nutricion 9. Nuestra sociedad en crisis 10. El empleo y la economia 11. El tiempo libre 12. El siglo XXI: Asi sera
Leyendas del mundo hispano
The Audio CD contains recordings of oral tellings of the legends from each chapter, which enables students to experience the orality of the legends as they were originally told and to compare them to the written versions in their text
Diego Rivera
Learning the Rules
A student in the first semester of her year‐long program in Mexico participated in an ethnographic study of language development and cultural and academic adjustment. Data included speech and writing samples, class and field trip observations, focus group meetings, exams, class evaluations, and interviews with professors. The data reveal that the most dramatic change in her language proficiency came about as she learned the “rules,” both societal…
The Changing Role of Hispanic Women
Conversations with Latin American Writers
Luisa Valenzuela
Día sereno
Edu Tales, Volume I
The Spanish Teacher, Version 3.3
El Corrector
Arriba
Coming to Grips with The Culture
1 The Ohio State University is Associate Professor of Spanish at the University of Cincinnati, Ohio. ABSTRACT The article describes using dialogue journals as part of a teaching‐methods course in a summer program in Spain. Participants were teachers of Spanish with a range of experience and language proficiency. The dialogue journal‐writing activity complemented class discussion and research into cultural phenomena. During the course, participant…
Phases of Listening to Authentic Input in Spanish
The study reported here is a descriptive analysis of an experiment in which learners listened to two radio broadcasts in Spanish, then reported on their strategies, comprehension, learning, level of confidence, and affective response to this input. Statistical analyses provided evidence of significant differences first, between male and female listeners in strategies, confidence, and affective response (Bacon, 4); and second, between effective an…
Sex Differences in Self-Reported Beliefs About Foreign-Language Learning and Authentic Oral and Written Input
This study examined differences in the self-reports of men and women regarding their attitudes, beliefs, strategies, and experience in language learning. Nine hundred and thirtyeight students of Spanish at two large institutions responded to a questionnaire that had previously yielded 11 stable factors (Bacon & Finnemann, 1990). Through discriminant analysis, we could distinguish between the responses of men and women on two language-learning fac…
Authentic Listening in Spanish
Susan M. Bacon, University of Cincinnati Input is considered critical in second-language to be more difficult; and second, that those who (L2) comprehension and acquisition.' Since adjusted their strategies between passages would Ks-ashen (1981; 1978) popularized the notion of exhibit a higher level of comprehension and the quality and variety learning. The findings have implications forboth of input have been widely studied. Besides sendthe use …
Taking and Keeping the Floor in the Elementary Foreign-Language Classroom
The hypothesis that oral practice is an important variable in second-language learning has been refined considerably over the past few years. Seliger (1977) defined practice as any verbal interaction between the learner and others in his environment (265). His description has since been amplified to reflect the importance of context (Cathcart, 1986; Tarone, 1983), task (Cathcart, 1986; Duff, 1986; Gass & Varonis, 1985; Rulon & McCreary, 1986), in…
Putting the Foreign-Language Methods Course Back into the Classroom
Listening for Real in the Foreign‐Language Classroom 1
Authentic reading and listening texts expose students to real language from the beginning of their language study. Although authentic reading texts are available for novice students, real listening traditionally has been delayed until students are at the intermediate or advanced levels. This paper argues that novices can understand and benefit from authentic texts and that an early exposure to such texts will help them develop useful listening st…
Mediating Cultural Bias with Authentic Target‐Language Texts for Beginning Students of Spanish 1
The beginning levels of foreign‐language instruction present the greatest challenge to teachers who wish to include authentic target‐language (TL) materials. Often, when authentic materials are used indiscriminantly, research has shown that beginning students are more likely to miscomprehend, or worse, to form cultural stereotypes that are based on their own world experience. This paper suggests appropriate kinds of texts and ways the teacher can…
Learning the Rules
A student in the first semester of her year‐long program in Mexico participated in an ethnographic study of language development and cultural and academic adjustment. Data included speech and writing samples, class and field trip observations, focus group meetings, exams, class evaluations, and interviews with professors. The data reveal that the most dramatic change in her language proficiency came about as she learned the “rules,” both societal…
Sex Differences in Self-Reported Beliefs About Foreign-Language Learning and Authentic Oral and Written Input
This study examined differences in the self-reports of men and women regarding their attitudes, beliefs, strategies, and experience in language learning. Nine hundred and thirtyeight students of Spanish at two large institutions responded to a questionnaire that had previously yielded 11 stable factors (Bacon & Finnemann, 1990). Through discriminant analysis, we could distinguish between the responses of men and women on two language-learning fac…
Phases of Listening to Authentic Input in Spanish
The study reported here is a descriptive analysis of an experiment in which learners listened to two radio broadcasts in Spanish, then reported on their strategies, comprehension, learning, level of confidence, and affective response to this input. Statistical analyses provided evidence of significant differences first, between male and female listeners in strategies, confidence, and affective response (Bacon, 4); and second, between effective an…
Authentic Listening in Spanish
Susan M. Bacon, University of Cincinnati Input is considered critical in second-language to be more difficult; and second, that those who (L2) comprehension and acquisition.' Since adjusted their strategies between passages would Ks-ashen (1981; 1978) popularized the notion of exhibit a higher level of comprehension and the quality and variety learning. The findings have implications forboth of input have been widely studied. Besides sendthe use …
Listening for Real in the Foreign‐Language Classroom 1
Authentic reading and listening texts expose students to real language from the beginning of their language study. Although authentic reading texts are available for novice students, real listening traditionally has been delayed until students are at the intermediate or advanced levels. This paper argues that novices can understand and benefit from authentic texts and that an early exposure to such texts will help them develop useful listening st…
Mediating Cultural Bias with Authentic Target‐Language Texts for Beginning Students of Spanish 1
The beginning levels of foreign‐language instruction present the greatest challenge to teachers who wish to include authentic target‐language (TL) materials. Often, when authentic materials are used indiscriminantly, research has shown that beginning students are more likely to miscomprehend, or worse, to form cultural stereotypes that are based on their own world experience. This paper suggests appropriate kinds of texts and ways the teacher can…
Coming to Grips with The Culture
1 The Ohio State University is Associate Professor of Spanish at the University of Cincinnati, Ohio. ABSTRACT The article describes using dialogue journals as part of a teaching‐methods course in a summer program in Spain. Participants were teachers of Spanish with a range of experience and language proficiency. The dialogue journal‐writing activity complemented class discussion and research into cultural phenomena. During the course, participant…
Mediating Cultural Bias with Authentic Target‐Language Texts for Beginning Students of Spanish 1
The beginning levels of foreign‐language instruction present the greatest challenge to teachers who wish to include authentic target‐language (TL) materials. Often, when authentic materials are used indiscriminantly, research has shown that beginning students are more likely to miscomprehend, or worse, to form cultural stereotypes that are based on their own world experience. This paper suggests appropriate kinds of texts and ways the teacher can…
Putting the Foreign-Language Methods Course Back into the Classroom
Listening for Real in the Foreign‐Language Classroom 1
Authentic reading and listening texts expose students to real language from the beginning of their language study. Although authentic reading texts are available for novice students, real listening traditionally has been delayed until students are at the intermediate or advanced levels. This paper argues that novices can understand and benefit from authentic texts and that an early exposure to such texts will help them develop useful listening st…
Taking and Keeping the Floor in the Elementary Foreign-Language Classroom
The hypothesis that oral practice is an important variable in second-language learning has been refined considerably over the past few years. Seliger (1977) defined practice as any verbal interaction between the learner and others in his environment (265). His description has since been amplified to reflect the importance of context (Cathcart, 1986; Tarone, 1983), task (Cathcart, 1986; Duff, 1986; Gass & Varonis, 1985; Rulon & McCreary, 1986), in…
Phases of Listening to Authentic Input in Spanish
The study reported here is a descriptive analysis of an experiment in which learners listened to two radio broadcasts in Spanish, then reported on their strategies, comprehension, learning, level of confidence, and affective response to this input. Statistical analyses provided evidence of significant differences first, between male and female listeners in strategies, confidence, and affective response (Bacon, 4); and second, between effective an…
Sex Differences in Self-Reported Beliefs About Foreign-Language Learning and Authentic Oral and Written Input
This study examined differences in the self-reports of men and women regarding their attitudes, beliefs, strategies, and experience in language learning. Nine hundred and thirtyeight students of Spanish at two large institutions responded to a questionnaire that had previously yielded 11 stable factors (Bacon & Finnemann, 1990). Through discriminant analysis, we could distinguish between the responses of men and women on two language-learning fac…
Authentic Listening in Spanish
Susan M. Bacon, University of Cincinnati Input is considered critical in second-language to be more difficult; and second, that those who (L2) comprehension and acquisition.' Since adjusted their strategies between passages would Ks-ashen (1981; 1978) popularized the notion of exhibit a higher level of comprehension and the quality and variety learning. The findings have implications forboth of input have been widely studied. Besides sendthe use …
Coming to Grips with The Culture
1 The Ohio State University is Associate Professor of Spanish at the University of Cincinnati, Ohio. ABSTRACT The article describes using dialogue journals as part of a teaching‐methods course in a summer program in Spain. Participants were teachers of Spanish with a range of experience and language proficiency. The dialogue journal‐writing activity complemented class discussion and research into cultural phenomena. During the course, participant…
Arriba
Edu Tales, Volume I
The Spanish Teacher, Version 3.3
El Corrector
Día sereno
The Changing Role of Hispanic Women
Conversations with Latin American Writers
Luisa Valenzuela
Diego Rivera
Learning the Rules
A student in the first semester of her year‐long program in Mexico participated in an ethnographic study of language development and cultural and academic adjustment. Data included speech and writing samples, class and field trip observations, focus group meetings, exams, class evaluations, and interviews with professors. The data reveal that the most dramatic change in her language proficiency came about as she learned the “rules,” both societal…
Conexiones
Preliminar: Hagamos conexiones! 1. El siglo XX: Asi fue 2. El progreso y la ecologia 3. Los derechos humanos 4. El individuo y la personalidad 5. Las relaciones personales 6. El mundo del espectaculo 7. La diversidad humana 8. Las artes culinarias y la nutricion 9. Nuestra sociedad en crisis 10. El empleo y la economia 11. El tiempo libre 12. El siglo XXI: Asi sera
Leyendas del mundo hispano
The Audio CD contains recordings of oral tellings of the legends from each chapter, which enables students to experience the orality of the legends as they were originally told and to compare them to the written versions in their text
Linguistics (12 obras) · Psychology (11 obras) · Mathematics education (8 obras) · Art (7 obras) · EFL/ESL Teaching and Learning (7 obras) · Philosophy (7 obras) · Foreign language (5 obras) · Pedagogy (5 obras) · Second Language Learning and Teaching (4 obras) · Active listening (3 obras)