Sally Sieloff Magnan
Dados Biográficos
| ID | 689134 |
|---|---|
| NOME | Sally Sieloff Magnan |
| PRENOMES | Sally Sieloff |
| SOBRENOME | Magnan |
| ASSINATURA | MAGNAN S S |
| AFILIAÇÕES | University of Wisconsin–Madison |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 143 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1984 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2012 |
| ÍNDICE H | 5 |
Student Goals, Expectations, and the Standards for Foreign Language Learning
Reexamining the priorities of the National Standards for Foreign Language Education
The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from s…
Gauging the Scholarly Value of Connecting Research to Teaching
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
This study considered true beginners and false beginners in first-semester university French and Spanish classes to: (a) determine whether true beginners and false beginners differ in anxiety, grades, and plans to continue language study; and (b) identify classroom factors that foster anxiety or comfort. Students completed a questionnaire that included the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), MacIntyre and Ga…
Research in the 1990s
Assessing Speaking Proficiency in the Undergraduate Curriculum
With increasing use of the ACTFL Oral Proficiency Interview, especially in conjunction with college foreign language requirements and teacher certification, it is imperative that we understand how well our students currently function in speaking a foreign language. This article presents research rating the speaking proficiency on the ACTFL Oral Proficiency Interview of University of Wisconsin French students at four levels of study: end of first …
Teaching for Proficiency, the Organizing Principle
The Natural Approach
Allen, Virginia F. 1971. Teaching intonation, from theory to practice. TESOL Quarterly 4(1):73-81. Brown, Gillian. 1977. Listening to spoken English. London: Longman. Brown, Gillian, and George Yule. 1983. Discourse analysis. Cambridge: Cambridge University Press. Gary, Judith 0., and Norman Gary. 1981. Caution: talking may be dangerous to your linguistic health. International Review of Applied Linguistics 19(1):1-14. Kingdon, Roger. 1965. The gr…
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Assessing Speaking Proficiency in the Undergraduate Curriculum
With increasing use of the ACTFL Oral Proficiency Interview, especially in conjunction with college foreign language requirements and teacher certification, it is imperative that we understand how well our students currently function in speaking a foreign language. This article presents research rating the speaking proficiency on the ACTFL Oral Proficiency Interview of University of Wisconsin French students at four levels of study: end of first …
Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
This study considered true beginners and false beginners in first-semester university French and Spanish classes to: (a) determine whether true beginners and false beginners differ in anxiety, grades, and plans to continue language study; and (b) identify classroom factors that foster anxiety or comfort. Students completed a questionnaire that included the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), MacIntyre and Ga…
Reexamining the priorities of the National Standards for Foreign Language Education
The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from s…
Student Goals, Expectations, and the Standards for Foreign Language Learning
Research in the 1990s
Gauging the Scholarly Value of Connecting Research to Teaching
The Natural Approach
Allen, Virginia F. 1971. Teaching intonation, from theory to practice. TESOL Quarterly 4(1):73-81. Brown, Gillian. 1977. Listening to spoken English. London: Longman. Brown, Gillian, and George Yule. 1983. Discourse analysis. Cambridge: Cambridge University Press. Gary, Judith 0., and Norman Gary. 1981. Caution: talking may be dangerous to your linguistic health. International Review of Applied Linguistics 19(1):1-14. Kingdon, Roger. 1965. The gr…
Teaching for Proficiency, the Organizing Principle
Assessing Speaking Proficiency in the Undergraduate Curriculum
With increasing use of the ACTFL Oral Proficiency Interview, especially in conjunction with college foreign language requirements and teacher certification, it is imperative that we understand how well our students currently function in speaking a foreign language. This article presents research rating the speaking proficiency on the ACTFL Oral Proficiency Interview of University of Wisconsin French students at four levels of study: end of first …
Research in the 1990s
Anxiety and the True Beginner-False Beginner Dynamic in Beginning French and Spanish Classes
This study considered true beginners and false beginners in first-semester university French and Spanish classes to: (a) determine whether true beginners and false beginners differ in anxiety, grades, and plans to continue language study; and (b) identify classroom factors that foster anxiety or comfort. Students completed a questionnaire that included the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), MacIntyre and Ga…
Gauging the Scholarly Value of Connecting Research to Teaching
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Reexamining the priorities of the National Standards for Foreign Language Education
The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from s…
Student Goals, Expectations, and the Standards for Foreign Language Learning
EFL/ESL Teaching and Learning (7 obras) · Psychology (7 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Foreign language (5 obras) · Discourse Analysis in Language Studies (4 obras) · Multilingual Education and Policy (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Political science (3 obras)