What Does the Pennsylvania Foreign Language Research Project Tell Us

Datos Bibliográficos

ID8936635
AutoresJohn B Carroll (Educational Testing Service, autor de correspondencia)
Año1969
Volumen3
Número2
Páginas214-236
Fecha de publicación1969-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.1969.tb01281.x
OpenAlexW1997191132
IdiomaEN
Citas recibidas2
Referencias citadas4

Although the design of the study was exemplary, the number of classes and teachers was barely satisfactory, and “strategy” effects may have been confounded with text variables. The “traditional” strategy tended to be a “traditional‐modified” one and may not have been as distinct from the “functional skills” strategies as might be desired. Technical flaws in the statistical analysis included failure to take account of repeated measures and questionable use of criterion‐type variables as covariates, but the main results regarding “strategy” and language laboratory system are valid. Sometimes the analysis was not deep enough, as where there was a failure to rule out variation in student characteristics in connection with correlations between class means on achievement tests and teacher FL proficiency. The study is interpreted as showing that functional skills strategies and materials fail to put enough emphasis on linguistic content. The results on correlations between teacher FL proficiency and class achievement are not persuasive enough to justify abandonment of FL proficiency tests in teacher selection and certification

Abandonment (legal · Certification · Class (philosophy · Foreign language · Language assessment · Language proficiency · Mathematics education · Selection (genetic algorithm · Variation (astronomy · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning