The Lecture — — but They Can't Read It
Bibliographic Data
| ID | 8938046 |
|---|---|
| Authors | Judy Brooks (0009-0004-2130-0042, Georgia Institute of Technology, corresponding author), J Carroll Brooks, Bob W Jerrolds |
| Year | 1980 |
| Volume | 13 |
| Issue | 5 |
| Pages | 359-363 |
| Publication date | 1980-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1980.tb01355.x |
| OpenAlex | W2063740947 |
| Language | EN |
| Citations received | 1 |
In studying a French lesson, there is a tendency for students to lose the positive effects gained during the listening and speaking phase when they meet with frustration in trying to read the Lecture. In this study, the authors used two readability formulas to examine the Lecture in six books used to teach Beginning French at the college or university level. Results indicated that the Lecture is generally difficult for the student to read and that it is generally not systematically graduated in difficulty through the books
Active listening · Linguistics · Listening comprehension · Mathematics education · Readability · Reading (process · Communication · Philosophy · Psychology · Text Readability and Simplification
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1987 - 1987 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |