The Practice Variable: An Experiment  

Oleh:

Jaruis, Gilbert A. ; Hatfield, William N.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 4 no. 4 (1971), page 401-410.
Fulltext: 04_04_Jarvis.pdf (841.92KB)

Isi artikel

A semester-long experiment contrasted the effects of two kinds of classroom practice procedures in the teaching of beginning college French (N = 292). Experimental treatments were formulated in terms of the relationship between human conceptual and linguistic systems. Students in the Contextual treatment practiced language which symbolized particularized referents of the concepts involved. Students in the Drill treatment practiced language which symbolized the generic meaning of the concepts. Contextual practice symbolized events in the environment, whereas Drill practice, while meaningful and potentially communicative, was not applied to referents. Analysis of covariance with the Modern Language Aptitude Test serving as covariate was used to test differences. Results revealed small differences between the treatment groups in the receptive skills. In the productive skills, however, differences were highly significant and consistently favored the Contextual group. Differences were mQst pronounced in the ability to write sentences describing pictures, to give picture-cued answers to oral questions, and to describe orally a series of pictures. Contextual students had a somewhat more positive attitude toward their classes. High school French experience and aptitude were also investigated. Results are interpreted as evidence supporting the inclusion of contextual practice in instructional strategy, if objectives involve productive skill development.

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