Some Reflections on "Good" and "Bad" Language Teaching Behaviors  

Oleh:

Politzer, Robert L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 20 no. 1 (Jul. 1970), page 31-44.
Fulltext: 20_01_Politzer.pdf (642.51KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/20 Non-tandon: tidak ada Tandon: 1

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Isi artikel

In an experiment conducted recently at the Stanford Center for Research and Development in Teaching, the frequency of se- lected classroom behaviors of 17 French teachers was observed and correlated with measures of achievement in French on the part of their students. The frequency of some behaviors (e.g. use of Free Response drills; use of visual aids) correlated positively with student achievement. Behaviors showing no significant corre- lation with achievement included frequency of Repetition drills, Substitution drills. Other behaviors measured (including the use of Dialogue drills or Translation drills) showed significant nega- tive correlations with student achievement. The conclusion is ad- vanced, however, that most teaching behaviors cannot be classi- fied as intrinsically “good” or “bad,” but that the relationship between the frequency of the use of a teaching behavior and stu- dent achievement is represented by a curve within which there are ranges of frequency with positive and negative correlations with achievement. A highly complex relation between the overall method, alternatively available teaching behaviors and student characteristics determines whether the frequency with which a teaching behavior is used falls within the positive or negative ranges.

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