Understanding L2 French teaching strategies in a non-target language classroom context

Peijian SUN, Rui Eric YUAN, Lin TENG

Research output: Contribution to journalArticles

Abstract

This research explored the congruence and disparity between teachers’ and students’ attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students’ and teachers’ attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners’ different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education. Copyright © 2015 Taylor & Francis.
Original languageEnglish
Pages (from-to)324-328
JournalJournal of Education for Teaching
Volume41
Issue number3
Early online date20 May 2015
DOIs
Publication statusPublished - 2015

Citation

Sun, P., Yuan, R., & Teng, L. (2015). Understanding L2 French teaching strategies in a non-target language classroom context. Journal of Education for Teaching, 41(3), 324-328. doi: 10.1080/02607476.2015.1044228.

Keywords

  • Teaching strategies
  • A non-target language classroom context
  • Attitudes
  • Foreign language teacher education

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