Papers by Dolly Jesusita Young
From the new millennium to the present, colleges and universities have experienced increased pres... more From the new millennium to the present, colleges and universities have experienced increased pressure by government-funded agencies, academic administrators, and the technology industry to integrate technology into higher education for the purpose of reducing instructional costs. On the surface, the concept of blended learning (BL) may appear apparent, but actual application is complex, particularly for large multiple section foreign language (FL) elementary and intermediate university-level programs. Few published accounts exist that examine issues of curriculum and pedagogy as these play out in BL instruction in this context. This chapter documents the evolution of BL up to the present time, surveys past and present BL programs across the nation, considers the discourse present in disseminating information about them, and gleans characteristics of the programs based on the available public and published documents. In an effort to move beyond the current discourse used to describe ...
A study investigated second language learners' cognitive and affective responses to one auth... more A study investigated second language learners' cognitive and affective responses to one authentic and three edited texts. Forty-nine college students at four levels of language learning read the same Spanish authentic passage and an edited passage written for their course level. After silent reading, they performed think-aloud tasks in their native language (English) to provide data on reading strategy use, and recall protocols to provide reading comprehension scores. Subjects were then interviewed to assess their affective responses to each text. Results indicated that all students comprehended significantly more from the authentic passage than from the- edited ones. The majority of students also responded more favorably to the authentic passage than to the edited ones. Results suggest that students would benefit more from reading authentic texts, having cultural information written in English, or reading edited texts written with the characteristics often found in
Die Unterrichtspraxis / Teaching German, 2003
The Modern Language Journal, 1991
Simple way to get the amazing book from experienced author? Why not? The way is very simple if yo... more Simple way to get the amazing book from experienced author? Why not? The way is very simple if you get the book right here. You need only the book soft files right here. It is based on the links that are published in this website. By visiting the link, you can gain the book directly. And here, you will find out many kinds of the books written by the professional writers from all world places.
An analysis of a random sample of first-and second-year Spanish textbooks reveals that language t... more An analysis of a random sample of first-and second-year Spanish textbooks reveals that language textbooks fall short of achieving the affective goals learners and teachers value most, the aspect of culture that focuses on philosophical perspectives involving meaning, value, attitudes, and ideas. Moreover, most textbooks treat culture as products or behavioral practices. Other findings from this analysis of how culture is conveyed in language textbooks suggest that culture continues to be relegated to the passenger's seat. A process approach to culture instruction that lets cultural information drive classroom learning is offered. Brief reviews of ten first-year Spanish texts and eight second-year texts are appended, as are tabulations of cultural topics treated in them and a series of cultural awareness and attitude activities. Contains 30 references. (Author/MSE)
The Modern Language Journal, 1999
... Other researchers have argued that modification of an original text affects that text's ... more ... Other researchers have argued that modification of an original text affects that text's cohesion and coherence (Honeyfield, 1977; Lautamatti, 1978) or that authentic text structures can actually fa-cilitate SL reading comprehension, or both (Car-rell, 1983, 1984, 1992; Hague & ...
Hispania, 1993
... Attending to Learner Reactions to Introductory Spanish Textbooks DollyJ. Young The Univeszy o... more ... Attending to Learner Reactions to Introductory Spanish Textbooks DollyJ. Young The Univeszy of Tennessee Rebecca Oxford The Unive'sity ofAlabama ... Entradas (Higgs et al.) and Dos mundos issues regarding language textbooks, this re-(7Ferrebl et al). ...
Foreign Language Annals, 1992
The responses of four scholars in the field of second language education to questions about langu... more The responses of four scholars in the field of second language education to questions about language anxiety in second language learners are presented. The four respondents were Stephen Krashen, Alice Omaggio Hadley, Tracy Terrell, and Jennybelle Rardin. The formats of the interviews included telephone interviews on questions presented beforehand, a personal interview, and responses made in writing. Although a variety of questions were asked, only four are discussed here. In response to the first, the interviewees discussed whether there are positive aspects to anxiety in the language learning context. The second question asked whether language learners experience an equal amount of anxiety in all four skill areas. In the third question, respondents were asked to identify ways in whinh learners might express their anxiety in the classroom. The final question asked for effective anxiety management strategies. The texts of answers to each question are presented together, and a brief summary analysis of the responses is also presented. A 41-item bibliography is included. (MSE)
The Modern Language Journal, 1991
Foreign Language Annals, 1986
ABSTRACT The American Council on the Teaching of Foreign Languages (ACTFL) has developed an oral... more ABSTRACT The American Council on the Teaching of Foreign Languages (ACTFL) has developed an oral proficiency test, the Oral Proficiency Interview (OPI), which may become the official test of oral performance for prospective foreign language teachers in Texas. Professionals in foreign language education are raising concerns about the effect of anxiety on Oral Proficiency Interview ratings. The purpose of this study was to provide an assessment of how anxiety may influence scores on the OPI.An examination of the relationship between anxiety and oral performance must take foreign language ability into account. In this study, subjects' foreign language proficiency was assessed through a Self-Appraisal of Language Proficiency questionnaire and a dictation test. Subjects' anxiety was assessed on the basis of four independent anxiety measures: the State Anxiety Inventory, the Cognitive Interference Questionnaire, a Self-Report of Anxiety, and a Foreign Language Anxiety Scale of Reactions.A total of sixty subjects took the OPI at the University of Texas at Austin, Southwest Texas State University, or the University of Texas at El Paso. These subjects were either majors in French, German, or Spanish or prospective French, German, or Spanish teachers at one of these three institutions. The Self-Appraisal of Speaking Proficiency and the State Anxiety Inventory were administered before the OPI, and the other anxiety instruments were given immediately after it.Results showed significant negative correlations between anxiety and the OPI, but once the effects of ability were accounted for, the correlations were no longer significant. In other words, once the effect of an individual's language proficiency was accounted for, oral performance no longer decreased as anxiety increased.An important qualification that must be noted is that subjects were aware that the OPI in this study represented an unofficial administration of the test. Therefore, this study does not provide data on anxiety levels for official test situations.
Foreign Language Annals, 1990
ABSTRACT Language anxiety is becoming an important area of research in our profession. Debilitat... more ABSTRACT Language anxiety is becoming an important area of research in our profession. Debilitating language anxiety can have profound consequences on the language learning process. The purpose of this study is to examine anxiety and speaking from the students' perspective. Do speaking activities indeed make students nervous? If so, what is it about speaking that makes students anxious? Which speaking activities make students particularly uncomfortable? Can instructors do anything to reduce anxiety, particularly speaking anxiety, in the classroom?A questionnaire designed to identify sources of anxiety over speaking in the foreign language was administered to 135 university-level beginning Spanish students and 109 high school students. The questionnaire had three sections: the first one asked students to agree or disagree with twenty-four items related to language anxiety; the second section asked students to indicate their level of anxiety regarding certain in-class practices; the third section asked learners to identify instructor characteristics and instructor practices that helped reduce language anxiety. Results of the analysis of data suggest, among other things, that speaking in the foreign language in not exclusively the source of student anxiety, but that speaking in front of the class is. Furthermore, the instructor's relaxed and positive error-correction attitude can greatly reduce language anxiety. Additional suggestions for reducing language anxiety are offered
Foreign Language Annals, 1993
ABSTRACT While there is increasing use of authentic texts in foreign language instruction and mu... more ABSTRACT While there is increasing use of authentic texts in foreign language instruction and much has been written about using authentic texts in the foreign language class, little empirical data have been collected regarding authentic materials. This study examines cognitive and affective responses to one authentic and three edited texts.Four levels of language learners (first through fourth year) at a major university in the United States were asked to read the same Spanish authentic passage and an edited passage written for the level of their Spanish course. After each silent reading, they performed think-alouds in the native language to provide data on strategy-use, and recall protocols, also in the native language, to provide reading comprehension scores. After the recall protocol task, subjects were interviewed to assess their affective responses to each text.Results indicated that all students comprehended significantly more from the authentic passage than from the edited ones. The majority of students also responded more favorably to the authentic passage than to the edited ones.This research suggests that students would benefit more from reading authentic texts, having cultural information written in English, or reading edited texts written with the characteristics often found in authentic texts, such as bold headings, subheadings, pictures, obvious rhetorical organization, etc., than from reading edited texts that lack these characteristics and are typically found in first- and second-year language textbooks)1.
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Papers by Dolly Jesusita Young