Instructional Development Research Projects
Performance & Placement: Designing a Plan for Testing in the Undergraduate Russian Program
Lisa Little, Lecturer, Slavic Languages and Literatures
This project assesses the role of heritage language instruction among the foreign language departments in the UC system. It asks the broader question of how “heritage language” is defined and presents an overview of the pedagogical issues that must be considered in teaching heritage learners.
The Role of Idiomaticity in the Acquisition of German Directional Prepositions
Beth Samuelson, Lecturer, College Writing Dept.
What is good academic writing? How does on become a good writer? In a college-prep English classroom, students learn to appraise text, and in the process, discover some answers to these questions. This study will explore how evaluative stances towards academic writing are expressed in classroom discourse.
Formative Computer-based Testing in First-semester Russian: An Error Analysis
Boris Wolfson, Graduate Student, Slavic Languages and Literatures
What insights about foreign language acquisition can we glean from examining the errors of first-semester Russian students, accumulated over four terms of administering the tests: The study considers both the large picture (score improvement, student motivation) and the specific learning strategies exhibited by the students as they review and correct their mistakes.
UC Survey of Heritage Languages
Nelleke Van Duesen, Graduate Student, Dutch Studies
This project assesses the role of heritage language instruction among the foreign language departments in the UC system. It asks the broader question of how ‘heritage language’ is defined and presents an overview of the pedagogical issues that must be considered in teaching heritage learners.
The Role of Idiomaticity in the Acquisition of German Directional Prepositions
Kevin Wiliarty, Graduate Student, German
Idiomaticity is sometimes regarded as the icing on the language learning cake. Results from an oral repetition experiment, however, suggest that learner varieties of German exhibit their own idiomaticity, leading me to posit a model of interlanguage development as evolving idiomaticities.
Friday, May 4, 2001
3-5pm, 370 Dwinelle Hall