Utilizing undergraduate peer teaching assistants in a speaking program in Spanish as a foreign language

被引：8

作者：

Rodríguez-Sabater, S ^{[1
]}

机构：

[1] Coll Charleston, Charleston, SC 29401 USA

来源：

FOREIGN LANGUAGE ANNALS | 2005年 / 38卷 / 04期

关键词：

foreign language instruction; peer teaching; second language instruction; Spanish supervision;

D O I：

10.1111/j.1944-9720.2005.tb02520.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer teaching instruction has not received much attention in college second language (L2) learning. In this article, an L2 peer teaching program at the College of Charleston is discussed including the role, training, and supervision of undergraduate peer teaching assistants (PTAs). The article also explores the kinds of self-reported benefits students enrolled in the program and their PTAs receive. Data from 183 students and 12 PTAs were collected in the form of an anonymous questionnaire using a Likert scale and open-ended questions. Results show that a high percentage of students reported an improvement in speaking, pronunciation, grammar and vocabulary. PTAs reported practicing Spanish and reviewing the basics as the main benefit from the peer teaching experience.

引用

页码：533 / 543

页数：11

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