The purpose of this study is to compare and contrast the traditional, teacher-centered, and the student-centered approach of teaching a foreign language. This study will analyze the effectiveness of both approaches to assist secondary foreign language teachers in their quest of helping the new generation of students to become successful in the area of language acquisition. The research method of choice for this study is action research. Action research is the best method because it can positively contribute to any activity within the educational sector concerned with teaching quality issues and initiatives. This study will examine current literature, will use an electronic survey, and will also analyze secondary institutional data about the student grades of four foreign language teachers, collected over a one-year period, in order to quantify the effectiveness of both, the teacher-centered approach and the student-centered approach. Based on key findings, recommendations are made to help secondary foreign language teachers in their quest to help their students become successful in the area of language acquisition.Retrieved February 15, 2008 from http://www.doe.k12.ga.us. Haley, M.H., Midgely , A., Ortiz, J., ... Heacox, D. (2001). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3 - 12. Minneapolis, MN: Freeanbsp;...
|Title||:||Effectively Preparing Secondary Foreign Language Students: A Study on the Effectiveness of the Teacher-centered and the Student-centered Approach|
|Publisher||:||ProQuest - 2008|