Sr. Flordeliza Deza, SPC - St. Paul University Manila
Sr. Flordeliza Deza, SPC - St. Paul University Manila Sr. Flordeliza Deza, SPC - St. Paul University Manila
Kf = Kp + A + M + O Kf : end-of-term grade given by their instructors; considered positive if it is above the marks in a pre-program test. Kp : pre-program test results, deemed positive if it is within average or higher range. A : considered positive if the various components necessary for language learning are to be found, whether or not they show low or high competence levels in Kp. M O : more qualitative than quantitative in nature, is considered positive if it is generally optimistic; negative if otherwise. :reflected by the kinds of activities provided and the ratings given them by the students; it is considered positive if the activities were graded within acceptable range, and negative if otherwise.
The study describes the program based on the constituent elements of Kf. Gardner’s socio-educational model of second language acquisition is essentially part of the “M” in the above equation. Masgoret and Gardner (2002) defines M as constituted by motivation or “Mo”, attitudes (integrativeness and attitudes towards the learning situation = or “At”), and orientation (integrative orientation and instrumental orientation or “Or”). Motivation is defined by them as goal-directed behavior. The goal here is to learn English. Thus, motivation is considered positive if behaviors manifested in the program show a desire to learn English.
- Page 1 and 2: THE CHILE EXPERIENCE Documenting an
- Page 3 and 4: HON.CONSUELO PUYAT-REYES AMBASSADOR
- Page 6 and 7: Purpose of this study: To look back
- Page 8 and 9: Individual factors affecting langua
- Page 10 and 11: Study Framework Bernard Spolsky’s
- Page 14 and 15: Meanwhile, attitude, consists of (1
- Page 16 and 17: Thus, orientation to language study
- Page 18 and 19: Results and Discussions Kf or Knowl
- Page 20 and 21: “ I enjoyed knowing how teachers
- Page 22 and 23: A few stated learning more about th
- Page 24 and 25: Table 1. TOAL-3 Scores at the begin
- Page 26 and 27: In the area of teaching, the aspect
- Page 28 and 29: A few indicated a desire to belong
- Page 30 and 31: Interest in foreign languages … w
- Page 32 and 33: In the case of non-classroom learni
- Page 34 and 35: Still another felt not being unders
- Page 36 and 37: Thus, this aspect is more positive
- Page 38 and 39: Classroom-based Opportunities Speec
- Page 40 and 41: Some of the Chilean students’ com
- Page 42 and 43: Thus, classroom provisions were see
- Page 44 and 45: Conclusions: The high points of the
- Page 46 and 47: This requires that sending countrie
- Page 48 and 49: Interaction with Paulinians and oth
- Page 52 and 53: LANGUAGE LEARNING - Where East Meet
The study describes the program based on the<br />
constituent elements of Kf.<br />
Gardner’s socio-educational model of second language<br />
acquisition is essentially part of the “M” in the above<br />
equation. Masgoret and Gardner (2002) defines M as<br />
constituted by motivation or “Mo”, attitudes<br />
(integrativeness and attitudes towards the learning<br />
situation = or “At”), and orientation (integrative<br />
orientation and instrumental orientation or “Or”).<br />
Motivation is defined by them as goal-directed behavior.<br />
The goal here is to learn English. Thus, motivation is<br />
considered positive if behaviors manifested in the<br />
program show a desire to learn English.
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