A Comparison of Two Methods of Teaching Japanese in Respect to Cognitive and Affective Variables (counseling-Learning Approach)
Komiya, Caroline-Keiko
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https://hdl.handle.net/2142/68889
Description
Title
A Comparison of Two Methods of Teaching Japanese in Respect to Cognitive and Affective Variables (counseling-Learning Approach)
Author(s)
Komiya, Caroline-Keiko
Issue Date
1984
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Language, Linguistics
Abstract
The present study explored the applicability of an innovative approach, the Counseling-Learning approach, in an already established university language curriculum. This study also compared two different approaches: the Counseling-Learning approach and the Audio-Lingual Method in areas of linguistic competence, communicative competence, and affective variables.
The experiment included twenty-nine (29) first year Japanese students at a mid-western university. An experimental group was taught by the Counseling-Learning approach while two control groups were taught by the Audio-Lingual method for fourteen weeks. During the experiment, data concerning learner's self-esteem, anxiety, motivation, perception of language instructor, communicative competence, and linguistic competence were collected. The Pearson product-moment correlations, analysis of variance, and discriminant analysis were used to interpret the collected data.
The results of the experiment indicated that there were no statistically significant differences between the experimental group and the control groups with regard to affective variables. But, the experimental group scored higher in communicative competence than the control groups.
For future experiments a more sensitive instrument to measure affective variables is recommended. Also, a research design with more control over the teacher variables is recommended. Finally, a more extensive use of videotapes to measure communicative competence may be beneficial.
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