The effects of music, relaxation and other suggesto- 24 pedic elements in a primary school German class. An experimental investigation

Uschi Felix

Abstract


This nine week study set out to test whether, in addition to good communicative
teaching, music, relaxation, suggestion, and the adoption by the students
of German personalities, would have a positive effect on students' language
self-concept, attitude and achievement.
The subjects were twenty-eight fourth and fifth year students (average age
nine years eight months).at a metropolitan Catholic Primary School in South
Australia. Pairs of students were matched for sex, year level and language
self-concept and then allocated at random to the control or the experimental
group. Both groups were taught German by the same teacher for four weeks
of seventy minutes daily instruction. The children had no previous experience
of learning a foreign language. Video tapes were taken of both groups
during teaching for comparison of teacher and student behaviour by independent
raters.
Tests were administered at the end of the course testing all four language
skills. t-Test analyses showed that the experimental class performed significantly
better on all language tasks than the control group. Repeated measures
Anova showed that both self-concept and attitude improved significantly in
the experimental class. Rank sum analysis of the video ratings showed that
attention rate was significantly better in the experimental class.
Die doel van hierdie studie van nege weke was om te toets ofmusiek, ontspanning,
suggestie en die aanneem van Duitse persoonlikhede deur die skoliere,
tesame met goeie kommunikatiewe onderrig 'n positiewe uitwerking op die
studente se taalselfkonsep, houding en prestasie sou he.
Ag-en-twintig vierde- en vyfdejaarskoliere ( gemiddeld nege jaar en agt
maande oud) verbonde aan 'n stedelike Katolieke laerskool in Suid-Australie is gebruik. Skoliere is in pare gekies op grond van geslag, skoolstanderd en
taalselfkonsep en op 'n willekeurige basis, of in die kontrole- of in die
eksperimentele groep ingedeel. Beide groepe is vier weke lank onderrig. Die
skoliere het geen vorige ondervinding gehad ten opsigte van die aanleer van
'n vreemde taal nie. Video-opnames is gedurende die onderrig van beide
groepe gemaak sodat vergelykings van onderwyser- en skolieregedrag deur
onafhanklike beoordelaars gemaak kon word.
Toetse waarin al vier taalvaardighede getoets is, is aan die einde van
die kursus afgeneem. T-toets-analise het getoon dat die eksperimentele
groepe beduidend beter gevaar het in alle taalopdragte as die kontrolegroep.
Herhaalde Anova-metings het getoon dat beide selfkonsep en
houding van die eksperimentele klas beduidend verbeter het. 'n Graderings-
analise van die video-evaluering het verder aangetoon dat die
eksperimentele groep se konsentrasievermoe beduidend beter was.

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DOI: https://doi.org/10.5785/4-2-455

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