как эффективно учить иностранный язык
5 приемов эффективного изучения иностранного языка
Как мы должны учить язык ... Если вы хотите быстро и качественно освоить иностранный язык, то во время обучения должны стараться следовать ...
эксперимент
Преподаватели с большим стажем прекрасно знают, что абстрактное изучение иностранного языка проходит гораздо тяжелее, нежели в случае его применения для освоения какого-либо интересного материала. Это же подтверждают и ученые. Например, недавно был поставлен <anchor>эксперимент</anchor>, в ходе которого одна группа его участников изучала французский язык обычным способом, а другой вместо этого преподавался один из базовых предметов на французском. В результате у второй группы наблюдался значительный прогресс в восприятии на слух и переводе. Поэтому старайтесь обязательно дополнить свои занятия потреблением интересного для вас контента на целевом языке. Это может быть прослушивание подкастов, просмотр фильмов, чтение книг и так далее.
Students Learn Language via a Civilization Course—A Comparison of Second Language Classroom Environments | Studies in Second Language Acquisition | Cambridge Core
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## Article contents

- [Abstract](#sec0)
- [References](#references-list)

# Students Learn Language via a Civilization Course—A Comparison of Second Language Classroom Environments

Published online by Cambridge University Press:
**07 November 2008**

[Robert C. Lafayette](/core/search?filters%5BauthorTerms%5D=Robert%20C.%20Lafayette&eventCode=SE-AU) and

[Michael Buscaglia](/core/search?filters%5BauthorTerms%5D=Michael%20Buscaglia&eventCode=SE-AU)

[![](data:image/svg+xml;base64,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)Show author details](#authors-details)

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Robert C. LafayetteAffiliation:

Louisiana State University

Michael BuscagliaAffiliation:

Chandler (Arizona) High School

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## Abstract

The primary goal of this research was to compare the improvement in the second language skills of listening, speaking, reading, and writing among fourth semester French students enrolled in a content course taught in French and similar level students enrolled in a traditional fourth semester French course where the focus was primarily on the teaching of the language itself. The research used a non-equivalent pretest-posttest design and the results were analyzed using an analysis of covariance to determine mean gain scores of intact experimental and control sections of fourth semester students on the MLA Cooperative French Test. Results showed significant improvement for the experimental group in three of the four skills (listening, speaking, writing) and in two (listening and writing) for the control group. When compared to each other, the experimental group significantly outperformed the control group in the speaking skill while the latter significantly outperformed the experimental group in the writing skill. Attitudinal results showed a significantly more positive attitude toward the study of French among the experimental group. The study is important because it challenges the conventional assumptions regarding the way L2 skills are acquired and improved, and offers the student a valuable time and money saving option since he or she might be able to study a specific content while simultaneously improving L2 skills.

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Type
Research Notes

Information

[Studies in Second Language Acquisition](/core/journals/studies-in-second-language-acquisition)
,
[Volume 7](/core/journals/studies-in-second-language-acquisition/volume/E2C7D0AEA22ABE5B4D4B9751037FB1A0)
,
[Issue 3](/core/journals/studies-in-second-language-acquisition/issue/28D6E9653FC84D876A2502A0F68D1DA1), October 1985, pp. 323 - 342

DOI: [https://doi.org/10.1017/S0272263100005568\
\[Opens in a new window\]](https://doi.org/10.1017/S0272263100005568)

Copyright

Copyright © Cambridge University Press 1985

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## References

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