A Comparative Study Of the Verbal Achievement Of Students Who Study Foreign Language And Those Who Do Not Study Foreign Language

Author

Rosemary Simpson, University of Nebraska at Omaha

Date of Award

4-1-1987

Document Type

Thesis

Degree Name

Specialist in Education (Ed.S.)

Department

Educational Leadership

Abstract

The history of foreign language training has emphasized a positive connection between learning another language and learning one's own (Schilling, 1985; Coleman, 1929). Educators believe that through concentration on individual words, grammar, and structure, foreign language heightens the student's awareness of verbal expression in general. Although children begin to speak English at an early age, progress is a result of informal repetition and mimicry. Many junior high students can speak reasonably well but are hard-pressed to distinguish nouns from verbs because they have not examined their own language closely. On the other hand, foreign language students frequently acknowledge greater understanding of English concepts because they have studied them in the second language class.

Comments

A Field Project Presented to the Department of Educational Administration and the Faculty of the Graduate College University of Nebraska of Omaha In Partial Fulfillment of the Requirements for the Degree Specialist in Secondary Administration University of Nebraska at Omaha. Copyright Rosemary Simpson April, 1987

Recommended Citation

Simpson, Rosemary, "A Comparative Study Of the Verbal Achievement Of Students Who Study Foreign Language And Those Who Do Not Study Foreign Language" (1987). Student Work. 2487.
https://digitalcommons.unomaha.edu/studentwork/2487