Pub Date : 2007-11-01DOI: 10.7551/mitpress/4159.003.0006
J. Keeves, I. Darmawan
This article considers the current debate in Australia into the learning of literacy and foreign languages. It examines not only the literacy levels attained by Australian students in their national language (English) in comparison to these in other countries, as well as between Australian states, but also theories involved in school learning and the learning of language, with particular reference to the learning of a foreign language. The article raises and discusses 12 issues that arise in language learning. It is noted that in many countries it is necessary for students to learn at least three languages, namely, the mother language, their national language and an appropriate foreign language, that make heavy demands on the time available in the curriculum of the schools if adequate levels of competence in language usage are to be attained.
{"title":"Issues in language learning","authors":"J. Keeves, I. Darmawan","doi":"10.7551/mitpress/4159.003.0006","DOIUrl":"https://doi.org/10.7551/mitpress/4159.003.0006","url":null,"abstract":"This article considers the current debate in Australia into the learning of literacy and foreign languages. It examines not only the literacy levels attained by Australian students in their national language (English) in comparison to these in other countries, as well as between Australian states, but also theories involved in school learning and the learning of language, with particular reference to the learning of a foreign language. The article raises and discusses 12 issues that arise in language learning. It is noted that in many countries it is necessary for students to learn at least three languages, namely, the mother language, their national language and an appropriate foreign language, that make heavy demands on the time available in the curriculum of the schools if adequate levels of competence in language usage are to be attained.","PeriodicalId":46029,"journal":{"name":"International Education Journal-Comparative Perspectives","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2007-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71238654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the peer victimisation and conflict resolution experiences of adolescent girls attending a single-sex school. A modified version of the Direct and Indirect Aggression Scales (DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992) and conflict resolution scales, drawn particularly from the work of Feldman and Gowen (1998), were administered to 325 students in Years 8 to 11. Girls in all year levels experienced more indirect and verbal than physical victimisation, and older girls were subject to more indirect and verbally aggressive behaviours than younger girls. Nonvictims used less overt anger and avoidance than victims. Collectively, the girls used more compromise, avoidance, social support and obliging than overt anger. The results advance our understanding of the behaviours of adolescent girls in conflict with each other in a single-sex setting.
本研究调查了在单性别学校就读的青春期女孩的同伴受害和冲突解决经历。对325名8至11年级的学生实施了直接攻击和间接攻击量表(DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992)和冲突解决量表的修订版本(主要来自Feldman和Gowen(1998)的工作)。所有年级的女孩都经历了更多的间接和口头伤害，而不是身体上的伤害，年龄较大的女孩比年龄较小的女孩遭受更多的间接和口头攻击行为。非受害者比受害者更少使用公开的愤怒和回避。总的来说，女孩们使用更多的妥协、回避、社会支持和顺从，而不是公开的愤怒。研究结果促进了我们对单性别环境下青春期女孩相互冲突行为的理解。
{"title":"Peer Victimisation and Conflict Resolution among Adolescent Girls in a Single-Sex South Australian School.","authors":"V. James, L. Owens","doi":"10.1037/e552522012-072","DOIUrl":"https://doi.org/10.1037/e552522012-072","url":null,"abstract":"This study investigated the peer victimisation and conflict resolution experiences of adolescent girls attending a single-sex school. A modified version of the Direct and Indirect Aggression Scales (DIAS, Bjorkqvist, Osterman, and Kaukiainen, 1992) and conflict resolution scales, drawn particularly from the work of Feldman and Gowen (1998), were administered to 325 students in Years 8 to 11. Girls in all year levels experienced more indirect and verbal than physical victimisation, and older girls were subject to more indirect and verbally aggressive behaviours than younger girls. Nonvictims used less overt anger and avoidance than victims. Collectively, the girls used more compromise, avoidance, social support and obliging than overt anger. The results advance our understanding of the behaviours of adolescent girls in conflict with each other in a single-sex setting.","PeriodicalId":46029,"journal":{"name":"International Education Journal-Comparative Perspectives","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57905023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：