{"title":"联合语言模型和GCSE成绩","authors":"Marie-Madeleine Kenning","doi":"10.1080/09571739885200191","DOIUrl":null,"url":null,"abstract":"This article analyses the results obtained at GCSE by pupils involved in a joint languages diversification scheme. Comparisons are made across languages, with other subjects, and with the results achieved by the previous year group which entered before diversification. The findings reveal a number of issues and highlight the impact of study time on attainment","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"18 1","pages":"9-13"},"PeriodicalIF":2.2000,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739885200191","citationCount":"1","resultStr":"{\"title\":\"The joint languages model and GCSE results\",\"authors\":\"Marie-Madeleine Kenning\",\"doi\":\"10.1080/09571739885200191\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article analyses the results obtained at GCSE by pupils involved in a joint languages diversification scheme. Comparisons are made across languages, with other subjects, and with the results achieved by the previous year group which entered before diversification. The findings reveal a number of issues and highlight the impact of study time on attainment\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":\"18 1\",\"pages\":\"9-13\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1998-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/09571739885200191\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571739885200191\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739885200191","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
This article analyses the results obtained at GCSE by pupils involved in a joint languages diversification scheme. Comparisons are made across languages, with other subjects, and with the results achieved by the previous year group which entered before diversification. The findings reveal a number of issues and highlight the impact of study time on attainment
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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