Interaction of Pedagogic Beliefs and Perceived Contextual Factors During the Speaking Practice of German: A Case Study in Mexico
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| Autori: | , |
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| Natura: | artículo original |
| Status: | Versión publicada |
| Data di pubblicazione: | 2025 |
| Descrizione: | For more than two decades, the influence of teachers’ and students’ beliefs on teaching and learning practices has been documented, since they give direction to pedagogic activities and therefore the development of students’ language skills. Following this, the present study set out to explore the beliefs of a group of teachers and students about the speaking practice of German as a foreign language (GFL). With the use of semi-structured interviews, five GFL teachers and six students from A1 to B1 levels participated in the study. The study confirms the influence that teacher and student beliefs exert on the implementation of GFL speaking practice. Moreover, the results show how their beliefs about the importance of speaking practice, in interaction with perceptions of contextual factors, influence the frequency of these activities and student involvement. The study gives account of these contextual factors and how they conflict with the pedagogic beliefs that teachers and students claim to endorse. The study also suggests some pedagogic implications which might address the influence of the interaction between pedagogic beliefs and perceived contextual factors. |
| Stato: | Portal de Revistas UCR |
| Istituzione: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lingua: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/3973 |
| Accesso online: | https://revistas.ucr.ac.cr/index.php/rrlm/article/view/3973 |
| Keyword: | German as a foreign language teacher beliefs speaking practice student beliefs contextual factors alemán como lengua extranjera creencias de estudiantes creencias de profesores factores contextuales práctica oral |