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Papers by Linda Quinn Allen
The Modern Language Journal, 1995
The study investigated the effect of emblematic gestures on the development and access of mental ... more The study investigated the effect of emblematic gestures on the development and access of mental representations of French expressions. The major hypothesis of the study was that learning emblematic gestures with simultaneously presented French expressions would cause an increased depth of processing as measured by greater retention. The second hypothesis was that recall would persist over time. A pretest posttest repeated measures design was used. Three groups consisting of 112 first-semester university French students participated in the study. The experimental group learned the gestures and used them to recall the expressions in the posttest. The no-treatment group did not see the gestures at any time. The comparison group did not learn the gestures, but did see them in the posttest. Results of analysis of variance (ANOVA) performed on the posttest scores revealed that learning emblematic gestures simultaneously with French expressions does lead to greater recall. Secondly, although all groups experienced a decay in recall, the groups that saw the emblematic gestures forgot significantly fewer sentences than the group that did not see the gestures.
Foreign Language Annals, 2010
Page 1. 518 FOREIGN LANCUAC13 ANNALS. VOI,. 35, NO. 5 Teachers' Pedagogical Beliefs and the ... more Page 1. 518 FOREIGN LANCUAC13 ANNALS. VOI,. 35, NO. 5 Teachers' Pedagogical Beliefs and the Standards for Foreign T T . Language Learning Linda Quinn Allen Iowa State University Abstract: This study examined Midwestern ...
Roeper Review, 1993
Affective objectives are a vital component in the development of curriculum for gifted and talent... more Affective objectives are a vital component in the development of curriculum for gifted and talented students. Our purpose here is to relate research on affective dimensions to foreign language instruction for the gifted. We will discuss Krathwohl's Taxonomy of Educational Objectives:The Affective Domain, and suggest behavioral objectives and specific activities which will aid foreign language teachers in meeting the affective needs of their gifted and talented students.
Modern Language Journal, 1995
The study investigated the effect of emblematic gestures on the development and access of mental ... more The study investigated the effect of emblematic gestures on the development and access of mental representations of French expressions. The major hypothesis of the study was that learning emblematic gestures with simultaneously presented French expressions would cause an increased depth of processing as measured by greater retention. The second hypothesis was that recall would persist over time. A pretest posttest repeated measures design was used. Three groups consisting of 112 first-semester university French students participated in the study. The experimental group learned the gestures and used them to recall the expressions in the posttest. The no-treatment group did not see the gestures at any time. The comparison group did not learn the gestures, but did see them in the posttest. Results of analysis of variance (ANOVA) performed on the posttest scores revealed that learning emblematic gestures simultaneously with French expressions does lead to greater recall. Secondly, although all groups experienced a decay in recall, the groups that saw the emblematic gestures forgot significantly fewer sentences than the group that did not see the gestures.
Applied Language Learning, 2000
EJ609884 - Nonverbal Accommodations in Foreign Language Teacher Talk.
Foreign Language Annals, 2006
Page 1. FORCIGN LANGUAGE ANNALS. VOI. 39, NO. 1 11 Investigating Culture Through Cooperative Lear... more Page 1. FORCIGN LANGUAGE ANNALS. VOI. 39, NO. 1 11 Investigating Culture Through Cooperative Learning Linda @inn Allen Iowa State University Abstract: Studies indicate that group work accompanied by the cooperative ...
Foreign Language Annals, 2010
This article adds to the limited body of research on study abroad for experienced world/foreign l... more This article adds to the limited body of research on study abroad for experienced world/foreign language teachers. It describes a 3-week institute sponsored by the National Endowment for the Humanities that took place in Lyon, France, during summer 2007. The study examines the institute' s impact on a wide spectrum of the professional lives of the 30 teacher participants. Following a qualitative research paradigm, the study reports on the teachers' perspectives of further development of their proficiency in French and the expansion of their knowledge of cultural products, practices, and perspectives of France and Lyon. The study describes the curricular and instructional changes teachers made due to their participation and reports on the impact of the institute on their professional lives outside the classroom.
Foreign Language Annals, 2004
Page 1. 232 SUM M I:, K 2004 Implementing a Culture Portfolio Project within a Constructivist Par... more Page 1. 232 SUM M I:, K 2004 Implementing a Culture Portfolio Project within a Constructivist ParJadigm Linda Quinn Allen Iowa State University Abstract: This article illustrates a step-by-step hypothesis refinement activity that ...
Foreign Language Annals, 2000
ABSTRACT In order to design and implement foreign language instruction that integrates culture w... more ABSTRACT In order to design and implement foreign language instruction that integrates culture with language, teachers must first have a deep understanding of the target culture and an awareness of their own culturally conditioned and individually formed beliefs, attitudes, and values. This article presents the ethnographic interview as a strategy in foreign language teacher development. Excerpts from preservice teachers' reports on an ethnographic interview assignment provide evidence that the process of conducting the interview facilitates the development of the requisite understanding and awareness.
Studies in Second Language Acquisition, 2000
Studies in Second Language Acquisition (2000), 22: 69-84 Cambridge University Press. Volume 22; I... more Studies in Second Language Acquisition (2000), 22: 69-84 Cambridge University Press. Volume 22; Issue 01; Abstract; Request Permissions; Email Abstract; Save Article; Export Citation; Cited by Articles (CrossRef); Cited by Articles (Google Scholar); ...
The Modern Language Journal, 1995
The study investigated the effect of emblematic gestures on the development and access of mental ... more The study investigated the effect of emblematic gestures on the development and access of mental representations of French expressions. The major hypothesis of the study was that learning emblematic gestures with simultaneously presented French expressions would cause an increased depth of processing as measured by greater retention. The second hypothesis was that recall would persist over time. A pretest posttest repeated measures design was used. Three groups consisting of 112 first-semester university French students participated in the study. The experimental group learned the gestures and used them to recall the expressions in the posttest. The no-treatment group did not see the gestures at any time. The comparison group did not learn the gestures, but did see them in the posttest. Results of analysis of variance (ANOVA) performed on the posttest scores revealed that learning emblematic gestures simultaneously with French expressions does lead to greater recall. Secondly, although all groups experienced a decay in recall, the groups that saw the emblematic gestures forgot significantly fewer sentences than the group that did not see the gestures.
Foreign Language Annals, 2010
Page 1. 518 FOREIGN LANCUAC13 ANNALS. VOI,. 35, NO. 5 Teachers' Pedagogical Beliefs and the ... more Page 1. 518 FOREIGN LANCUAC13 ANNALS. VOI,. 35, NO. 5 Teachers' Pedagogical Beliefs and the Standards for Foreign T T . Language Learning Linda Quinn Allen Iowa State University Abstract: This study examined Midwestern ...
Roeper Review, 1993
Affective objectives are a vital component in the development of curriculum for gifted and talent... more Affective objectives are a vital component in the development of curriculum for gifted and talented students. Our purpose here is to relate research on affective dimensions to foreign language instruction for the gifted. We will discuss Krathwohl's Taxonomy of Educational Objectives:The Affective Domain, and suggest behavioral objectives and specific activities which will aid foreign language teachers in meeting the affective needs of their gifted and talented students.
Modern Language Journal, 1995
The study investigated the effect of emblematic gestures on the development and access of mental ... more The study investigated the effect of emblematic gestures on the development and access of mental representations of French expressions. The major hypothesis of the study was that learning emblematic gestures with simultaneously presented French expressions would cause an increased depth of processing as measured by greater retention. The second hypothesis was that recall would persist over time. A pretest posttest repeated measures design was used. Three groups consisting of 112 first-semester university French students participated in the study. The experimental group learned the gestures and used them to recall the expressions in the posttest. The no-treatment group did not see the gestures at any time. The comparison group did not learn the gestures, but did see them in the posttest. Results of analysis of variance (ANOVA) performed on the posttest scores revealed that learning emblematic gestures simultaneously with French expressions does lead to greater recall. Secondly, although all groups experienced a decay in recall, the groups that saw the emblematic gestures forgot significantly fewer sentences than the group that did not see the gestures.
Applied Language Learning, 2000
EJ609884 - Nonverbal Accommodations in Foreign Language Teacher Talk.
Foreign Language Annals, 2006
Page 1. FORCIGN LANGUAGE ANNALS. VOI. 39, NO. 1 11 Investigating Culture Through Cooperative Lear... more Page 1. FORCIGN LANGUAGE ANNALS. VOI. 39, NO. 1 11 Investigating Culture Through Cooperative Learning Linda @inn Allen Iowa State University Abstract: Studies indicate that group work accompanied by the cooperative ...
Foreign Language Annals, 2010
This article adds to the limited body of research on study abroad for experienced world/foreign l... more This article adds to the limited body of research on study abroad for experienced world/foreign language teachers. It describes a 3-week institute sponsored by the National Endowment for the Humanities that took place in Lyon, France, during summer 2007. The study examines the institute' s impact on a wide spectrum of the professional lives of the 30 teacher participants. Following a qualitative research paradigm, the study reports on the teachers' perspectives of further development of their proficiency in French and the expansion of their knowledge of cultural products, practices, and perspectives of France and Lyon. The study describes the curricular and instructional changes teachers made due to their participation and reports on the impact of the institute on their professional lives outside the classroom.
Foreign Language Annals, 2004
Page 1. 232 SUM M I:, K 2004 Implementing a Culture Portfolio Project within a Constructivist Par... more Page 1. 232 SUM M I:, K 2004 Implementing a Culture Portfolio Project within a Constructivist ParJadigm Linda Quinn Allen Iowa State University Abstract: This article illustrates a step-by-step hypothesis refinement activity that ...
Foreign Language Annals, 2000
ABSTRACT In order to design and implement foreign language instruction that integrates culture w... more ABSTRACT In order to design and implement foreign language instruction that integrates culture with language, teachers must first have a deep understanding of the target culture and an awareness of their own culturally conditioned and individually formed beliefs, attitudes, and values. This article presents the ethnographic interview as a strategy in foreign language teacher development. Excerpts from preservice teachers' reports on an ethnographic interview assignment provide evidence that the process of conducting the interview facilitates the development of the requisite understanding and awareness.
Studies in Second Language Acquisition, 2000
Studies in Second Language Acquisition (2000), 22: 69-84 Cambridge University Press. Volume 22; I... more Studies in Second Language Acquisition (2000), 22: 69-84 Cambridge University Press. Volume 22; Issue 01; Abstract; Request Permissions; Email Abstract; Save Article; Export Citation; Cited by Articles (CrossRef); Cited by Articles (Google Scholar); ...