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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 The impact of the oral proficiency interview on one foreign language teacher education program Kissau, Scott In: Foreign language annals. - New York, NY 47 (2014) 3, 527-545 BLLDB OLC Linguistik Show details 2 Foreign Language Student Teaching: Do Supervisor Qualifications Really Matter? Kissau, Scott P.; Algozzine, Bob In: Foreign language annals. - New York, NY 46 (2013) 2, 175-190 OLC Linguistik Show details 3 Motivating Male Language Learners: The Need for "More Than Just Good Teaching" Kissau, Scott Patrick; Salas, Spencer In: Canadian Journal of Applied Linguistics; Vol. 16 No. 1 (2013); 88-111 ; Revue canadienne de linguistique appliquée; Vol. 16 No. 1 (2013); 88-111 ; 1920-1818 ; 1481-868X (2013) BASE Show details 4 Similar but Different: The Beliefs of Foreign Language Teachers Kissau, Scott P.; Algozzine, Bob; Yon, Maria In: Foreign language annals. - New York, NY 45 (2012) 4, 580-598 OLC Linguistik Show details 5 Perceptions of self-efficacy for two types of second language methods instruction Kissau, Scott In: Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis 25 (2012) 4, 295-317 OLC Linguistik Show details 6 Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish Kissau, Scott P.; Kolano, Lan Quach; Wang, Chuang In: Foreign language annals. - New York, NY 43 (2010) 4, 703-721 OLC Linguistik Show details 7 Impact of Single-sex Instruction on Student Motivation to Learn Spanish Kissau, Scott; Quach, Lan; Wang, Chuang In: Canadian Journal of Applied Linguistics; Vol. 12 No. 2 (2009) ; Revue canadienne de linguistique appliquée; Vol. 12 No. 2 (2009) ; 1920-1818 ; 1481-868X (2009) BASE Show details 8 Boys and French as a second language: A research agenda for greater understanding Kissau, Scott; Turnbull, Miles In: The Canadian journal of applied linguistics. - Montréal 11 (2008) 3, 151-170 OLC Linguistik Show details 9 Gender Identity and Homophobia: The Impact on Adolescent Males Studying French Kissau, Scott; Wierzalis, Edward In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 92 (2008) 3, 402-413 OLC Linguistik Show details 10 "Crêpes on Friday": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroom Kissau, Scott In: Kissau, Scott. (2008). "Crêpes on Friday": Examining Gender Differences in Extrinsic Motivation in the French as a Second Language Classroom. Issues in Applied Linguistics, 16(1). Retrieved from: http://www.escholarship.org/uc/item/9ts9s3gs (2008) BASE Show details 11 "Crêpes on Friday": examining gender differences in extrinsic motivation in the French as a second language classroom Kissau, Scott In: Issues in applied linguistics. - Los Angeles, Calif. 16 (2008) 1, 31-47 BLLDB Show details 12 Boys and French as a second language: A research agenda for greater understanding Kissau, Scott; Turnbull, Miles In: Canadian Journal of Applied Linguistics; Vol. 11 No. 3 (2008); 151-170 ; Revue canadienne de linguistique appliquée; Vol. 11 No. 3 (2008); 151-170 ; 1920-1818 ; 1481-868X (2008) BASE Show details 13 Gender Differences in Motivation to Learn French Kissau, Scott In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 62 (2006) 3, 401-422 OLC Linguistik Show details 14 Gender differences in second language motivation: An investigation of micro- and macro-level influences Kissau, Scott In: Canadian Journal of Applied Linguistics; Vol. 9 No. 1 (2006); 73-96 ; Revue canadienne de linguistique appliquée; Vol. 9 No. 1 (2006); 73-96 ; 1920-1818 ; 1481-868X (2006) BASE Show details 15 Gender differences in second language motivation. Kissau, Scott. - : University of Windsor, 2005 In: Electronic Theses and Dissertations (2005) BASE Show details 16 The Relationship Between School Environment and Effectiveness in French Immersion Kissau, Scott P. In: Canadian Journal of Applied Linguistics; Vol. 6 No. 1 (2003); 87-104 ; Revue canadienne de linguistique appliquée; Vol. 6 No. 1 (2003); 87-104 ; 1920-1818 ; 1481-868X (2003) Abstract: The purpose of this study was to investigate the relationship between school environment and effectiveness in French immersion. The two settings investigated were the immersion-centre school, where all students were involved in the French immersion program, and the dual-track school, inwhich the French immersion and regular English program co-existed. Questionnaires were developed to gather relevant information from students in Grade 7 and from teachers in both school settings. The investigation determined that immersioncentre students were perceived, by both teachers and students, to be exposed to more French and less peer pressure than their dual-track counterparts. It was also determined that there were no significant differences between the two groups in regards to student use of French or student and teacher satisfaction with the program. In conclusion, it is suggested that teachers and administrators at dual-track schools attempt to recreate the perceived advantageous conditions at immersion-centre schools in order to maximize student exposure to French and to improve school atmosphere. ; Cette étude avait pour objet d’examiner la relation entre l’environnement scolaire et l’efficacité de l’immersion française. Deux milieux ont été étudiés : des écoles d’immersion— où tous les étudiants sont inscrits dans le programme d’immersion— et des écoles ordinaires offrant les deux programmes— immersion française et programme d’anglais. Deux questionnaires ont été élaborés et distribués dans les deux types d’école, l’un destiné aux étudiants de septième année et l’autre aux enseignants. L’analyse des résultats a démontré que tant les enseignants que les élèves ont l’impression que ces derniers sont davantage exposés au français et subissent moins la pression de leurs pairs dans les écoles d’immersion que dans les écoles ordinaires offrant les deux programmes. Par contre, il n’y a pas de différence significative entre les deux groupes en ce qui concerne l’utilisation du français par les étudiants ou la satisfaction envers le programme. L’étude conclut en suggérant aux administrateurs et aux enseignants des écoles offrant les deux programmes (régulier et immersion) d’essayer de recréer les conditions perçues comme avantageuses dans les écoles d’immersion dans le but d’améliorer l’exposition des étudiants au français et l’ambiance générale de l’école. URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/19804 BASE Hide details

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