Does English instruction teach more reading than listening skills?: Evidence from 15 European education systems
This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The res...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2023
|
| Schriftenreihe: | OECD Education Working Papers
no.298 |
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Zusammenfassung: | This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis. |
| Beschreibung: | 1 Online-Ressource (30 Seiten) 21 x 28cm. |
Internformat
MARC
| LEADER | 00000cam a22000002 4500 | ||
|---|---|---|---|
| 001 | ZDB-13-SOC-098549219 | ||
| 003 | DE-627-1 | ||
| 005 | 20241028113914.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 231204s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1787/ca4a736c-en |2 doi | |
| 035 | |a (DE-627-1)098549219 | ||
| 035 | |a (DE-599)KEP098549219 | ||
| 035 | |a (FR-PaOEC)ca4a736c-en | ||
| 035 | |a (DE-627-1)098549219 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Marconi, Gabriele |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Does English instruction teach more reading than listening skills? |b Evidence from 15 European education systems |c Gabriele, Marconi |
| 264 | 1 | |a Paris |b OECD Publishing |c 2023 | |
| 300 | |a 1 Online-Ressource (30 Seiten) |c 21 x 28cm. | ||
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers |v no.298 | |
| 520 | |a This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis. | ||
| 650 | 4 | |a Education | |
| 966 | 4 | 0 | |l DE-862 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/ca4a736c-en |m X:OECD |x Resolving-System |z lizenzpflichtig |3 Volltext |
| 966 | 4 | 0 | |l DE-863 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/ca4a736c-en |m X:OECD |x Resolving-System |z lizenzpflichtig |3 Volltext |
| 912 | |a ZDB-13-SOC-ebook | ||
| 912 | |a ZDB-13-SOC | ||
| 912 | |a BSZ-13-SOC-education | ||
| 951 | |a BO | ||
| 912 | |a ZDB-13-SOC | ||
| 049 | |a DE-862 | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-13-SOC-098549219 |
|---|---|
| _version_ | 1826942499496656897 |
| adam_text | |
| any_adam_object | |
| author | Marconi, Gabriele |
| author_facet | Marconi, Gabriele |
| author_role | aut |
| author_sort | Marconi, Gabriele |
| author_variant | g m gm |
| building | Verbundindex |
| bvnumber | localFWS |
| collection | ZDB-13-SOC-ebook ZDB-13-SOC BSZ-13-SOC-education |
| ctrlnum | (DE-627-1)098549219 (DE-599)KEP098549219 (FR-PaOEC)ca4a736c-en |
| discipline | Wirtschaftswissenschaften |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02084cam a22003492 4500</leader><controlfield tag="001">ZDB-13-SOC-098549219</controlfield><controlfield tag="003">DE-627-1</controlfield><controlfield tag="005">20241028113914.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">231204s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/ca4a736c-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)098549219</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP098549219</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FR-PaOEC)ca4a736c-en</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)098549219</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Marconi, Gabriele</subfield><subfield code="e">VerfasserIn</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Does English instruction teach more reading than listening skills?</subfield><subfield code="b">Evidence from 15 European education systems</subfield><subfield code="c">Gabriele, Marconi</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2023</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (30 Seiten)</subfield><subfield code="c">21 x 28cm.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield><subfield code="v">no.298</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="966" ind1="4" ind2="0"><subfield code="l">DE-862</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/ca4a736c-en</subfield><subfield code="m">X:OECD</subfield><subfield code="x">Resolving-System</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="4" ind2="0"><subfield code="l">DE-863</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/ca4a736c-en</subfield><subfield code="m">X:OECD</subfield><subfield code="x">Resolving-System</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC-ebook</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">BSZ-13-SOC-education</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">BO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-862</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-13-SOC-098549219 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:28:59Z |
| institution | BVB |
| language | English |
| open_access_boolean | |
| owner | DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 1 Online-Ressource (30 Seiten) 21 x 28cm. |
| psigel | ZDB-13-SOC FWS_PDA_SOC ZDB-13-SOC-ebook ZDB-13-SOC BSZ-13-SOC-education |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Marconi, Gabriele VerfasserIn aut Does English instruction teach more reading than listening skills? Evidence from 15 European education systems Gabriele, Marconi Paris OECD Publishing 2023 1 Online-Ressource (30 Seiten) 21 x 28cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.298 This study investigates whether English formal instruction and a number of teaching practices are more strongly associated with reading or listening English skills, using data from a large-scale assessment of English skills among 14- and 15-year-olds in 15 European education systems in 2012. The results indicate that the skill difference between reading and listening skills is positively associated with: more years spent learning English in school; more hours of current English instruction; and even indicators of quality of English instruction. In addition, the use of different teaching materials and the emphasis put on oral skills in the classroom are also associated with the difference between reading and listening skills. These results are based on a methodology developed specifically for this study, and they confirm the usefulness of separately measuring foreign language skills for policy analysis. Education |
| spellingShingle | Marconi, Gabriele Does English instruction teach more reading than listening skills? Evidence from 15 European education systems Education |
| title | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems |
| title_auth | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems |
| title_exact_search | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems |
| title_full | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems Gabriele, Marconi |
| title_fullStr | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems Gabriele, Marconi |
| title_full_unstemmed | Does English instruction teach more reading than listening skills? Evidence from 15 European education systems Gabriele, Marconi |
| title_short | Does English instruction teach more reading than listening skills? |
| title_sort | does english instruction teach more reading than listening skills evidence from 15 european education systems |
| title_sub | Evidence from 15 European education systems |
| topic | Education |
| topic_facet | Education |
| work_keys_str_mv | AT marconigabriele doesenglishinstructionteachmorereadingthanlisteningskillsevidencefrom15europeaneducationsystems |