Comparing Written Competency in Core French and French Immersion Graduates

Autor/in	Lappin-Fortin, Kerry
Titel	Comparing Written Competency in Core French and French Immersion Graduates
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 17 (2014) 2, S.91-112 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	French; Immersion Programs; Second Language Learning; Second Language Instruction; Comparative Analysis; Writing Skills; Statistical Analysis; College Freshmen; Universities; Student Needs; Language Proficiency; Graduates; Computational Linguistics; Verbs; Morphology (Languages); Accuracy; Foreign Countries; Questionnaires; Regression (Statistics); Canada + Suchen Sie Ihr Suchwort? Französisch; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Statistische Analyse; Studienanfänger; University; Universität; Language skill; Language skills; Sprachkompetenz; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Linguistics; Computerlinguistik; Morphology; Morphologie; Ausland; Fragebogen; Regression; Regressionsanalyse; Kanada
Abstract	Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French and French immersion graduates was compared based on total output and several measures of grammatical and syntactical accuracy. Few statistically significant differences emerge. However, a subgroup of core French learners who had benefitted from an authentic immersion experience appears to outperform both regular core French and French immersion groups. The purpose of this quantitative study is primarily diagnostic; the results should help universities better serve the needs of first-year students. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01