Literaturnachweis - Detailanzeige
| Autor/inn/en | Monod, Pierre; Monod, Madeleine |
|---|---|
| Titel | Articulation: Solution de Continuite de la Fin du Secondaire a la Premiere Annee Universitaire (Articulation: Closing the Gap between the End of the Secondary Level and the First Year of the University). |
| Quelle | In: Alberta Modern Language Journal, 16 (1977) 1, S.27-40 (19 Seiten) |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Adjectives; Adverbs; Articulation (Education); Error Analysis (Language); French; Higher Education; Independent Study; Language Instruction; Nouns; Pronouns; Second Language Learning; Secondary Education; Teaching Methods; Transitional Programs; Vocabulary; Canada |
| Abstract | For years, French language instructors in Alberta have wondered about the possibility of coordinating in a better way their students' transition from last year of secondary education to first year at the university level. At the end of a university year, errors were found in the French compositions of 34 randomly chosen students (out of 68), which show persistent errors indicative of a lack of automatic reflexes in the second language. The suggested remedy is giving the student a thorough understanding of French structure, and constant repetition of these structures. This suggestion is based on the following premises: (1) in a large class, oral work must give way to written work; (2) the student must be given individual work to be done outside the classroom; and (3) each lesson must contain a presentation, an exchange between the student and the professor, individual work, and evaluation of this work by the professor. (AM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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