Second Language Learning and Language Attitudes. Working Papers on Bilingualism, No. 16.

Autor/in	Genesee, Fred
Institution	Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Titel	Second Language Learning and Language Attitudes. Working Papers on Bilingualism, No. 16.
Quelle	(1978), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Communicative Competence (Languages); Elementary Secondary Education; French; Immersion Programs; Language Attitudes; Language Instruction; Language Proficiency; Language Programs; Language Role; Language Skills; Language Usage; Questionnaires; Second Language Learning; Social Attitudes; Sociocultural Patterns; Student Attitudes; Student Motivation; Students; Surveys; Canada; Canada (Montreal) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Französisch; Immersionsprogramm; Sprachverhalten; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Fragebogen; Zweitsprachenerwerb; Social attidude; Soziale Einstellung; Soziokulturelle Theorie; Schülerverhalten; Schulische Motivation; Student; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Kanada
Abstract	An investigation was undertaken to assess student attitudes toward learning and using French and their reasons for studying it. It was felt that a more thorough investigation of these issues might help to broaden knowledge of some of the non-educational, social consequences of immersion programs. English-speaking students in sixth and eleventh grades in both immersion classes and regular French programs were given a questionnaire intended to evaluate their feelings about using French, their actual use of the language outside school settings, their motivations for learning French, and their perceptions of their own competence in it. At the same time, the immersion students were asked to assess the immersion program itself. Results indicated that the immersion students felt more at ease about speaking French and were more competent than students in the regular program. However, there was no indication that immersion students sought opportunities to express themselves in French. These results were explained in relation to three possible variables: (1) the speaking skill was felt to be weaker than other language skills; (2) students' long-range motivation factors effectively minimized immediate usage; and (3) students' usage of the language reflected general social norms in the community. Finally, it is noted that immersion students were generally satisfied with the program and recommended it to other students. (Author/AMH)
Anmerkungen	Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC