A Comparative Evaluation of Three French Immersion Programs: Grades 10 and 11.

Autor/in	Adiv, Ellen
Institution	Protestant School Board of Greater Montreal (Quebec).
Titel	A Comparative Evaluation of Three French Immersion Programs: Grades 10 and 11.
Quelle	(1980), (54 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Communicative Competence (Languages); Comparative Analysis; Educational Research; French; Grade 10; Grade 11; Immersion Programs; Listening Comprehension; Reading Skills; Second Language Learning; Secondary Education; Writing Skills; Canada (Montreal) + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bildungsforschung; Pädagogische Forschung; Französisch; School year 11; 11. Schuljahr; Schuljahr 11; Immersionsprogramm; Hörverständnis; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Sekundarbereich; Writing skill; Schreibfertigkeit
Abstract	A study was conducted to assess the French language proficiency of grade 10 and grade 11 students from three different French immersion programs: early, grade 7, and grade 7/8 immersion. English and French control groups were included in the study. The results indicate that: (1) the three immersion groups scored significantly higher than the English control group on most measures; (2) the only significant difference between the early immersion and the grade 7/8 immersion groups was on the global evaluation of the grade 10 compositions; (3) in grade 11, the early immersion and the grade 7/8 immersion groups scored significantly higher than the grade 7 group on all but the oral production test and the grammatical component of the compositions; (4) there were fewer significant differences in grade 10 than in grade 11; and (5) all immersion groups scored significantly lower than the French control group on the production tests. These findings lead to the conclusion that differences seem more pronounced on overall communicative competence than in specific measures, and that students in more intensive immersion programs can develop native-like competence in comprehension, but not in production. Suggestions are given for specific approaches to second language teaching in immersion programs. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC