An Analysis of Second Language Performance in an Early French Immersion Program: Grades 3, 4 and 5.

Autor/in	Adiv, Ellen
Institution	Protestant School Board of Greater Montreal (Quebec).
Titel	An Analysis of Second Language Performance in an Early French Immersion Program: Grades 3, 4 and 5.
Quelle	(1980), (67 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Audiolingual Skills; Communicative Competence (Languages); Elementary Education; Error Analysis (Language); FLES; French; Grade 3; Grade 4; Grade 5; Immersion Programs; Language Research; Language Usage; Second Language Learning; Skill Development; Syntax; Testing; Canada (Montreal) + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Elementarunterricht; Error analysis; Language; Fehleranalyse; Französisch; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Immersionsprogramm; Sprachforschung; Sprachgebrauch; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Testdurchführung; Testen
Abstract	Research was conducted to investigate the development of linguistic competence in early French immersion programs. Fifty-five students in grades 3, 4, and 5 were administered a test of oral production in French. Twenty-seven grammatical features were examined by means of a detailed error analysis. The results show that there was little improvement in performance from grade 3 to grade 5, and the features that were mastered at the end of grade 5 were either "unmarked" or invariant forms. The results were then compared to those previously obtained for grades 1 and 2. The comparison shows that competence in the second language improves from first to third grade and then remains stable from grade 3 to grade 5. Possible reasons for these findings are discussed in terms of intensity of instruction at each grade level, and the basic approach to second language teaching in immersion programs. Suggestions are made for the integration of second language teaching into the teaching of content subjects. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC