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This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach, and a traditional grammar text. Analysis of pre-intervention data revealed a high number of students performing poorly in first year language classes. Analysis of foreign language class enrollments revealed that many students did not continue on to higher levels of study. Probable causes for student performance and enrollment numbers included student expectations, learner preferences, foreign language teaching methods, and the classroom environment. Student frustration levels in acquiring and retaining foreign language skills were obtained using student self-report surveys. Additional data were obtained using analysis of students' performance on classroom assessments. Results indicated that using multiple teaching methods produced the least student frustration and optimum achievement. As the study progressed, students responded positively to various methods as techniques matched their learning styles or intelligences. Results suggest the importance of maximizing total physical response, engaging students in whole class activities, incorporating storytelling, and using student questions to introduce grammatical explanations. Appended are: Preliminary Reflections questionnaire; Student Self-Reflection questionnaire; and Student End Survey. (Contains 34 references.) (SM)

Descriptors: French, Second Language Instruction, Second Language Learning, Secondary Education, Story Telling, Student Attitudes, Student Evaluation, Teaching Methods











Author: Skala, Carol

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7033&id=ED479988



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