Oral and writing strategies in French second language learning: An action research study

Persistent Link:
http://hdl.handle.net/10150/279874
Title:
Oral and writing strategies in French second language learning: An action research study
Author:
Kokroko, Joseph E.
Issue Date:
2001
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Despite the extensive research conducted on second language (L2) learning over the years, there is no emerging distinct choice of L2 learning approach or strategy that single-handedly facilitates beginning second language learning. Research that seek to find out how beginning L2 learning is best facilitated could make language learning more effective and help retain students who drop-out. This investigation was undertaken as an action research study. It sought to investigate which L2 learning strategy, oral or writing, is a better introduction of French as a L2. Participants involved in the study were beginning students in an Oral class and in a Writing class. Language performance tests, attitude surveys, interview, and journals were used to collect data. The study involved qualitative, quantitative, and a case study. No significant difference was found between oral and writing strategy introduction of L2 French for beginners in reading, vocabulary, and composition. However, learners in the Oral class did slightly better than the Writing class in listening activities. Role-playing and interviewing were two distinct positive teaching approaches that emerged after the treatment.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Language, Modern.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Valmont, William

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleOral and writing strategies in French second language learning: An action research studyen_US
dc.creatorKokroko, Joseph E.en_US
dc.contributor.authorKokroko, Joseph E.en_US
dc.date.issued2001en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractDespite the extensive research conducted on second language (L2) learning over the years, there is no emerging distinct choice of L2 learning approach or strategy that single-handedly facilitates beginning second language learning. Research that seek to find out how beginning L2 learning is best facilitated could make language learning more effective and help retain students who drop-out. This investigation was undertaken as an action research study. It sought to investigate which L2 learning strategy, oral or writing, is a better introduction of French as a L2. Participants involved in the study were beginning students in an Oral class and in a Writing class. Language performance tests, attitude surveys, interview, and journals were used to collect data. The study involved qualitative, quantitative, and a case study. No significant difference was found between oral and writing strategy introduction of L2 French for beginners in reading, vocabulary, and composition. However, learners in the Oral class did slightly better than the Writing class in listening activities. Role-playing and interviewing were two distinct positive teaching approaches that emerged after the treatment.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectLanguage, Modern.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorValmont, Williamen_US
dc.identifier.proquest3031387en_US
dc.identifier.bibrecord.b42286621en_US
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