The Effect Of Functional-Analytic Teaching On Aspects Of French Immersion Students' Sociolinguistic Competence  

Oleh:

Lyster, Roy

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 15 no. 3 (Sep. 1994), page 263-287.
Fulltext: Vol 15, 4, p 263-287.pdf (1.38MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/15 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This study investigated the effect of functional-analytic teaching on aspects of French immersion (Fl) students' sociolinguistic competence at the Grade 8 level. A set of functional-analytic materials, entailing the study and practice of socio-stylistic variation, was implemented in three FI classrooms by their respective teachers during French language arts classes over an average period of five weeks. A pre-test, an immediate post-test, and a delayed post-test were administered to the experimental group as well as to a comparison group in order to compare classes on three measures of sociolinguistic competence (defined as the ability to recognize and produce socially appropriate language in context). The study demonstrated that functional-analytic teaching substantially improved aspects of Fl students' sociolinguistic competence in at least three ways: (1) by significantly increasing their ability in oral production to appropriately and accurately use vous in formal situations; (2) by significantly increasing their ability in written production to appropriately use vous in formal letters, and, in the short run, to use polite closings in formal letters; and (3) by significantly increasing their ability to recognize contextually appropriate French.

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