Writing in the Secondary Foreign Language Class- room: The Effects of Prompts and Tasks on Novice Learners of French  

Oleh:

JOINER, ELIZABETH G. ; SEAMAN, MICHAEL A. ; Way, Denise Paige

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 84 no. 2 (Jun. 2000), page 171-184.
Fulltext: Vol 84 no 2 pp.171-184.pdf (1.85MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/84 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study investigated the effects of 3 different writing tasks (descriptive, narrative, and expository) and 3 different writing prompts (bare, vocabulary, and prose model) on 937 writing samples culled from 330 novice learners enrolled in 15 classes of Levels 1 and 2 high school French. In order to assess the quality, fluency, syntactic complexity, and accuracy of the writing samples, the researchers employed 4 evaluation methods: holistic scoring, length of product, mean length of T-units, and percentage of correct T-units. Results indicate that the descriptive task was the easiest and the expository task the most difficult. The prose model prompts produced the highest mean scores, and the bare prompts produced the lowest mean scores. Based on these findings, the researchers question whether the description of a novice writer in the AC7FL Proficiency Guidelines (1986) should be used as a blueprint for curriculum development and textbook construction for secondary novice foreign language learners.

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