An Experiment Using Programmed Self-Instruction and Performance Objectives in First-Year University French  

Oleh:

Ginsberg, Raymon E. ; Carter, Thomas P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 9 no. 3 (1976), page 218-227.
Fulltext: 09_03_Carter.pdf (638.89KB)

Isi artikel

During the academic year 1973-74, the authors initiated an experimental program in fir\t-year French at Dalhousie University. A self-instructional, programmed text was used, dnd performance objectives were set for each unit of work. Students were responsible for their oun learning, proceeded a t their own r a t e , and ucre allowed repeated a t t e m p t s to m e e t t h e minimal requirement of 75% mastery. The role of the instrur-tors was to offer individual help where nwded, usually in the form of additional explanations and controlled practice, to e v a l u a t e e a c h student's progress through frequent quizzes for listening comprehension and s e p a r a t e t e s t s for oral and s t r u c t u r a l accuracy, and t o be available for informal conversation in French. Regular 'communicative activities' were required of all students in which they were expected to express themselves entirely in French on a variety of topics and in a variety of ways, some suggested by the instructors and others designed by the students themselves. Comparisons with control groups at the end of the year indicated a significantly higher level of performance for the experimental students but considerably less material covered. Student a t t i t u d e s toward the experimental conditions, as evidenced in the resultsof a detailed questionnaire, were judged to be encouragingly positive. No general conclusions can be drawn without oversimplification, but the tentative results indicate that, under appropriate conditions and with suitable students, this type of learning c a n b e an effective alternative in foreign language education.

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