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To teach or not to teach in the targ...

Viakinnou-Brinson, Lucie.

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To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students./
作者:	Viakinnou-Brinson, Lucie.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3377.
Contained By:	Dissertation Abstracts International67-09A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234055
ISBN:	9780542876998

To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students.
Viakinnou-Brinson, Lucie.

To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students. - 218 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3377.

Thesis (Ph.D.)--Emory University, 2006.

Over the years, foreign language (FL) grammar has been taught inductively deductively, with or without explanation, formally, or informally. Today grammar instruction finds itself at the center of the target-language-only and code-switching debate. The question revolves around whether grammar should be taught exclusively in the target language (TL) or using the TL and the native language (L1) concurrently. While each side of this debate maintains the effectiveness of its approach, there is a lack of empirical research that tests either claim in FL classrooms.

ISBN: 9780542876998Subjects--Topical Terms:

1018115
Education, Language and Literature.

To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students.
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245 1 0 $a To teach or not to teach in the target language only? The effect of target language only and code-switching on the grammatical performance of elementary level French students.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3377.
500 $a Adviser: Carol Herron.
502 $a Thesis (Ph.D.)--Emory University, 2006.
520 $a Over the years, foreign language (FL) grammar has been taught inductively deductively, with or without explanation, formally, or informally. Today grammar instruction finds itself at the center of the target-language-only and code-switching debate. The question revolves around whether grammar should be taught exclusively in the target language (TL) or using the TL and the native language (L1) concurrently. While each side of this debate maintains the effectiveness of its approach, there is a lack of empirical research that tests either claim in FL classrooms.
520 $a In the Fall of 2005, the present study addressed this lack with a mixed methodology approach. The primary objective of this research was to determine the immediate and long-term effects of a French-only and a French/English grammar instruction on French 101 students' grammar performance. The second goal was to investigate whether students preferred to be taught the targeted grammatical structures in French only or in French and English, and whether there existed a relationship between their instructional language preference and their grammar performance. Within the scope of this question the study examined students' initial and posttest affective responses to the use of either approach. Thirdly by qualitatively examining the reasons for students' preferences and perceptions, this study sought to expand its understanding of students' instructional language preferences. Students' responses included how they preferred to learn French grammar as well as their overall perceptions of the use of the native language to teach French in general.
520 $a Quantitative results indicated that although students preferred to be taught grammar in a French/English condition, their grammar scores at immediate testing were similar in the French-only and the French/English conditions. However, students' grammar posttest scores were statistically significantly higher in the French-only condition than they were in the French/English condition. Results also pointed to notable changes in students' affective responses to the use of either approach over the course of the study. Qualitative findings on students' instructional language preference indicated that although a majority of students expressed a preference for learning French grammar with the support of English, they recognized the benefits of an immersion approach to teaching French in general.
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791 $a Ph.D.
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