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Oral and writing strategies in Frenc...

Kokroko, Joseph Ellis.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Oral and writing strategies in French second language learning: An action research study./
Author:	Kokroko, Joseph Ellis.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3764.
Contained By:	Dissertation Abstracts International62-11A.
Subject:	Language, Modern. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3031387
ISBN:	0493441468

Oral and writing strategies in French second language learning: An action research study.
Kokroko, Joseph Ellis.

Oral and writing strategies in French second language learning: An action research study. - 183 p.

Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3764.

Thesis (Ph.D.)--The University of Arizona, 2001.

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.

ISBN: 0493441468Subjects--Topical Terms:

1018098
Language, Modern.

Oral and writing strategies in French second language learning: An action research study.
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100 1 $a Kokroko, Joseph Ellis. $3 1950820
245 1 0 $a Oral and writing strategies in French second language learning: An action research study.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3764.
500 $a Director: William Valmont.
502 $a Thesis (Ph.D.)--The University of Arizona, 2001.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0009.
650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0291
690 $a 0279
710 2 0 $a The University of Arizona. $3 1017508
773 0 $t Dissertation Abstracts International $g 62-11A.
790 1 0 $a Valmont, William, $e advisor
790 $a 0009
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3031387