A comparison of instructor-mediated versus student-mediated explicit language instruction in the communicative classroom
Article Abstract:
Student-mediated explicit language instruction resulted in higher scores in reading comprehension compared to instructor-mediated instruction in the communicative classroom. It was found that the students who mediate their own explicit instruction with use of a second text out of class perform as well as others in some ways and better on vocabulary, language instruction and reading comprehension vs students in more traditional instructor-mediated explicit instruction. Thirty-four beginning French students, 18 in the control group in instructor-mediated explicit language instruction, were participants at Florida State University.
Publication Name: The French Review
Subject: Regional focus/area studies
ISSN: 0016-111X
Year: 1998
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Lecture-cadeau, lecture-plaisir: des etudiants en FLE et les benefices derives de la lecture libre
Article Abstract:
Free reading provides an effective approach to foreign language study at the intermediate level. A pilot study found that the method helped students to form a positive attitude toward reading in the target language. The students gained confidence in their ability to read French and felt they were more likely to read French literature for pleasure after taking the class. The students reported that the course also helped them to develop general competence in French, especially in vocabulary and reading comprehension. Article text is in French.
Publication Name: The French Review
Subject: Regional focus/area studies
ISSN: 0016-111X
Year: 1997
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Reconsidering French pedagogy: the crucial role of the teacher and teaching
Article Abstract:
The teaching of French in the United States is discussed, with a focus on the European field of didactics as a potential source of insight. Topics include reasons for studying French, beliefs about how French is learned, how it is being taught, data that informs teaching, teacher thinking research, and francophone didactics in the teaching of French.
Publication Name: The French Review
Subject: Regional focus/area studies
ISSN: 0016-111X
Year: 2001
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