Influences d'un enseignement de langue maternelle sur l'apprentissage d'une langue etrangere: Reflexions a partir du discours d'apprenants (Influences of Native Language Instruction on Second Language Learning: Reflections Based on Learners' Discourse).

Autor/in	Gremmo, Marie-Jose
Institution	Nancy Univ., (France). Centre de Recherches et d'Applications Pedagogiques en Langues.
Titel	Influences d'un enseignement de langue maternelle sur l'apprentissage d'une langue etrangere: Reflexions a partir du discours d'apprenants (Influences of Native Language Instruction on Second Language Learning: Reflections Based on Learners' Discourse).
Quelle	(1981), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Learning; Attitudes; Bias; Communicative Competence (Languages); French; Independent Study; Language Styles; Native Language Instruction; Postsecondary Education; Second Language Learning; Speech Communication; Teaching Methods; Transfer of Training + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Attitude; Einstellung; Verhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Französisch; Selbststudium; Sprachstil; Native language education; Muttersprachlicher Unterricht; Post-secondary education; Tertiäre Bildung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung
Abstract	Second language learners are engaged in a self-directed learning program which is supported by regular interviews with their counsellor. Interviews with 15 persons were recorded during a 1-year period in order to get data for an analysis of the ways native and second language learning are similar to each other and so mutually helpful. The data indicated that the instruction these learners had received as children in and about their native language led to the unconscious development of certain ideas about language and language acquisition, and that these ideas influence their second language learning. Some of the characteristics seem to pertain to the nature of first language teaching, in this case French. They have to do with the timing of formal instruction in the native language, that is, after several years of communicating in the language, the importance given to analytical procedures and cultural aims. Other influences deal with undue emphasis on the written form of the language, the normative approach in teaching "le bon francais," and a theoretical and technological lag in methodology. In spite of these more or less negative influences, reflection on the first language facilitated learning the second language and indicated ways in which both first and second language learning could be mutually helpful. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01