Francais langue etrangere: l'enseignement de l'orthographe elementaire aux adolescents mal scolarises issus de milieux socio-culturels defavorises. Quelques notes sur une recherche (French as a Foreign Language: The Teaching of Elementary Spelling to Adolescents Who Were Slow Learners and Who Had Come from Disadvantaged Milieux. Some Research Notes). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 25.

Autor/in	Rey-von-Allmen, Micheline
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	Francais langue etrangere: l'enseignement de l'orthographe elementaire aux adolescents mal scolarises issus de milieux socio-culturels defavorises. Quelques notes sur une recherche (French as a Foreign Language: The Teaching of Elementary Spelling to Adolescents Who Were Slow Learners and Who Had Come from Disadvantaged Milieux. Some Research Notes). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 25.
Quelle	(1977), (8 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Code Switching (Language); Comprehension; Disadvantaged Youth; Error Analysis (Language); Error Patterns; Immigrants; Intellectual Development; Language Handicaps; Language Instruction; Language Patterns; Language Processing; Language Research; Language Skills; Learning Processes; Listening Comprehension; Phonology; Second Language Learning; Skill Development; Spelling; Spelling Instruction; Syntax; Teaching Methods + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Benachteiligter Jugendlicher; Error analysis; Language; Fehleranalyse; Fehlertyp; Immigrant; Immigrantin; Immigranten; Mental development; Geistige Entwicklung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Sprachmodell; Sprachstruktur; Sprachverarbeitung; Sprachforschung; Language skill; Sprachkompetenz; Learning process; Lernprozess; Hörverständnis; Fonologie; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The reflections in this paper represent part of a study of disadvantaged 13 to 15 year-old children of immigrants in Switzerland. This section deals with the process of learning spelling. In order to observe the students' learning, the same dictation was given four times during the school year. The results were studied intuitively and analytically. Four stages in the learning process were observed: (1) non-comprehension of the meaning with consequent failure to reproduce any part of the text; (2) incomplete auditory perception resulting in many errors; (3) correct perception of a sound by transcription in a code borrowed from the native language; and (4) correlation of progress in spelling and comprehension, but before the stabilization phase, mistakes occurred due to trial and error. The technical analysis of the same data indicated three stages ranging from lack of knowledge and comprehension through phonetic errors to errors in usage and grammar. Implications for foreign language instruction, grading practices, and teaching methodology follow from the conclusion that the process of learning to spell is the same in both the native and foreign language. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01