L'etude de l'apprentissage du vocabulaire en contexte par l'ecoute d'un dialogue scenarise en francais langue seconde (The Study of Vocabulary Learning in Context by Listening to a Dialogue in Scenario Form in French as a Second Language). [Report No.: CIRAL-B-187

Autor/in	Duquette, Lise
Institution	International Center for Research on Language Planning, Quebec (Quebec).
Titel	L'etude de l'apprentissage du vocabulaire en contexte par l'ecoute d'un dialogue scenarise en francais langue seconde (The Study of Vocabulary Learning in Context by Listening to a Dialogue in Scenario Form in French as a Second Language). [Report No.: CIRAL-B-187
Quelle	(1993), (194 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-230-7
Schlagwörter	Achievement Gains; Audiovisual Aids; College Students; French; Higher Education; Instructional Effectiveness; Oral Language; Retention (Psychology); Second Language Instruction; Second Language Learning; Second Languages; Vocabulary Development + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Audiovisuelles Medium; Collegestudent; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Oral interpretation; Mündlicher Sprachgebrauch; Merkfähigkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Wortschatzarbeit
Abstract	A study investigated the relative effectiveness of French second language vocabulary learning when presented in two contexts: video, with attention to extralinguistic factors, or audio, with focus on linguistic factors alone. Four student groups (n=137 university students) were formed from existing classes: experimental with video treatment; experimental with audio treatment; control with audio treatment; and control without treatment. Experimental groups underwent a pretest and two posttests separated by 10 days; the control group with audio treatment underwent just the two posttests; and the control group without treatment had only one posttest. Treatment involved vocabulary instruction using dialogues in either video or audio form. Results indicate no statistically significant difference in retention occurred in the four groups. However, when combined with retention, the achievement gain was greater for the video than for the audio treatment group. The appendixes include vocabulary, statistical data, and the questionnaire. (Contains approximately 120 references.) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01