Les prises de decision lors du processus d'ecriture en langue maternelle et en langue seconde chez les diplomes d'immersion francaise (The Decision-Making Processes in Native and Second Language Writing among French Immersion Graduates).

Autor/in	Vignola, Marie-Josee
Institution	International Center for Research on Language Planning, Quebec (Quebec).
Titel	Les prises de decision lors du processus d'ecriture en langue maternelle et en langue seconde chez les diplomes d'immersion francaise (The Decision-Making Processes in Native and Second Language Writing among French Immersion Graduates).
Quelle	(1995), (192 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	2-89219-250-1
Schlagwörter	College Students; Decision Making; English; Foreign Countries; French; Higher Education; Immersion Programs; Language Processing; Language Proficiency; Language Skills; Outcomes of Education; Protocol Analysis; Second Languages; Transfer of Training; Writing Processes; Writing Skills; Written Language + Suchen Sie Ihr Suchwort? Collegestudent; Decision-making; Entscheidungsfindung; English language; Englisch; Ausland; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immersionsprogramm; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Lernleistung; Schulerfolg; Second language; Zweitsprache; Training; Transfer; Ausbildung; Writing skill; Schreibfertigkeit; Geschriebene Sprache
Abstract	The study described here attempted to shed light on decision-making during first language (English) and second language (French) writing processes of French immersion program graduates. It also replicated part of a previous study on the role of first language (L1) writing skills and second language (L2) competence when writing in L2. A think-aloud protocol was produced by 17 first-year university students who had participated in the immersion program, and analyzed for patterns of decision-making. Results indicate that the L1 writing skills and L2 global competence seemed to be independently related to L2 writing skills. In addition, advanced L1 writing skills combined with advanced L2 global competence seemed necessary for production of superior quality L2 writing. For this group, it was found that decision-making during the writing process varied more as a function of their L1 writing skills than as a function of L2 global competence. Also, three strategies stood out in the verbal protocols of those producing superior quality compositions in both languages: (1) strong writers seemed more critical of their text; (2) they used more procedures (e.g., note-taking, checking, reading, dictionary searching); and (3) strong writers made more complex decisions than did weaker writers. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC