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首页> 外文期刊>Language Learning Journal >Beginners' progress in decoding L2 French: some longitudinal evidence from English modern foreign languages classrooms
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Beginners' progress in decoding L2 French: some longitudinal evidence from English modern foreign languages classrooms

机译：初学者在解码L2法语方面的进步：来自英语现代外语课堂的一些纵向证据

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摘要

'Decoding' - converting the written symbols (or graphemes) of an alphabetical writing system into the sounds (or phonemes) they represent, using knowledge of the language's symbol/sound correspondences - has been argued to be an important but neglected skill in the teaching of second language (L2) French in English secondary schools. Previous studies have found poor levels of L2 decoding proficiency among beginner learners of French. This, in turn, may impede other aspects of their French learning, such as vocabulary acquisition, reading comprehension and motivation. The current study provides further investigation of L2 French decoding proficiency among beginner learners in English classrooms. It addresses a gap in the research by providing a longitudinal measure of learners' progress in decoding during their second year of learning French. The sample comprises 85 pupils drawn randomly from five mixed-proficiency teaching groups in one English secondary school. Participants completed a Reading Aloud Test on two occasions: at the end of Year 7 and at the end of Year 8. Overall, the group made no discernible progress in French decoding during the year, suggesting that better ways may need to be found of developing learners' proficiency in this area of language learning.
机译：有人认为“解码”是指使用一种语言的符号/声音对应关系知识，将一个字母书写系统的书面符号（或音素）转换成它们所代表的声音（或音素），这是一种重要但被忽略的技能英语中学中第二语言（L2）法语的翻译。先前的研究发现法语初学者的L2解码能力水平很低。反过来，这可能会阻碍他们法语学习的其他方面，例如词汇习得，阅读理解和动机。当前的研究提供了进一步的调查，以研究英语课堂中初学者的L2法语解码能力。它通过纵向衡量学习者在学习法语的第二年中在解码方面的进展来弥补研究中的空白。样本包括从一所英语中学的五个混合水平教学组中随机抽取的85名学生。参与者有两次完成了朗读测试：在7年级结束时和8年级结束时。总体而言，该小组在这一年中法语解码方面没有明显的进步，这表明可能需要找到更好的方法来开发学习者在语言学习领域的熟练程度。

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  • 来源
    《Language Learning Journal》 |2009年第1期|3-18|共16页
  • 作者

    Robert Woore;

  • 作者单位

    Education Department, University of Oxford, Oxford, UK;

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  • 正文语种 eng
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