ERIC Number: ED212128
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Separating the Effect of More Hours of Instruction from General Language Development on Achievement in French as a Second Language.
McLean, L. D.
This paper presents research on the contribution of the amount of schooling to performance in French as a second language, assessed by newly developed measures of communicative competence. Test items addressed three components of communicative competence: grammatical, sociolinguistic, and strategic. Aware of the relationship of context to communication, test developers presented every task, or test item, within a meaningful context, and, whenever possible, language samples were taken from authentic materials. Test items, including both speaking and writing tasks, were prepared and administered to 6000 grade 6 and grade 10 students in 849 core French classes. Data are reported in terms of levels incorporating both maturity (growth from grade 6 to grade 10) and time (cumulative number of hours of instruction). The unit of analysis for performance evaluation is the classroom p-value (proportion correct). The analysis reveals that substantial gains are due to maturation rather than added instruction. (MES)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Ontario Dept. of Education, Toronto.
Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Identifiers: Ontario (Toronto)
Note: Revised version of a paper presented at the International Symposium on Educational Testing (4th, Antwerp, Belgium, June 1980).