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ERIC Number: ED125249
Record Type: Non-Journal
Publication Date: 1976-Feb
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Differences in Performance in Elicited Imitation between French Monolingual and English-Speaking Bilingual Children. Working Papers on Bilingualism, No. 8.
Hamayan, Else; And Others
This study represents an attempt to describe the second-language competence of English-speaking children who are learning French as a second language. The performance of fourth- and sixth-grade children taking part in a French immersion program was compared to that of French-speaking children of the same age using an elicited imitation task. The subjects' performance on eight syntactic features was measured. French-speaking children, in general, performed better than the English children. A consistent pattern of errors by the English children indicated that they possessed a rule system for several of the features which was different from that of the child native speakers. By giving a digit span task in both languages, it was possible to rule out a confounding memory factor which may have offered an advantage to French speakers in a sentence-repetition task. (Author)
Bilingual Education Project, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Identifiers - Location: Canada