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ERIC Number: EJ862001
Record Type: Journal
Publication Date: 2009-May
Pages: 17
Abstractor: As Provided
Reference Count: 87
ISBN: N/A
ISSN: ISSN-0965-8416
Scaffolds for Reading in French: Lessons from History, Guidance for the Future?
Maun, Ian
Language Awareness, v18 n2 p198-214 May 2009
This paper examines the difficulty in reading French experienced by English students at Advanced Subsidiary Level (AS), taken at age 17, and the need for vocabulary learning to assist comprehension. Research has shown that intermediate learners need knowledge of some 5000 word families, and that specifications for the General Certificate of Secondary Education (GCSE), taken at age 16, list only some 1600 words. The question of vocabulary acquisition is examined here. Historical methodological precedents for creating understanding of French texts are examined, together with artificial symbolic systems used in past times and today. The paper examines a synthesis of methods and concludes that a mixture of old and new methods may increase students' understanding and ultimately lead to the learning of a greater body of lexis.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)