ERIC Number: EJ862001
Record Type: Journal
Publication Date: 2009-May
Abstractor: As Provided
Reference Count: 87
Scaffolds for Reading in French: Lessons from History, Guidance for the Future?
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.
Descriptors: Vocabulary Development, French, Reading Difficulties, Second Language Learning, Foreign Countries, Secondary School Students, Second Language Instruction, Teaching Methods, Visual Aids, Scaffolding (Teaching Technique), Grammar, Translation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)