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Ammar, Ahlem; Lightbown, Patsy M.; Spada, Nina – Language Awareness, 2010
This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality…
Descriptors: Form Classes (Languages), Grade 5, Grade 6, French
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Ammar, Ahlem; Spada, Nina – Studies in Second Language Acquisition, 2006
This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions--one received…
Descriptors: Second Language Learning, Feedback (Response), Prompting, Language Proficiency
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Germain, Claude; Lightbown, Patsy; Netten, Joan; Spada, Nina – Canadian Modern Language Review, 2004
This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and…
Descriptors: Outcomes of Education, Foreign Countries, French, English (Second Language)
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Spada, Nina; Lightbown, Patsy M. – Language and Education, 2002
Observed primary and secondary classrooms in which students received instruction in their second language (L2), interviewed teachers about students' knowledge and use of the first language and second language, and examined the students' ability to understand and produce written and oral samples in their L2. Students were Inuits in Northern Quebec…
Descriptors: Canada Natives, Elementary Secondary Education, Eskimos, Foreign Countries
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Lightbown, Patsy M.; Spada, Nina – Studies in Second Language Acquisition, 1990
Investigation of the developing oral English-as-a-Second-Language (ESL) skills of native French speaking elementary students in a five-month intensive ESL course found that teachers' use of form-focused instruction and corrective feedback influenced students' correct use of "-ing" structures and adjective-noun order. (47 references) (Author/CB)
Descriptors: Classroom Observation Techniques, Elementary Education, English (Second Language), Feedback
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Lightbown, Patsy M.; Spada, Nina – TESOL Quarterly, 1994
This article describes the context and conditions of English-as-a-Second-Language (ESL) programs in Quebec's French-language schools and reports on several studies of the intensive ESL classes used in some elementary schools. Research on these programs demonstrates their effectiveness in fostering English language skills and positive attitudes…
Descriptors: Elementary Education, Elementary School Students, English (Second Language), Foreign Countries
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Spada, Nina; Lightbown, Patsy M. – Modern Language Journal, 1999
Investigated how learners' developmental readiness interacted with instruction in second language (L2) acquisition. Researchers pretested francophone children (age 11 to 12) on their knowledge and use of English questions, determined their developmental stages, then exposed them to numerous English questions in class. Posttesting indicated that…
Descriptors: Child Development, Developmental Stages, English (Second Language), Foreign Countries
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Spada, Nina; Lightbown, Patsy M. – TESL Canada Journal, 1989
Reports on a study designed to investigate the second language development of francophone children in an experimental intensive English-as-a-Second-Language (ESL) program in Quebec. Results indicated that subjects outperformed students in regular ESL programs on listening and reading comprehension tests and in oral fluency and had more positive…
Descriptors: Comparative Analysis, English (Second Language), Foreign Countries, French