An exploration into the extent to whch French influenced the learning of English by Lebanese students in a French-medium school (Record no. 19892)

MARC details
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fixed length control field 03867nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209140258.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Dalati, Sarah Abdelrahim
Miscellaneous information Master in English Language Teaching
245 13 - TITLE STATEMENT
Title An exploration into the extent to whch French influenced the learning of English by Lebanese students in a French-medium school
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. University of Balamand. Faculty of Arts and Social Sciences, department of English
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 109 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The researcher decided to conduct this piece of research in order to investigate a point made by many parents these days: English is easier to learn after French has been learnt rather than vice versa. The challenge facing the researcher, a former student from a French-medium background, was not to prove which language was better for the students to learn so that their parents could choose the appropriate school, but to explore the situation in which students learn a second foreign language (English) in a formal setting after both their native and first foreign language (French) have been learnt. A feature that immediately stood out when comparing the students’ questionnaires (Part I), where students indicate their attitudes towards six English skills/sub-skills on a five-choice-Likert-scale, was the tendency towards the middle point on the scale of ease/difficulty. It is of course human nature not to go for extremes; that is why people are expected to cluster. Students may not actually know or it might be that they do not have a strong opinion about the ease/difficulty of a given skill. There is obviously, not a great difference between easy/very easy or between difficult/very difficult, and to some extent these terms may have been considered virtually identical by the students. Another noticeable feature was the agreement among the students that the speaking skill was the easiest among all the skills/sub-skills. Another prominent feature in comparing the students’ questionnaires (Part II) was the tendency of the students to see writing as the language area most negatively influenced by the knowledge of the French language. Students of both classes agreed that writing is the second most difficult skill after listening. Part III of the questionnaire revealed many instances of French language use in a short English writing task, this confirming the previous finding that the writing skill needs to be given more thought in the respondent students’ English classes. Finally, the researcher noticed more interlingual than intralingual errors in the writing of the students and these resulted from French language transfer. After a two-week observation of two Grade 10 English classes, the researcher gained considerable insight into how the methodology used by the teachers was affecting the students. It was found that the teacher who awakened the students’ awareness towards language differences and similarities, developed a methodology more effective and successful than the other teacher who did less of the latter. Two major themes were identified from the teachers’ interview: a favorable learning environment in the English classes and the influence of background language knowledge. This project was conceived, and it is hoped that it represented a modest attempt to assess the impact of, firstly, knowledge of the French language and, secondly, teaching strategies/methodology upon the learning of English.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Language of teaching
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Langue d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية لغة التعليم
9 (RLIN) 150
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Public note Shamaa -
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27972">http://search.shamaa.org/FullRecord?ID=27972</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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