Communication strategies of grade twelve early French immersion students in Newfoundland and Labrador

Wadman-McGrath, Colleen (1999) Communication strategies of grade twelve early French immersion students in Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (17MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The purpose of this study was to determine the types of communication strategies employed by grade twelve early French Immersion (EFI) students in the province of Newfoundland and Labrador. The intent was to determine the types of communication strategies employed by effective language learners (ELLs) and less effective language learners (LELLs) and whether there is a difference in the pattern of strategy use between these two groups of advanced adolescent language learners. -- Interviews were conducted with an entire class of twenty-five grade twelve EFI students. These interviews were recorded on audio-cassette. Following the data collection, two judges rated the interviews according to the criteria outlined in the manual, French 3200 Oral Testing: A Manual for Interviewers f 1986). Based on their scores, six students were identified as effective language learners and six as less effective language learners. After the subjects for the study were identified, the twelve interviews were transcribed and analyzed to identify communication stategy use. -- The results of the study indicate that both the ELLs and the LELLs employed a mix of Reduction and Achievement strategy types and both groups used interlingual strategies more often than intralingual strategies. The LELLs however, employed more Reduction strategies than the ELLs while the ELLs employed more Retrieval strategies than the LELLs.

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