Browsing by Subject "French"
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ItemThe impact of strategy training on Assumption University's learners of French(Assumption University, 2014) Benassaya, Romain ; Assumption University. Graduate School of EducationResearch in second language learning has shown that learners who use learning strategies are more likely to achieve effective learning, and has highlighted the importance of strategy training in language education. The principal objective of this research is to evaluate the impact of a 14 hours training module to language learning strategies integrated in a conversation class for the benefit of Assumption University’s students of French. The research was organized in three stages: (1) an identification of the language learning strategies used most commonly by a sample of 25 Assumption University’s learners of French. The data were collected through the Oxford’s (1990) Strategy Inventory for language learning (SILL) questionnaire. (2) The implementation of strategy training elaborated from the Cohen’s (1998) Strategy-Based Instruction (SBI) model and adapted to students of French. (3) An evaluation of the impact of the training through a second administration of the SILL questionnaire to the participants at the end of training. The evaluation showed an overall increase in the mean scores strategy uses. It is hoped that this research will provide teachers with tools that will enable them to help students become more effective and independent language learners, and offer new perspectives on strategy training in second and foreign language class.
ItemA study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of French(Assumption University Press, 2017) Benassaya, RomainThis study examines the relationship between students’ use of bilingual strategies and their academic performance in the Department of Business French of Assumption University (AU). A quantitative approach was adopted. The study includes a sample of 63 students learning French in AU. A questionnaire was elaborated to collect data about the frequency of use of bilingual strategies and the academic performance of students. Descriptive and correlational statistics, including a Pearson Product Moment computation of correlation, were used to interpret the data and measure the significance of the correlation between the two sets of variables. The results indicated that a high frequency of use of bilingual strategies is correlated with high academic performances. Some recommendations grounded in the results are proposed in conclusion.