French as a Second Language Teaching: Identifying Methods that Improve Adult Learners’ Competencies
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French as a Second Language Teaching Identifying Methods that Im
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- Appendix B Recruitment Message (Professor)
- Appendix E Research Ethics Approval Letter ............................................................................................................... 95 Vita Auctoris
- CHAPTER ONE Introduction
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Chapter Six: Conclusion ...….…………………..............................................………………...…...……………………….……... 76 References ……………………………………………...………………………………………………………………...………………...... 84 Appendix A Recruitment Message (Dean) ......................................................................................................................... 89 Appendix B Recruitment Message (Professor) .............................................................................................................. 90 Appendix C Participants Interview Questions ………………………………………………………………………... 91 Appendix D Letter of Information ............................................................................................................................................ 92 Appendix E Research Ethics Approval Letter ............................................................................................................... 95 Vita Auctoris ................................................................................................................................................................................................. 96 1 CHAPTER ONE Introduction Knowing a second language is important to both language learners and teachers. There have been concerns on how to teach a second language to interested learners since theories and practices evolve over time. The French as a Second Language (FSL) core curriculum guidelines in Ontario were changed and implemented in 2012 (Myers, 2012). The new guidelines evoked some reactions because the teachers were required to upgrade their skills. Other stakeholders believe that the new guidelines would aid in filling the learning gaps that had been identified before. Adults can improve their ability in familiar settings such as social interaction, information sharing, and communication (Myers, 2012). These components can help the adult be fluent in the foreign language through reading, speaking, writing, and listening. Language learning has changed in recent years from acquiring intellectual knowledge to fostering emotional interactive learning. Emphasis on foreign language learning for adults is based on fluency and articulateness and not on correcting errors (Myers, 2012). The new teaching methods largely depend on technology since students show decreased interest in learning grammar. To make lessons interesting to L1 and overseas students, teachers should identify and apply a dynamic learning system. More studies should be done to enhance the current FSL education methods and to find creative and interesting ways of filling the gaps in the adult curriculum. This thesis examines best practices pertaining to foreign language teaching. The objective of the study is to recognize the techniques that can progress adult learners' proficiency in studying FSL. It seeks to appraise evidence-based solutions to teaching FSL among adult learners by first identifying the gaps and issues in the extant FSL pedagogy, then examining various new and innovative techniques for the enhancement of FSL pedagogical 2 practices. I based my research into the existing literature on the key terms “French as a second language”, “adult education, “second language teaching” and “trends in FSL”. Download 0.77 Mb. Do'stlaringiz bilan baham: 
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