The Role of Gender and Immersion in Communication and Second Language Orientations
Notice bibliographique
Résumé
Learning a second language (L2) in Cape Breton offers a unique challenge to students given that the southeastern portion of the island (where this study was conducted) is essentially unilingual (English). Despite Canada's reputation as a bilingual nation, nonimmersion students in this study would receive at the most only about an hour of second language speaking opportunities per day inside a classroom. However, in reality, the nonimmersion classroom tends to be structured so that emphasis is placed on grammar, and very little L2 conversation takes place. Contrast this with students in immersion programs, who are expected to use the second language inside and outside the classroom, both for instruction and for social interaction at school. Immersion programs have been praised for the greater advantages they offer students, and immersion students are often thought to be more proficient at using the L2 than nonimmersion students. At the time of this study, there had been no research that directly compared high school immersion and nonimmersion students from the same linguistic landscape on nonlinguistic language‐related outcomes, such as attitudes, orientations for learning, and communication affect. Such a comparison might have pedagogical implications, especially for teachers who provide little opportunity for actual L2 use. The present study examines the nonlinguistic outcomes of an immersion versus a nonimmersion program. The dependent variables included attitudes toward learning French, orientations for learning, willingness to communicate, communication anxiety, perceived communicative competence, and self‐reported frequency of communication in both English (L1) and French (L2). A qualitative section was included that asked students to describe some negative and positive experiences in speaking French and their reactions to these experiences. Compared with the nonimmersion students, immersion students indicated higher willingness to communicate, lower communication anxiety, higher perceived communicative competence, and more frequent communication only in the French language. Among the nonimmersion students, perceived competence was strongly correlated with willingness to communicate, but among the immersion students, communication anxiety correlated most strongly with willingness to communicate. The obtained gender differences indicated that male nonimmersion students showed the least positive attitudes toward learning French; female nonimmersion students showed higher endorsement of 3 of the 4 language learning orientations. The qualitative analysis revealed that negative experiences speaking French, while unpleasant for both immersion and nonimmersion students, may have actually enhanced their motivation. [The present article appeared in Language Learning, 50(2), 2000, 311–341]
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».