Supporting the development of senior secondary French Immersion students’ French as a second language and learner autonomy through self-directed form-focused metacognitive listening activities
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Authors
Armstrong, Christine
Date
2024-06-04
Type
thesis
Language
eng
Keyword
French Immersion , Self-directed Learning , Second Language Acquisition , Late Adolescent Learner , French Immersion Pedagogy , Learner Autonomy
Alternative Title
Abstract
This study examines the effect of teaching strategies in self-directed form-focused metacognitive listening exercises to Grade 11 French Immersion (FI) students. The objective is to prepare students to autonomously maintain their French as a second language (FSL) skills after leaving classroom instruction at graduation, thus preventing potential attrition of their FSL.
A mixed-methods approach is used to examine development in FSL competency and learner autonomy. Principal theoretical frameworks are: L2 Input Processing Theory; Metacognitive Awareness; Sociocultural Theory; Complex Dynamic Systems Theory; and Self-directed Learning Theory.
Study findings show senior FI students are interested in maintaining their FSL skills autonomously. Speaking French is an important part of their identity. Participants responded positively to the study intervention. Data analysis indicates that self-directed form-focused metacognitive listening exercises produced statistically significant increases in listening and reading, and statistically insignificant increases in writing and speaking. Participants noted significant development in their autonomy. Participants intend to continue to use the intervention strategies from this study into their future.
Discussion links the findings to the literature review and offers suggestions for further research. It addresses considerations for the secondary FSL/FI classroom; Ontario FSL curriculum review; and additional FSL/FI stakeholders.
Principal conclusions are that senior FI learners need and appreciate FSL form-focused instruction. They respond positively to instruction in metacognition and metacognitive listening and can combine their learning to successfully engage in self-directed form-focused metacognitive listening activities. Such activities support development of learner FSL and autonomy. This approach is appropriate as a potential remedy to the eventual attrition of FI graduates’ FSL skills. Overall, this study affirms the capacity of the late adolescent / senior FI learner to engage effectively in FSL self-directed learning and recognizes the unique character and variability of L2 learners in their experience of L2 acquisition.
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Attribution-NonCommercial-NoDerivatives 4.0 International
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International