By Suzanne Graham
This article appears at many of the studying procedures of scholars of French and German as they start language studying at a complicated point. by way of targeting the educational thoughts varied scholars hire to beat any problems they event at this transitional degree, the writer seeks to demonstrate how all beginners at this point can turn into more advantageous of their language studying.
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Extra info for Effective Language Learning: Positive Strategies for Advanced Level Language Learning
Sample text
Skutnabb-Kangas (1984: 111-12) suggests that BICS and CALP are not necessarily related nor developed simultaneously, and that an individual's ability to use language fluently in concrete, everyday situations 'says nothing about her [sic] ability to use language as a cognitive < previous page page_18 next page > < previous page page_19 next page > Page 19 instrument in cognitively demanding situations where contextual clues are not of much help'. It has been argued that, within England and Wales at least, there is too little continuity between the proficiency developed at GCSE level and that tested at A-level.
Why this should be so is not readily apparent; it may be, as suggested in earlier paragraphs, that the gap between GCSE and A-level work in French in certain tasks is more marked. Combined with an apparent greater tendency for girls to comment on their difficulties, and boys to suppress them (see later), this may account for the more pronounced gender differences in that language. This review seems to produce contradictory findings but there are certain elements which are more or less constant across the two questions, in French at least: greater worries about oral work, writing and grammatical/tense work on the part of girls, and about listening on the part of boys.
Looking up words in the dictionary remained a difficulty for the two groups of pupils, something which more advanced learners also find problematic as later sections in this chapter make clear. Most interesting, however, are the differences in strategy use reported by the two year groups. While the younger pupils felt they did not use the strategy of looking for cognates to aid comprehension, Year 9 pupils cited this as an area of progress. Grenfell and Harris (1994) interpret this as evidence that in the early stages of language learning, pupils assume that the L1 and L2 are entirely different from each other.
