Avant l'avènement de l'immersion au milieu des années soixante, le seul régime pédagogique en vigueur pour l'apprentissage du français langue seconde, dans les provinces canadiennes, était le français de base. Toutefois, les résultats atteints en français de base n'ont jamais été à la hauteur des attentes des parents, des enseignants et des administrateurs scolaires. C'est ce qui a conduit à la mise sur pied de l'Étude nationale sur les programmes de français de base, qui a abouti à une tentative de réforme du français de base, en y intégrant une dimension communicative dans le cadre d'un curriculum multidimensionnel (LeBlanc, 1990). Toutefois, même ainsi réformé, le français de base ne produit toujours pas les résultats attendus, compte tenu surtout du peu de temps mis à la disposition des élèves qui finissent par développer un certain savoir sur la langue, mais peu d'habileté à communiquer. En immersion, même si les élèves peuvent communiquer en français avec une certaine aisance, il reste qu'ils le font avec très peu de précision linguistique, c'est-à-dire qu'ils commettent beaucoup d'erreurs. C'est en vue de pallier cette double difficulté qu'a été récemment mis sur pied, en 1998, un nouveau type de régime pédagogique : le français intensif. Or, le français intensif repose sur cinq principes fondamentaux. Un de ces principes est que l'apprentissage de la communication implique le développement à la fois de la précision linguistique et de l'aisance à communiquer. Le présent mémoire vise à décrire comment, à l'aide de la grille PRAISANCE développée à cette fin par les concepteurs du français intensif (Germain et Netten), dans quatre classes de français intensif, dans deux provinces différentes, ce dernier principe a été effectivement compris en examinant les activités et les stratégies d'enseignement de ces quatre enseignants en rapport avec le développement de la précision linguistique, de l'aisance à communiquer, ou des deux. Autrement dit, quelles sont les activités et les stratégies d'enseignement utilisées par ces quatre enseignants de français intensif, susceptibles de favoriser le développement soit de la précision, soit de l'aisance, ou des deux? ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : français intensif, activité didactique, stratégie d'enseignement, précision linguistique, aisance à communiquer

Currently, Communicative Language Teaching has been popular around the world andhas a profound effect on second language acquisition since the 1970s. ForCommunicative Language Teaching to be successful, there is a need for appropriateteaching materials.This paper analyzes speaking tasks in Chinese and Swedish textbooks for grade 8，Gofor it and Magic. The analysis presents content analysis, providing a general overviewof speaking tasks found in both textbooks. First, task description is analyzed, whichprovides the pupils with the topics of tasks in both textbooks. It will be seen if thetopics are real-life. Second, types of speaking, text type, cognitive processes, focus,classroom organization are quantitively analyzed to see if there are differentapproaches to Communicative Language Teaching between Chinese and Swedishtextbooks.Through comparison of these six aspects in different textbooks, there are three similarapproaches to Communicative Language Teaching: First, they both have real-worldtopics under which there are many real-world speaking tasks. Second, the dialoguesplay a main role in both textbooks. Third, pair and group work have dominantposition in these two books.Also there are three different approaches to Communicative Language Teaching: First,the Chinese textbook is directed towards accuracy while the Swedish textbook isdirected towards fluency. Second, the Chinese textbook focuses on form whereas theSwedish textbook focuses on meaning. Third, there is an information-gap approach inthe Chinese textbook where tasks based on information gap are obviously labeled.However, it cannot be found in the Swedish textbook.

From an early age kids learn that their good performance and efforts will be rewarded. Unfortunately, not all leaders in the media industry are rewarded or given the same opportunities to exercise their communicative leadership, according to studies in media research. The aim of our study is to highlight female managers' experiences of their communicative leadership in the Swe-dish media industry. This study was based on qualitative interviews with four female respondents in management positions. The core of the study concerns female communicative leadership and interpersonal communication. We can draw the conclusion that female leaders perceive that their communicative role tends to be collaborative and that effective leadership is first and fore-most a matter of communication skills.

Detecting ambiguity is essential for successful communication. Two studies investigated whether preschool- (4- to 5-year-old) and school-age (6- to 7-year-old) children show sensitivity to communicative ambiguity and can use this cue to determine which speakers constitute valuable informational sources. Children were provided clues to the location of hidden dots by speakers who varied in clarity and accuracy. Subsequently, children decided from whom they would like to receive additional information. In Study 1, preschool- (n=40) and school-age (n=42) children preferred to solicit information from unambiguous than from ambiguous speakers. However, ambiguous speakers were preferred to speakers who provided inaccurate information. In Study 2, when not provided with information about the outcome of the speakers’ clues, school-age (n=22), but not preschool-age (n=19), children preferred unambiguous relative to ambiguous speakers. Results highlight a developmental progression in children’s use of communicative ambiguity as a cue to determining which individuals are preferable informants.

Abstract Acquiring communicative competence and the ability to communicate in writing are essential goals for second language learners and of the highest importance to achieving educational success.  Opportunities to express ideas in writing are essential for students’ language development. Learners therefore need to be encouraged to take the risk of making errors in order to be able to express ideas, thoughts and knowledge with enthusiasm. This thesis defines and investigates some important factors contributing to the development of communicative competence and performance in the context of Second Language Acquisition (SLA) research and Communicative Language Teaching (CLT).  The main aim of the study is to focus on how Swedish learners make use of their first language (L1) as a cognitive and strategic source in their written English communication.  Cross-linguistic influence, or transfer errors, from Swedish in the written English of high school students are taken from samples of writing from the Uppsala Learner English Corpus (ULEC).  The study evaluates the potential of transfer from the L1 to either facilitate or inhibit the communicative purpose, i.e., ‘getting the message across’. The most serious errors in the data were found to result in confusing, inappropriate or incomprehensible structures.  Finally, the study draws attention to some aspects of communicative language teaching and learning that teachers should be aware of in the development and assessment of students’ communicative ability in written performance. The study found that negative language transfer was found to affect communication to various degrees of seriousness but could at times also be considered a useful and necessary strategy for getting a message across.  Transfer errors were often idiosyncratic and were most frequent among males between 16-17 years-old enrolled in vocational programmes.  Prepositional transfer errors were the most common, however; incorrectly used lexical items, in particular, false friends and other vocabulary substitutions, as well as literal translations of phrases and idiomatic expressions potentially resulted in the most serious errors.  Word order errors also interfered substantially with the message in many cases.  On the other hand, grammatical transfer errors such as incorrect us of articles, pluralisation and verb tense generally did not change the meaning to any greater extent.  In fact, transfer errors can be communicative as long as the message gets across.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 206-213).

Thesis (M.S.)--Brigham Young University. Dept. of Communication Disorders, 2008. / Includes bibliographical references (p. 48-56).

Over the course of the past 20 years, the rise in popularity of communicative language teaching as an alternative to traditional methodologies in Arabic-language pedagogy has led many within the field to re-examine their instructional priorities and methodological tenets. In general, traditional pedagogical approaches in the field of Arabic-language instruction dictate front-loaded presentation of grammatical concepts. The premise of communicative language teaching, on the other hand, is based on the primacy of successful foreign language interactions, where students are sequentially provided the grammatical concepts that are required to accomplish specific and targeted communicative functions and tasks. Concordantly, the instruction of grammar concepts that are deemed surplus to the requirements of level-appropriate interactions is deferred until the student has become linguistically prepared to incorporate and effectively utilize more complex grammatical structures. This thesis presents the results of a study of students’ spontaneous and planned written production in Arabic focusing on the production of dual and feminine plural forms, which have been strategically delayed in the sequence of grammar presentation. Additionally, individual interviews with both students and instructors were conducted to gather their impressions of, and strategies for, dealing with the sequence of grammar presentation in which these concepts are delayed. Results indicate that students who were not presented detailed instruction regarding the dual and feminine plural constructs early in their pedagogical sequence displayed level-appropriate patterns of avoidance and generalization in their early language production. As students progressed through the third-year courses and into post third-year courses, they displayed high levels of successful incorporation of the Modern Standard Arabic dual and feminine plural forms in their written production. With their successful conceptual uptake, the learners demonstrate their ability to acquire grammatical concepts despite the sequential delay in presentation thereof. Interview results show students’ and instructors’ awareness of the intent and focus of the pedagogical sequence. Based on their personal experience in studying and/or teaching Arabic, and despite instances of frustrations or challenges arising from the delay in grammar sequence, all interviewees expressed their support and endorsement of the methodology. / text

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published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics