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Influence of standards implementation on students motivation in the
French classroom
Innsbruck, Sept. 17th, 2011
Dr. Mareschal Michel, BG/BRG [email protected]
FRENCH TEACHING IN AUSTRIAN SECONDARY
SCHOOLS BEFORE STANDARDS
IMPLEMENTATION
MAJOR SKILL: WRITING
first priority:avoiding language mistakes
grammar correction
spelling correction
ERROR FREE WRITING
step 1: choosing (complex) subjects
step 2: reading original texts (C2)
step 3: writing using content and language of original texts
IMPACT ON STUDENTS
excessive demand
no autonomous writing
discouragement + disappointment
content oriented – learning by heart
A-LEVEL (REIFEPRÜFUNG)“writing part“
no listening comprehension
no reading comprehension
writing only/ dictionary allowed= 100%
A-LEVEL (REIFEPRÜFUNG)“writing part“ / new “version”
listening comprehension for students learning French 6 years
no reading comprehension
writing / dictionary allowed100% [or 80% + 20% listening]
WRITINGWRITINGWRITINGWRITING
GRAMMARGRAMMARGRAMMARGRAMMAR
LISTENINGLISTENINGLISTENINGLISTENING SPEAKINGSPEAKINGSPEAKINGSPEAKING
READINGREADING
WRITINGWRITING
WRITINGWRITINGWRITINGWRITING
UNEQUAL SKILLS
UNEQUAL SKILLS
FRENCH TEACHING IN AUSTRIAN SECONDARY
SCHOOLS SINCE STANDARDS
IMPLEMENTATION
[to be finalised 2013/14]
« Je revendique toujours une part de subjectivité dans la note attribuée à un candidat. Si l’on essaye à tout prix de la supprimer, on risque de rendre les enseignants très mal à l’aise. Les examinateurs et les enseignants sont des professionnels formés. D’un autre côté, il ne s’agit pas non plus de laisser libre cours à la subjectivité, qui doit être réduite autant qu’on le peut et c’est là le rôle des barèmes. »
Christine Tagliante, L’évaluation et le Cadre européen commun, Clé International, 2007
LISTENING LISTENING COMPREHENSIONCOMPREHENSION
LISTENING LISTENING COMPREHENSIONCOMPREHENSION
WRITINGWRITINGWRITINGWRITING LANGUAGELANGUAGEin USEin USE
LANGUAGELANGUAGEin USEin USE
READINGREADINGCOMPREHENSIONCOMPREHENSION
READINGREADINGCOMPREHENSIONCOMPREHENSION
SPEAKINGSPEAKINGSPEAKINGSPEAKING
EQUAL SKILLS
EQUAL SKILLS
A-LEVEL (REIFEPRÜFUNG)“writing part“ [not yet completely finalised]
listening comprehension
reading comprehension
[language in use]
[writing/ no dictionary allowed]
IMPACT ON STUDENTS
well-balanced demand
fair
encouragement + satisfaction
GENERAL OBSERVATIONS
• students motivation
increase
• increasing motivation
result from standards implementation: skills are equally taught and tested
GENERAL OBSERVATIONS
• students performances
change for the better
• number of students choosing French
increase
Thank you very much for your attention!