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Sequence of Speaking and Listening Training in Beginning French: A Replication Experiment*:

Sequence of Speaking and Listening Training in Beginning French: A Replication Experiment*: SEQUENC E OF SPEAKING AN D LISTENING TRAININ G IN BEGINNING FRENCH: A REPLICATIO N EXPERIMENT* EVAN R. KEISLAR, CAROLYN STERN and LAWRENC E MACE University of California, Los Angeles The relation of speaking and listening in second language acquisition has not been clarified. Some writers maintain that the child should first listen to a foreign language so as to be able to distinguish the sounds before beginning to speak utterances in the new language (e.g. Brooks, 1960). On the other hand, Lane (1964) has presented evidence to suggest tha t the child should begin by speaking the language in order to facilitate more careful discrimination among the sounds. Keislar and Mace (1965) have indicated that, since many different definitions of listening and speaking are used, the problem should be defined in terms of tasks which clearly specify the instructions, the stimulus and the response re­ quired. Mace (1966) conducted a study with primary children in which he attempted to throw some light on certain aspects of this problem. In his investigation he had four groups who were given fifteen minutes of French instruction each day for two weeks. One group was taught, during the first week, to speak http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Sequence of Speaking and Listening Training in Beginning French: A Replication Experiment*:

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References (12)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003003169
Publisher site
See Article on Publisher Site

Abstract

SEQUENC E OF SPEAKING AN D LISTENING TRAININ G IN BEGINNING FRENCH: A REPLICATIO N EXPERIMENT* EVAN R. KEISLAR, CAROLYN STERN and LAWRENC E MACE University of California, Los Angeles The relation of speaking and listening in second language acquisition has not been clarified. Some writers maintain that the child should first listen to a foreign language so as to be able to distinguish the sounds before beginning to speak utterances in the new language (e.g. Brooks, 1960). On the other hand, Lane (1964) has presented evidence to suggest tha t the child should begin by speaking the language in order to facilitate more careful discrimination among the sounds. Keislar and Mace (1965) have indicated that, since many different definitions of listening and speaking are used, the problem should be defined in terms of tasks which clearly specify the instructions, the stimulus and the response re­ quired. Mace (1966) conducted a study with primary children in which he attempted to throw some light on certain aspects of this problem. In his investigation he had four groups who were given fifteen minutes of French instruction each day for two weeks. One group was taught, during the first week, to speak

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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