A Comparative Study of the Writing Abilities of English-Speaking Grade 8 Students in French-Speaking Schools
Mots-clés :
French immersion, writing ability, syntactic maturity, T-unit analysis, narrative writingRésumé
Dans cet article, on compare deux modes d'écriture, à savoir la narration et l'argumentation, chez des élèves anglophones de 8e année fréquentant des écoles francophones et un groupe de jeunes comparables, mais inscrits dans une école anglophone. On évalue de façon globale la qualité générale des travaux des élèves, les paramètres utilisés étant la maturité syntaxique telle que mesurée par l'unité d'analyse T et le contrôle des caractéristiques apparentes tel que mesuré par la fréquence de certaines erreurs. Les scores en regard de la maturité syntaxique sont en outre comparés à ceux dont font état des études exhaustives sur cet aspect de l'apprentissage du langage écrit. Cinquante variables de l'écriture ne présentent pas de différences significatives au seuil de 0,05. Cette étude vient fortement appuyer la théorie selon laquelle l'éducation dans une langue seconde n'affecte pas les aptitudes linguistiques pour ce qui concerne la langue maternelle.
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
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