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Thesis

French

ID: <

10670/1.ywyy0v

>

Where these data come from
Corrective feedback in written works through the comparative study of FFL in Spain and SFL in France : teaching, learning and acquisition process

Abstract

This thesis, which aims at adopting a transdisciplinary approach by combining the Language Sciences, Education Sciences and Sociolinguistics, focuses on four main ranges: the politics of the plurilingual education, the learning and acquisition of a foreign language (French as a Foreign Language: FFL, Spanish as a Foreign Language: SFL), error treatment and corrective feedback (CF) in writing, as well as the didactic optimization tools directed to promoting both plurilingual education and CF. The results of this piece of research show that the nationwide goal of fostering plurilingualism is far from being reached in France as well as in Spain, as evidenced by the figures and statistics issued by both respective Ministries of Education for the academic year 2014-2015, which attest to the underprivileged status of the French language in Spain and that of the Spanish language in France compared with English language, even though it cannot be denied that SFL teaching delivers, in this regard, better results than FFL teaching. On a local scale, at the classroom level, the methodological approach of action-research carried out in different FFL/SFL classrooms has focused on the analysis of different types of written corrective feedback (direct, indirect, reformulative, metalinguistic, electronic and mixed) throughout a process split into three phases: writing task / comparison between the aforementioned task and the provided corrective feedback / rewriting task. The objective sought was both to bring to light the impact of CF on both education systems and to elaborate an abridgment of the most effective CF in France and Spain in order to develop the students' interlanguage stages. As shown by the data and results of the research, the practice of some types of CF, according to different classification methods for learners (individual, pairs), has had a direct impact on the foreign language learning/acquisition process through the direct CF in secondary school students (both FFL and SFL), the metalinguistic CF in tandem partners amongst Spanish-speaking students undertaking the Spanish Baccalaureate and the mixed CF amongst the French-speaking high school students and the students of both countries. Nevertheless, other types of CF have been proven to be ineffective to insure assimilation by learners such as the case of the indirect CF, especially amongst secondary-school Spanish students, the metalinguistic CF in tandem partners amongst French-speaking high school students, the individual metalinguistic CF amongst Spanish-speaking learners and the indirect CF amongst students on both sides of the Pyrenees. This has brought about the specific conservatism of plenty of grammar rules. Hence, the recurring presence of errors left uncorrected by students in their writing tasks. The study concludes with some recommendations liable to being broadened or modified, with the objectives of reaching the much proclaimed "plurilingualism" by the European institutions and of optimizing the CF in the FFL/SLF classrooms.

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