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University Microfilms INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s} or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company 72-26,977 BONIN, Therese Marcelle, 1938- A RATIONALE FOR INCLUDING COLLOQUIAL FRENCH AS AN INTEGRAL PART OF FRENCH LANGUAGE STUDIES. The Ohio State University, Ph.D., 1972 Language and Literature, modern University Microfilms, A XJERQXCompany t Ann Arbor, Michigan (tT) Copyright "by Therese Marcelle Bonin 1972 A RATIONALE FOR INCLUDING COLLOQUIAL FRENCH AS AN INTEGRAL PART OF FRENCH LANGUAGE STUDIES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Therese Marcelle Bonin, Licenciee es Lettres The Ohio State University 1972 Approved by Adviser Department of Humanities— Education JJ PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS I would like to express my sincere thanks to my major adviser Dr. Edward D. Allen for his help and support throughout my program of studies at The Ohio State University, to Dr. Gilbert A. Jarvis, and Dr. William Landon for their careful reading of the manuscript and their valuable suggestions, and to Professor David A. Griffin for his enlight­ ened criticisms. I am also indebted to the methods class instructors who accepted to administer my tests and to all the French native speakers who eval­ uated the colloquial test items and offered their suggestions; among them, I wish to single out Professor Pierre L£on and Professor Jean Carduner for their expert advice, Josette Wilburn for her many helpful suggestions, Professor Pierre Astier, Daniel Nabonne and Josette Wilburn for their superb recording of the test. Special thanks are due to my friend Elise Andre who took time away from her own studies to read the first draft and suggest stylistic corrections. Above all, I wish to express my deepest gratitude to my friend Mary Leigh for her unfailing patience and moral support, for her willingness to help in times of need, and for all the hard work of typing the first drafts of this dissertation. Finally, I would like to thank Mrs. Jane Ott for her expert typing of the final draft. ii VITA October 17» 1938 Born, St. Andre le Desert, France. 1958 Baccalaureat, Lycee de jeunes filles, Macon, France. 1958-59 1960-61 "Maitresse d'internat," Lycee Edgar Quinet, Bourg en Bresse, France. 1959-60 French assistant, Grangefield Grammar School, Stockton on Tees, England. 1961. Certificat d'etudes litteraires g^nerales, University of Lyon, France. 1963 Licence es Lettres, University of Grenoble, France. 1963-614 Teaching assistant, University of Grenoble, France. 196U-66 Fulbright Exchange teacher, I96U-65, Evans Jr. High School, Spartanburg, South Carolina; 1965-66 French Instructor at the University of Florida, Gainesville, Florida. 1966-68 French teacher, ADIF Language Institute, Lyon, France. 196? Ecole Normale Superieure de St Cloud, CREDIF training institute for specialists and teacher trainers in audio-visual methods. Diploma granted. 1968-72 Teaching associate and lecturer, Department of Romance Languages, The Ohio State Univer­ sity, Columbus, Ohio 1972 Appointed Assistant Professor, Department of Romance Languages, The Ohio State University, Columbus, Ohio. iii VITA (Cont'd) Fields of Study Major Field: Foreign Language Education Professors Edvard D. Allen, Francis R, Otto, and Paul Pimsleur % Studies in French Literature Professors Charles Carlut, Hugh M. Davidson, and Robert D. Cottrell Studies in Teacher Education and Curriculum Professors L. 0. Andrews, Donald P. Cottrell, Donald A. Bourgeois, and Keith Tyler iv TABLE OF CONTENTS Page ACKNOWLEDGMENT ..... ...................................... ii VITA ........................................................... iii % INTRODUCTION: 1 Statement of the Problem............................. 1 Objectives and Related Procedures .................... 9 Outline of Dissertation .............................. 10 CHAPTER I: Language Learning and Communicative Competence 13 What it Means to Know a Language ..................... lh Communicative Competence ............................. 16 The Affective and Social Use of Language ............. 18 Language and Culture ................................. 23 Pedagogical Implications ............................. 31 Implications for Teacher Qualifications and Training......................................... 33 Study Abroad ......................................... 35 CHAPTER II: Socio-linguistic Definition, Role and Status of Colloquial French 1*0 Speech Registers and Situational Variables ........... HO Definition of Colloquial French and Related Terms ........................................ 53 Function and Status of Colloquial Fr e n c h 57 Pedagogical Implications ...................... 65 v Page CHAPTER III: Linguistic Description of Colloquial French 69 Preliminary Remarks: Objectives, Limitations, Sources ................................. 69 General Aspects of Colloquial French ................. 72 Suprasegmental Features .............................. 7*+ Phonological Aspects ............................... 8l Lexical and Semantic Aspects ......................... 105 Morpho-syntactic Aspects ............................. 128 CHAPTER XV: Test Construction and Testing Procedures 167 Function and Specific Objectives if the Instruments .............. 167 Target Population and Sample ......................... 169 Guidelines for Test Construction ................. 169 Description of the Process of Content and Item Selection ................ 17^ Description of the Resulting Final Test .............. 182 The Control Test of Standard French .................. 209 The Questionnaire .................................... 212 Test Administration .................................. 213 CHAPTER V : Results and Interpretation of Results ' 215 Procedures for Statistical Analysis .................. 215 Comparison of Test 1 and Test 2 Scores ............ 219 Comparison of the Relative Difficulty of the Subtests ..................................... 226 Exploration of Relationship Between Test Scores and Students' Backgrounds and Attitudes ....... , 239 vi Page Comparison of Student Priorities and College Priorities .................................. 250 Chapter VI: Summary, Conclusions, and Recommendations 263 Summary of Findings ................................. 263 Conclusions and Recommendations .................... 267 APPENDICES................................................. 276 A: Test 1 (items, Choices, Validity, Difficulty and Discrimination Indexes ) . .................. 277 B: Test 2 (Items, Choices, Difficulty and Dis­ crimination Indexes) ............................ 292 C: Sample Data Card on Test Items ............ 30U D: Questionnaire ................................... 305 SELECTED BIBLIOGRAPHY....................................... 307 vii INTRODUCTION Statement of the Problem Each year, especially during the summer, thousands of American students go abroad with the purpose of getting the "flavor" of the foreign land as they improve their command of the language. Stephan Freeman in his "Undergraduate Study Abroad" of 196U and the 1965 North­ east Conference Report indicate that, at the time, 6,000 students were enrolled in college foreign study programs. There also existed 120 academic year programs and their estimated rate of increase was 20 a year. These figures did not include the hundreds of plans of foreign universities, those of American private, commercial and religious agen­ cies nor the thousands of students who went abroad on their own, for individual study or travel. By 1969, the number of students participat­
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