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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1991 Effects of a Whole Language Approach Using Authentic French Texts on Student Comprehension and Attitude. Colette Hood Stelly Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Stelly, Colette Hood, "Effects of a Whole Language Approach Using Authentic French Texts on Student Comprehension and Attitude." (1991). LSU Historical Dissertations and Theses. 5210. https://digitalcommons.lsu.edu/gradschool_disstheses/5210 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9207532 Effects of a whole language approach using authentic French texts on student comprehension and attitude Stelly, Colette Hood, Ph.D. The Louisiana State University and Agricultural and Mechanical Col., 1991 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 Effects of a Whole Language Approach Using Authentic French Texts on Student Comprehension and Attitude A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agrigultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Colette Hood Stelly B. A., Tulane University, 1962 M. A., Tulane University, I968 August 1,1991 DEDICATION To my dear husband, Jim, whose loving support, patience and encouragement made this project possible. ACKNOWLEDGMENTS The writer wishes to express her sincere thanks particularly to Dr. Robert C. Lafayette, her chief advisor throughout the doctoral studies, whose support, criticism, and guidance made the composition less difficult. She wishes to record also a debt of gratitude to the members of her final committee: Drs. Bonnie Konapak, William Doll, Ronald Good, of the Department of Curriculum and Instruction; to Dr. Katherine Jensen of the Department of French and Italian; and to Dr. Marketta Laurilla of the Department of Spanish and Portuguese, Louisiana State University. She extends special gratitude to the professors with whom she studied, especially, Professor Carol Ann Pesola of the Department of Education at Concordia College, Moorhead, Minnesota; Drs. Selma Zebouni, and L. Kathy Heilenman of the Department of French and Italian, and to Drs. Spencer Maxcy, Jacques Daignault, and Lea Me Gee of the Department of Curriculum and Instruction, Louisiana State University, for their friendship, inspiration, and encouragement. Finally, she is indebted in many ways to several wonderful individuals whose helpful assistance during the research, writing, and preparation of this dissertation will always be gratefully remembered: to the teachers, Ms. Helen Grenier, and Ms. Jackie Labat for graciously consenting to take part in the experiment; to the foreign language specialists, Ms. Denise E. Kuehne and Dr. Annette Tamuly for sharing their expertise, time, and advice; to Mr. Walter Witchey for generous time and computer expertise; to Fr. Francis Ferrie, Mr. Jack Belsom, and Ms. Julia Schueler for reading the manuscript and making valuable suggestions and comments; to Mr. and Mrs. Claude Grenier for their hospitality during my trips to Baton Rouge; and, finally, to Mr. and Mrs. Richard Jaubert for their loving encouragement and support. iv TABLE OF CONTENTS Page DEDICATION...................................................................................................... ii ACKNOWLEDGMENTS.................................................................................... iii LIST OF TABLES ............................................................................................. ix ABSTRACT......................................................................................................... x Chapter 1. INTRODUCTION B a ck g ro u n d................................................................................... 1 Changing Theories .............................................................. 2 The Gap ine Profession .................................................... 4 Statement of Problem......................................................... 5 First Language Literacy.................................................... 6 Curricular Goals and Objectives...................................... 7 Language Acquisition/Learning........................................ 8 R ationale........................................................... 10 Bridging the G ap................................................................... 10 The Role of Literature in the Foreign Language Classroom.................................... 12 Justification for Study......................................................... 13 R esearch Q u e s tio n s ............................................................ 15 Significance of S tu d y ............................................................ 16 Definition of Terms .............................................................. 16 Organization of the Remaining Chapters.............................. 18 2. REVIEW OF RESEARCH LITERATURE L1 Research Literature................................................................ 19 v The Role of Stories in Early Language Development......................................... 19 Natural R eaders............................................................ 2 0 Literature Based Literacy in a School S e ttin g........................................................................ 2 0 Literature for Remediation.......................................... 2 2 Literature for Secondary Schools............................. 2 4 Crossing Linguistic Barriers........................................ 2 4 L2 Research Literature Motivating Potential R eaders....................................... 2 6 Story Reading in Immersion C lasses....................... 2 8 L2 Pedagogical Research Suggesting WLA Concepts L1 and L2 Reading Research...................................... 3 0 Comprehension From Previous Knowledge.... 3 2 Teaching L2 Reading Strategies.............................. 3 3 Teacher/Student Roles .......................................... 3 6 Classroom Organization............................................... 4 0 Physical Setting................................................................ 41 Summary of Chapter 2........................................................... 4 3 3. METHOD Study Population...................................................................... 4 6 Reading Comprehension L evels............................... 4 7 Listening Comprehension Levels.............................. 4 8 S a m p le ................................................................................ 4 8 Time Periods...................................................................... 5 0 Dependent Variables...................................................... 5 0 Independent Variables.................................................... 5 0 Instructional M aterials.................................................... 5 0 Assessment Materials..................................................... 51 S co rin g................................................................................. 5 2 vi Procedure 5 6 T reatm en t............................................................................. 5 7 Experimental Group................................................... 5 7 Control G roup.............................................................. 6 0 Observation................................................................... 6 3 Interview s....................................................................... 6 3 Statistical Analysis.............................................................. 6 3 Limitations..............................................................................

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