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THE Relationshlp BETWEEN ACHIEVEMENT and LEARNING

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THE Relationshlp BETWEEN ACHIEVEMENT and LEARNING THE RELATIONSHlP BETWEEN ACHIEVEMENT AND LEARNING PREFERENCE IN FRENCH AS A SECOND LANGUAGE CLASSES AT THE UNIVERSITY LEVEL: A COMPARISON BETWEEN A COLLABORATIVE LEARNING AND A TEACHER-CONTROLLED APPROACH by Louise Lewin A thesis subrnitted in conformity with the requirements for the Degree of Doctor of Phiiosophy Department of Cumculum, Teaching and LeaMng Ontario Institute for Studies in Education of the University of Toronto 8 Copyright by Louise Lewin 2000 National Library Bibliothèque nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliog raphic Services services bibliographiques 395 Wellington Street 395. nie Weltiigtan OîîawaON K1AON4 CMawaON K1AW Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence dowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othenvise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. The Relationship Between Achievement and Leaniing Preference in French as a Second Language Classes at The University Level: A Cornparison Between a Collaborative Leaming and a Teacher-Controlled Approach Doctor of Philosophy 2000 Louise Lewin Department of Curriculum, Teaching and Learning University of Toronto ABSTRACT This case study was conducted in two French as a second language (FSL) classes (n=54) at a small, bilingual liberal arts college. The goal, using Action Research, was to study the benefits of Group investigation (GI), a collaborative learning technique, by comparing students' linguistic achievement, taking into account their learning preference. The research questions were based on the findings that collaborative learning enhances students' motivation to leam (Slavin, 1990; Sharan & Sharan, 1992), and that students' participation in pair and small-group work following collaborative leming princi ples facilitates second language acquisition dong with subject-matter mastery (McGroarty, 199 1 ; Swain, 1988). The investigator was the instnictor in both classes and taught them concurrently using the GI technique with one group and the tacher-controlled approach (TC) with the other. GI involved self directed student groups researching and presenting topics. The underlying teaching strategy of the courses was communicative and used a content-based instructional approach in the sense that it used content (the country of Morocco) to develop French language proficiency. Qualitative and quantitative data were gathered through several instruments measuring students' linguistic achievement, their learning preferences, and their responses to teaching approaches used. The Leaming Preference Scale developed by Owens and Straton (1980) was useci. The students' linguistic achievement was analyzed by oral and written testing of their use of French interrogatives both at the beginning and at the end of the course. The students' and the instructor's reflections were analyzed through journals, interviews and course evaluations. Based on comparing the scores obtained at the beginning of the course with those of the end of the course, both groups showed a significant gain in their use of oral yes-no questions, and yes-no and whquestions combined. The TC group showed also a signifiant gain in their use of wrîtten yes-no questions. Overall, neither group improved more than the other, linguisticdl y. According to the instmctor's observations, the collaborative learning approach was effective in FSL classes at the university level, and the GI group gained skills that the TC group did not, specifically with respect to working together. The students' views revealed their strong motivation relative to the content of the course, yet, they generally did not recognize their linguistic improvement. Based on the findings, it was recommended that university FSL courses should integrate both the collaborative leaming and the tacher-controlled approaches to benefit al1 students. I dedicate this thesis to my husband Waync. His irnconditiunal love made the complefion of this project possible. ACKNOWLEDGMENTS First and foremost, 1 wish to thank my supervisor, Dr. Merrill Swain, for her competence, good advice, direction, and encouragement during the production of this thesis. As well, 1 would like to thank the members of my cornmittee: Dr. Sharon Lapkin, for her availability; Dr. Diane Gérin-Lajoie, for her cornmitment to being on my committee; Dr. Mary McGroarty for agreeing to be my extemal examiner; and Dr. Antoinette Gagné for her contribution. 1 also thank Nadege Lefebvre, Tobi Strohan, Renée Boulet, Hal White, and Denese Coulbeck for research, editing and secretarial assistance. As well, I wish to thank Mirka Ondrack for her availability and her valuable statistical advice. 1 am very grateful to the Glendon students who consented to participate in this study. 1 am also very grateful to the principal of Glendon College, Dyane Adam, and my colleagues in the French Department for accommodating me and encouraging me. Their understanding allowed me to pursue this project. My gratitude is also extended to my relatives Claire, JO, Huguette, JO, Armand, Evelyn, rny nieces and nephews and my fnends Danielle Joly, Christine Besnard, Nicole Keating, and Fleur-Ange Lamothe for being there to listen and support me in the ups and downs of this project. Last but not least, 1 wish to thank my husband Wayne and my two children, Vanessa and Pascal for their love, their understanding, their support, their encouragement, their devotion, and the sacrifices they made during this project. TABLE OF CONTENTS .. Abstract ...................................................................................................................... 11 Dedication ................................................................................................................... iv Acknowledgments ..... .. ................................................................................................ v List of Tables .............................................................................................................. xiv List of Figures ............................................................................................................. XV CHAPTER 1 INTRODUCTION ........................................................ 1.1 INTRODUCTION ................................................................................ 1.2 CONTEXT ........................................................................................... 1 .3 RESEARCH QUESTIONS .................................................................. 1.4 SUMMARY ......................................................................................... 2.1 INTRODUCTION ................................................................................ 2.1. 1 The Communicative Approach ............................................................. CONTENT-BASED INSTRUCTION .......................... .... .............. 2.2.1 Content-Based Instruction: A Definition ............................................... 2.2.2 Krashen's Hypotheses and Content-Based Instruction .......................... 2.2.3 The Use of Authentic Material in Content-Based Instruction ................ 2.3 COLLABORATIVE LEARNING ........................................................ 2.3.1 Outcomes of the Collaborative Learning Approach ............................... 2.3.1-1 Achievement ................................................................................ 2.3.1.2 Pos~tlve...rnterciependence .............................................................. 2.3.1 -3 Individual accountability .............................................................. 2.3.2 Collaborative Learning and Bilingual Education .................................... 2.3.3 Collaborative Learning at the University Level ...................................... 2.3.4 Collaborative Learning Techniques ....................................................... 2.3 .4.1 Jigsaw 1 and 2 ............................................................................. 2.3.4.2 CO-OPCo-op ............................................................................... 2.3.4.3 Scripted Cooperation ................................................................... 2.3.4-4 Group Investigation ..................................................................... 2.4 GROUP INVESTIGATION ............................................................... 2.4.1 The Philosophy of the Group Investigation Technique .......................... 2.4.2 Group Investigation and Research ........................................................ 2.5.1 Learning Preferences and Second Lenguage Research .......................... 2.5 -2 Leaniing Preference Inventories, Scaies and Questionnaires.................. 2.6 FRENCH INTERROGATIVES ............................................................ 3.1 INTRODUCTION ................................................................................ 3.2 DESIGN ..............................................................................................
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