CLICK HERE TO VIEW >> Veux-tu jouer? A Systematic Approach using Songs to Prevent or Correct Errors in French as a Second Language By Margaret Siebring, S.D. 71, Comox Valley, B.C.

In this study of 53 grade 3/4 and 5/6 students, results showed gains in achievement in both songs and both grades. A most encouraging implication was that students displayed very positive attitudes towards French. The resource " The Prevention and Correction of Errors in French: A Systematic Approach " would help teachers contribute to achieving the goals outlined in the Action Plan for Official Languages . The resource adapts course material for ever changing student populations and keeps students interested through music and choice of performance tasks.

1. Fossilized Errors:
(Stern, 1982; Lyster, 1994; Mandin & Desrochers, 2002:Fossilized errors: The phenomenon of “fossilized’ errors occurs when students continue to make specific errors despite continued study of the language. New strategies and resources are needed to help teachers deal with these errors.)

2. Need for a Systematic Approach to Error Correction:
An extensive search of the literature indicates that there is a need for more research on error correction strategies (Calvé, 1992; Lyster & Ranta, 1997). It is also important to know that many well known second language researchers have observed that the lack of a systematic approach for attending to student errors contributes to less than optimal levels of proficiency in French (Chaudron, 1986; Swain and Lapkin, 1986; Harley, 1989; Lyster, 1987, 1994; Salamone, 1992; Kowal & Swain, 1997; Lyster& Ranta, 1997).

Research:
Our CD, Teacher’s Guide, Posters and Language Cards are based on research in the following areas:

Each song targets one of the following errors:

  1. Je joue du soccer.
  2. Je suis fini.
  3. (une robe) J’aime celui-là.
  4. J’ai allé.
  5. J’ai né.
  6. Je visite ma tante.
  7. Je suis seize ans.
  8. Je sais Marie


1. Brain based learning

Susan Kovalik, in her course entitled IDEAS: Brain based ways we think and learn says that:
“immersion in an enriched environment causes the electrical/chemical soup of the brain to wake up; the result is an enlargement of neurons and the growth of dendrites. How do you elicit maximum activation of students’ brains and what kinds of input will produce maximum dendritic growth. Answer: when all the senses are engaged! The fewer the senses involved, the more difficult the task of learning becomes. She says that the best learning state is a presentation that involves all your senses and is relaxing, fun filled, varied, fast-paced and stimulating, where there are plenty of chances to practice with regular rehersal and review sessions. All good presentations also appeal to all individual learning styles. Every good learning experience has plenty of verbal stimulation, music, visuals, action, participation and movement.”

What does this mean to you? When you add several of these elements at once, you will enhance learning by responding to the needs and learning styles of your students.

2. Multiple Intelligences

Howard Gardner, in his Multiple Intelligence theory says that:

“songs are a gem for they activate several of the known intelligences simultaneously: linguistic, (words, sentences and grammatical structures) musical, bodily kinesthetic, spatial (visual), logical-mathematical, (music is based on math), interpersonal and intrapersonal (through personal emotional connections to specific songs)”.

What does this mean to you? Use more than one way of learning. Use songs to provide a model. Add visuals! Add gestures! Get students to sing questions and answers! Let them make personal connections to the songs.


3. Second language acquisition theory

Dr James Asher created one of the most proven and effective approaches to second language acquisition. It is called the Total Physical Response (TPR). Total Physical Response is based on the concept that the learning of French can be accelerated through the use of bodily-kinesthetic intelligence- though actions and gestures. Wendy Maxwell has developed what has become known as the Gesture Approach. Due to her tremendous success, we would like to invite you to look into this approach.

What does this mean to you? With your students, create actions, patterns and even choreographed dances to the songs you present in the classroom. Let your students present their new songs actions and dances to other students, on video, in assemblies, at Parents’ night or during Education week.

4. Music and memory

In a recent television broadcast of “Science Today”, scientists talked about the connection between emotion and memory. It has been proven that emotions help to retrieve memory. Music adds emotion! We all make amazing emotional connections to music. Most of us can remember the words and melodies of songs we heard years ago. Most of us can also remember the specific year, where we were and who we were with at that time. Therefore, music can be used as a tool to enhance memory.

Debbie Sharie, CTV News, Edmonton. December 12, 2002.