Étudier le français : pourquoi pas? Motivation, participation et faux amis dans les cours de français langue seconde à l'école secondaire en Alberta

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dc.contributor.authorGillis, Steven A.
dc.contributor.authorUniversity of Lethbridge. Faculty of Arts and Science
dc.contributor.supervisorTakam, Alain F.
dc.date.accessioned2019-08-14T19:37:26Z
dc.date.available2019-08-14T19:37:26Z
dc.date.issued2019
dc.degree.levelMastersen_US
dc.description.abstractMalgré les avantages liés à la connaissance d’une L2, et le fait que le français est une des langues officielles du Canada, le taux d’élèves du secondaire participant à l’apprentissage du français est faible en Alberta. Cette étude cherche à explorer les aspects de motivation des élèves à l’école secondaire albertaine en employant le modèle L2 Motivational Self System de Dörnyei et l’anti-ought-to self proposé par Thompson et Vásquez. L’objectif secondaire de cette étude est d’examiner le lien entre la motivation et la compétence linguistique dans le domaine des faux cognats. Les résultats de cette étude encouragent l’usage du L2MSS comme outil dans des contextes où la L2 étudiée n’est pas l’anglais. L’ideal L2 self et langue maternelle apparaissent avoir des rôles importants dans la participation aux cours de français à l’école secondaire en Alberta. Similairement, l’ideal L2 self semble influer sur la capacité de déchiffrer les faux cognats. _________ Despite the advantages linked to knowing an L2, and despite French’s status as one of the official languages of Canada, the rate of high school student participation in the study of French is quite weak in Alberta. This study looks to explore student motivation in studying French in Alberta secondary schools according to the ideas of Dörnyei’s L2 Motivational Self System model and the anti-ought-to self proposed by Thompson and Vásquez. As a secondary objective, this study investigates the link between motivation and linguistic competency of false cognates. The results of this study appear to encourage the use of the L2MSS as a tool in contexts where the L2 being learned is not English. The ideal L2 self and students’ L1, appear to play important roles in participation in French classes in Alberta high schools. Similarly, the ideal L2 self appears to influence the ability to decipher false cognates.en_US
dc.identifier.urihttps://hdl.handle.net/10133/5494
dc.language.isofren_US
dc.proquest.subject0290en_US
dc.proquest.subject0444en_US
dc.proquest.subject0525en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Department of Modern Languages and Linguisticsen_US
dc.publisher.departmentDepartment of Modern Languages and Linguisticsen_US
dc.publisher.facultyArts and Scienceen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Arts and Science)en_US
dc.subjectSecond language acquisition -- Study and teaching (Secondary) -- Albertaen_US
dc.subjectLanguage and languages -- Study and teaching (Secondary) -- Albertaen_US
dc.subjectFrench language -- Study and teaching (Secondary) -- Albertaen_US
dc.subjectEducation, Secondary -- Albertaen_US
dc.subjectHigh schools -- Albertaen_US
dc.subjectL2 Motivational Self Systemen_US
dc.subjectAnti-ought-to selfen_US
dc.subjectFrançais Langue Secondeen_US
dc.subjectImmersion françaiseen_US
dc.subjectAlbertaen_US
dc.subjectFaux cognatsen_US
dc.subjectÉcole secondaireen_US
dc.subjectFrench as a Second Languageen_US
dc.subjectFrench Immersionen_US
dc.subjectFalse cognatesen_US
dc.subjectSecondary schoolen_US
dc.subjectDissertations, Academicen_US
dc.titleÉtudier le français : pourquoi pas? Motivation, participation et faux amis dans les cours de français langue seconde à l'école secondaire en Albertaen_US
dc.typeThesisen_US
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