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Impact de la dramatisation sur la prosodie du français langue seconde

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dc.contributor.authorBreakspear, Christopheren
dc.date.accessioned2006-08-22T13:40:43Z
dc.date.available2006-08-22T13:40:43Z
dc.date.issued2001en
dc.date.submitted2001en
dc.description.abstractProsody, the structures governing the pitch and rhythm of speech, is essential to the correct and authentic use of a language. Unfortunately, many students of a second language find it difficult to learn these patterns, particularly when they differ significantly from their mother tongue. Several pedagogical models are now widely used, but only within the confines of a conventional classroom environment. Dramatisation, the process of preparing a full theatrical performance, has already shown itself to be useful in the acquisition of second language grammar and vocabulary. This thesis demonstrates by means of a qualitative case study that this approach to language teaching also results in a statistically significant improvement in the area of prosody. The results were obtained by analysing the digitised speech of four students who participated in a course employing dramatisation in order to teach French as a second language.en
dc.formatapplication/pdfen
dc.format.extent662586 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10012/735
dc.language.isofren
dc.pendingfalseen
dc.publisherUniversity of Waterlooen
dc.rightsCopyright: 2001, Breakspear, Christopher. All rights reserved.en
dc.subjectFrench Studiesen
dc.subjectprosodyen
dc.subjectfrench as a second languageen
dc.subjectinstrumental studyen
dc.subjectdramatisationen
dc.subjectpedagogyen
dc.subjectteachingen
dc.titleImpact de la dramatisation sur la prosodie du français langue secondeen
dc.typeMaster Thesisen
uws-etd.degreeMaster of Artsen
uws-etd.degree.departmentFrench Studiesen
uws.peerReviewStatusUnrevieweden
uws.scholarLevelGraduateen
uws.typeOfResourceTexten

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