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dc.contributor.authorGiaitzis, Luisa.en_US
dc.date.accessioned2009-06-29T14:36:59Z
dc.date.available2009-06-29T14:36:59Z
dc.date.issued2007-06-29T14:36:59Z
dc.identifier.urihttp://hdl.handle.net/10464/1661
dc.description.abstractJunior Core French students' motivation to learn a second language and students' French oral communication skills relating to drama instruction were investigated in this study. Students' increased and improved motivation and oral acquisition were measured by several forms of data collection including journals, questionnaires and surveys, interviews, outside observer and teacher observations, and anecdotal comments. The results indicated that as a result of drama integration in the Junior Core French classroom, grade 5 students, both male and female, were more motivated to participate in second language instruction, thereby increasing and improving their oral communication skills. The findings showed that more males than females reported that drama integration allowed them the opportunity to use their French speaking skills. Research shows that interactive approaches to teaching such as drama give students the motivation and enthusiasm to learn.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectFrench languageen_US
dc.subjectFrench languageen_US
dc.subjectDrama in education.en_US
dc.titleUsing dramatic activity to enhance Junior Core French students' motivation and oral communication skills /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T02:11:47Z


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