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ABSTRACT  Ontario high-school students enter universities with a variety of educational backgrounds in French. In order to obtain information about the French language competence of some of these students, a study was conducted at Queen's University in 1987. Its objective was to rate, by means of the ACTFL Oral Proficiency Interview, the French speaking proficiency of a group of immersion graduates and a group of core program graduates who had taken a six-week language course in a francophone environment. The data suggest that a) immersion graduates tend to perform functions well but at the expense of accuracy, and b) students from the core program, who take a six-week course, show fewer discrepancies in their speaking skills and obtain ratings only slightly lower than those of immersion graduates. The author, however, calls for further investigation.