Sharon Lapkin (PhD, University of Toronto) is Professor in the Second Language Education program, Ontario Institute for Studies in Education of the University of Toronto, Ontario, Canada.
What Underlies Immersion Students' Production: The Case Of Avoir Besoin De
Article first published online: 31 DEC 2008
© 2004 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 37, Issue 3, pages 349–355, October 2004
How to Cite
Lapkin, S. and Swain, M. (2004), What Underlies Immersion Students' Production: The Case Of Avoir Besoin De. Foreign Language Annals, 37: 349–355. doi: 10.1111/j.1944-9720.2004.tb02693.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
Abstract: One of the advantages of having students work in pairs on language-related tasks is that teachers and researchers can listen to what the students say as they carry out their assigned tasks. What they say offers insights into the students' beliefs about the target language they are learning and using, and reflects the cognitive processes they use to produce an utterance. In this paper, we analyze dialogues between pairs of eighth grade French immersion students about avoir besoin de. Our analysis provides insights that allow teachers to help students more accurately encode the meaning they wish to express. Teachers and researchers are also given an insiders view of how learners make use of what they already know to support their learning of an additional language.