Songs, The Brain and Proficiency in Second Language Instruction

Every day teachers of French as a Second Language
deal with the challenges of error correction in the
classroom. Although it is natural for students of all
ages to make many errors as they learn, French
teachers find error correction a complex and
difficult task. Many well known second language
researchers have observed that lack of systematic
approaches for attending to student errors contribute
to less than optimal levels of proficiency in French.
As well, there is a lack of resources to help
teachers deal with this problem. The purpose of this
study was to determine the effectiveness of a
systematic approach based on songs to prevent or
correct errors in French as a Second Language
instruction. It shows the substantive significance of
the students' gains in achievement in French as a
Second Language. Therefore, this book will
support educators by providing current research, a
systematic approach to error correction, a motivating
and empowering way for students to learn French
through songs and suggestions based on brain-based
learning and a multiple
intelligence approach to help teachers organize a
variety of learning tasks for their students.

Autorentext

Margaret Siebring,M.Ed. in Instruction and Curriculum. Elementary Teacher on Vancouver Island, B.C. Specialist in French as aSecond Language Instruction and Early Primary Education.

Klappentext

Every day teachers of French as a Second Languagedeal with the challenges of error correction in theclassroom. Although it is natural for students of allages to make many errors as they learn, Frenchteachers find error correction a complex anddifficult task. Many well known second languageresearchers have observed that lack of systematicapproaches for attending to student errors contributeto less than optimal levels of proficiency in French.As well, there is a lack of resources to helpteachers deal with this problem. The purpose of thisstudy was to determine the effectiveness of asystematic approach based on songs to prevent orcorrect errors in French as a Second Languageinstruction. It shows the substantive significance ofthe students' gains in achievement in French as aSecond Language. Therefore, this book willsupport educators by providing current research, asystematic approach to error correction, a motivatingand empowering way for students to learn Frenchthrough songs and suggestions based on brain-basedlearning and a multipleintelligence approach to help teachers organize avariety of learning tasks for their students.