Corrective Feedback and Teacher/Student Roles in the Acquisition of the Passé Composé and the Imparfait
dc.contributor.advisor | Ayoun, Dalila | en |
dc.contributor.author | DeMoulin, Jade Lin | |
dc.creator | DeMoulin, Jade Lin | en |
dc.date.accessioned | 2015-10-01T20:24:14Z | en |
dc.date.available | 2015-10-01T20:24:14Z | en |
dc.date.issued | 2015 | en |
dc.identifier.citation | DeMoulin, Jade Lin. (2015). Corrective Feedback and Teacher/Student Roles in the Acquisition of the Passé Composé and the Imparfait (Bachelor's thesis, University of Arizona, Tucson, USA). | |
dc.identifier.uri | http://hdl.handle.net/10150/579010 | en |
dc.description.abstract | This thesis explores the differences between the Passé Composé and the Imparfait and why it can be difficult for students of the French language to correctly employ these two past tenses. I will examine the use of corrective feedback in French second language classrooms and the teacher/student role in the acquisition of the Passé Composé and the Imparfait by reviewing the literature in this field, and provide didactic suggestions going forwards. | |
dc.language.iso | en_US | en |
dc.publisher | The University of Arizona. | en |
dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
dc.title | Corrective Feedback and Teacher/Student Roles in the Acquisition of the Passé Composé and the Imparfait | en_US |
dc.type | text | en |
dc.type | Electronic Thesis | en |
thesis.degree.grantor | University of Arizona | en |
thesis.degree.level | bachelors | en |
thesis.degree.discipline | Honors College | en |
thesis.degree.discipline | French | en |
thesis.degree.name | B.A. | en |
refterms.dateFOA | 2018-09-10T12:12:06Z | |
html.description.abstract | This thesis explores the differences between the Passé Composé and the Imparfait and why it can be difficult for students of the French language to correctly employ these two past tenses. I will examine the use of corrective feedback in French second language classrooms and the teacher/student role in the acquisition of the Passé Composé and the Imparfait by reviewing the literature in this field, and provide didactic suggestions going forwards. |