I Want to Learn, but I Don`t Understand

I Want to Learn, but I Don’t Understand!
Learning Strategies for Second Language Learners
Lynnette D. Babin
June 21, 2004
Le Table des Matières
Bienvenue
……………….……………………………………………………………1
The Strategies …………………………………………………………………………….3
Les Mots Amis
…………………………………………………………………….4
Comment Utiliser une Dictionnaire …………………...…………………………………5
Helpful Hints – Les Accents …………………………………………………………….5
The Mysteries of Verb
....………………………………………………………….6
Comment Utiliser une Besherelle
…………………………………………………….9
Practicing the Strategies – the Dictionary and the Bescherelle
……………………10
Helpful Hints - Les Phrases de Communication
……………………………………11
Helpful Hints - Comment Poser des Questions
……………………………………12
Practicing all of Your New Skills
……………………………………………………13
Sachiko: A Very Good Thinker – A Poem about Strategies ……………………………15
Don’t Stop Now ! Places to learn more
……………………………………………16
Bibliography ……………………………………………………………………………17
1
Bienvenue à l’Immersion Français!
Did you understand the title above this paragraph? You are probably fairly
confident that it means “Welcome to French Immersion!” You already have
skills that allow you to understand some things in French. Many of you
would recognize the word ‘immersion’ because it looks so much like the
same word in English. Many people would understand the word ‘Français’
from previous experience in school or television. Finally, the other words in
the sentence, ‘bienvenue’ and ‘à’ can be figured out by thinking about the
situation. You may not be completely certain, but you can find out by
looking for these words in a French-English dictionary.
There are many strategies you can use to help you learn
French, which will in turn help you to better learn math,
science, social studies and other subjects you study in school.
A strategy is commonly known as a plan to succeed! It is
important to plan how you will do your best at everything you
choose to do!
This booklet will teach you about these strategies, and offer
you hints to help you be successful in French Immersion!
2
Strategies for Learning
Strategy Name
1. Advance Organization
2. Background Knowledge
3. Context
4. Making Inferences
5. Cognates
6. Imagery
7. Semantics
8. Manipulation of
information
9. Selective Attention
10. Resourcing
Description
Before beginning the task, think about what skills
the task will require. Be prepared with resources
such as a French-English dictionary. Plan how
you will be successful at the task.
You already know a lot about the world and how
it works. Think about how you can make
connections to what you know and what you are
reading, writing or want to say.
You can make guesses at the meaning of words
you don’t know when you understand the basic
idea behind a piece of text. Use titles, pictures,
captions and charts to help you to understand the
context of the words you are reading.
Sometimes it is appropriate to guess at what a
word might mean. This involves a combination
of using context, background knowledge and
semantics to be fairly confident that you
understand a particular word.
Many words in French are borrowed from
English or look very similar to the same word in
English. These are often called ‘les mots amis’.
While you are reading, writing or speaking, form
an image of your ideas in your head.
Words are placed in a sentence in a regular and
predictable manner. For example, the verb in a
sentence usually follows the subject (person).
Use this knowledge to help you to understand the
meaning of words.
Once you have read a selected passage,
summarize it, either on paper or in your head, to
determine that you really do understand.
When you are reading a piece of text, focus on
key words and what they mean, using other
strategies to determine their meaning. It is not
always essential that you understand every word
right away.
Use the many resources available to you to learn
new vocabulary and sentence structures. Consult
a dictionary, a Bescherelle or other reference
book, ask a friend, or pose a question to the
teacher.
3
11. Cooperation
Work together with a partner to understand and
produce language. Learn together. Learn from
each other.
12. Self Talk
Tell yourself “I can do this. Don’t give up.”
Remind yourself of other times when you were
successful.
Be aware of your thoughts as you complete a
task. Talk to yourself, just as you would if you
lost something. “I don’t know that word, and my
friend didn’t know when I asked her, so I will
look it up in the dictionary next.”
Regularly and consistently, ask yourself how you
are doing with respect to how hard you are
working to achieve your goals and how
successful you have been in their achievement. If
you are not successful, take steps to become
successful. Revisit your goals and make new
ones.
Just as you would practice a musical instrument
or a sport, language learning requires hard work
and practice. Keep at it.
13. Think aloud
14. Self Assessment
15. Practice and repetition
Les Mots Amis
There are many words in English and in French which share Latin as a common
root. There are also many words in French that you may recognize because they
are commonly used in the English language. These are called les mots amis,
which means ‘word friends’ or cognates. Using this knowledge often goes a long
way in the comprehension of a text in French.
For example:
French
un dictionaire
gloire
du papier
finir
English
dictionary
glory
paper
to finish
Attention!
There are also les faux amis, meaning ‘false friends’ or false cognates. Un
trombone in French may be a paperclip! Try to fit the meaning of the word
into the context of the text.
4
How do I use this thing, anyway? Navigating the French-English Dictionary
In the case of the French-English dictionary, bigger really is better. While you may want
to use a smaller, portable version at school, it is recommended that you have a more
complete dictionary at home. You will also have need of a French language dictionary.
Ask your teacher for recommendations.
There are tricks and hints to using a French-English dictionary.
1. Somewhere in the middle of the dictionary you will find where it switches
from French to English. Use some kind of marker to hold this place for
easy reference.
2. The dictionary will list verbs in l‘infinitif. If other forms of the verb
are listed, they may refer you to l’infinitif. (see the section on verbs in this document)
3. A good dictionary will give more information than just the translation.
You will find the part of speech (noun, verb, pronoun, direct object), examples given with
the vocabulary word, the gender (masculin or feminine) and perhaps some history of the
word. Pay attention to this, as many students have mistakenly used prep (preposition)
thinking it was the word they were looking for.
4. You will find many different versions of the word for some entries. Read
through the entire entry to make sure that you have the meaning that you want.
5. Anytime you see the greek symbol ~ (similar to) you should replace it with
the word that you are researching. This allows you to translate expressions.
6. A good dictionary will list the phonetic spelling of each word, and will
offer an explanation at the beginning of the dictionary.
7. Speak to your teacher if you need to know more.
L’Accent sur les Accents
Accents are important for pronunciation as well as for identification of a word.
Signs
Characteristics
Examples
* l’accent aigu (´)
on the letter e
bébé, cinéma
* l’accent grave (`)
on the letters e, a and u
mère, là, où
* l’accent circonflexe (ˆ)
on a, e, i, o and u
tête, pôle
* le tréma (¨)
on the letters o e, i and u
Noël, naïf
* la cédille (ç)
on the letter c, in front of
a, o and u
Français
5
Verbs, The Final Frontier
Knowledge really is power. The correct usage of verbs is a necessity to the
French language. As time goes on, your teacher will place more and
more emphasis on the proper placement and conjugation of verbs.
Les Pronoms Personnels
je = I (1st person, singular)
tu = you (2nd person, singular)
il, elle = he/she (3rd person, masc./fem., singular)
nous = we (1st person, singular)
vous =
1. speaking directly to a group
of people (2nd person, masc. or fem., pluriel)
2. speaking to someone who deserves respect
(2nd person, masc. or fem., singular)
ils = they (3rd person, masculin, pluriel)
elles = they (3rd person, feminine, pluriel)
on = the collective ‘we’, as in “It is common that we brush our
teeth before bed”. (1st person, pluriel)
Verbs are action words. In most all sentences, you will find a verb, and the
verb is usually written or spoken to match the person or persons doing the
action. We do this in English on a simpler scale. For example, ‘I go to the
store’, but ‘Chelsea goes to the store.’ The verb to go is conjugated
depending on the person.
6
Verbs continued…
Conjugating verbs in French is easy once you know the patterns to be followed.
Most verbs fall into three categories:
ER
IR
regarder
travailler
aimer
finir
grandir
vomir
RE
répondre
vendre
attendre
There are also many irregular verbs that don’t follow the same rules and are in
categories all by themselves. Memorization of verb endings is something you
can work on with your child. There are many different tenses for each verb,
but you should start with the present. You can contact your child’s teacher
for more information, or consult the Bescherelle.
Verbs appear in their natural form in the dictionary. This is called l’infinitif.
Just like you would not find the word talking in the dictionary, you will not
find parle. You will have to search for the infinitive form of the verb, to
talk, where you will find parler.
Most times, when giving directions, the French will use l’imperitif. This means
that the verb will appear in the 2nd person, either pluriel or singular.
For example: Écoutez!
Faites vos devoirs!
Encercles les mots de vocabulaire.
7
Verbs continued…
The usage of verbs is progressive, and your French teacher will
determine when is the appropriate time to introduce new tenses. However, below
you will find the conjugation of several useful verbs, in the present tense.
Les Verbes au Présent
For the verbs in these categories, you simply remove the ending (the last two
letters), and add on a new ending according to the personal pronoun.
ER verbs (ex: parler)
IR verbs (ex: finir)
RE verbs (ex: attendre)
je parle
tu parles
il parle
elle parle
on parle
je finis nous finissons
tu finis vous finissez
il finit
ils finissent
elle finit elles finissent
on finit
j’attends
tu attends
il attend
elle attend
on attend
nous parlons
vous parlez
ils parlent
elles parlent
nous attendons
vous attendez
ils attendent
elles attendent
Les Verbes Irreguliers au Présent
Avoir (to have)
j’ai
nous avons
tu as vous avez
il a
ils ont
elle a elles ont
on a
Faire (to do)
je fais
tu fais
il fait
on fait
nous faisons
vous faites
ils font
Être (to be)
je suis nous sommes
tu es
vous êtes
il est
ils sont
elle est elles sont
on est
Dire (to say)
je dis nous disons
tu dis vous dites
il dit ils disent
on dit
Aller (to go)
je vais
nous allons
tu vas
vous allez
il va
ils vont
elle va
elles vont
on va
Savoir (to know)
je sais
tu sais
il sait
on sait
nous savons
vous savez
ils savent
***** the conjugation for il = the conjugation for elle = the conjugation for on
***** the conjugation for ils = the conjugation for elles
8
How Does this Thing Work? - Using the Bescherelle
Every successful French Immersion student will agree that the Bescherelle is a
very important tool for writing. Every student should have one, and where
possible, two, one for home and one for school. A Bescherelle is available for
purchase at any bookstore, and your teacher may offer to order them at
a reduced price. You will find a Bescherelle available for reference in
every French Immersion classroom.
The Bescherelle is like a dictionary for verbs, although is does not provide
meanings but rather conjugations. It is organized on the premise that many
verbs follow patterns, and that some are very unique.
Suppose you are asked to write a paragraph about hockey. You want to tell
about your new hockey stick, your habit of eating pizza for good luck and your
love of the game. The verbs you need are:
to have = avoir
to eat = manger
to like = aimer
to win = gagner
1. Research the French forms of the verbs in the dictionary if they are
unknown.
2. Using l’infinitif of the verb, search at the back of the Bescherelle.
The verbs will appear in alphabetical order.
3. Take note of the number written beside that verb. This number will refer
you to a page number or verb number in the Bescherelle.
4. Since many verbs follow patterns, there is not a page for each verb in the
language, but rather examples from that group of verbs. For example,
gagner, refers you to verb 7 (aimer). You remove the ending on the
verb, and add a new one, depending on the person.
For example: gagner > gagn__
> je gagne
nous gagnons
5. The Bescherelle lists MANY different verb tenses. To begin, you
will need to work on the present tense, and may also be introduced to
l’imparfait, le passé composé and le futur simple.
You will need to work hard to master verbs in the French language. Use the
Besherelle to help you learn and to check your work before handing in the
final copy of any assignment!
9
Pratiquer ces Stratégies – Le Dictionnaire et la Bescherelle
You can use a French-English dictionary to translate a word, determine its correct
spelling or to check if it is masculine or feminine.
For each word, find the translation in the dictionary. If it is a verb, circle the word
and if it is a noun, indicate if it is masculine or feminine.
1. chair
________________________
4. summer
__________________
2. bug
________________________
5. run
__________________
3. swim
________________________
6. tree
__________________
Pour chaque mot, trouvez le mot en anglais. Si c’est un verbe, écrivez l’infinitif.
7. livre
________________________
8. mange
__________________
9. finit
________________________
10. main
__________________
11. craie
________________________
12. punaise
__________________
Use your Becsherelle to give the correct version of the indicated verb in the present tense.
13. Je _________________ le pizza. (manger)
14. Il _____________ ses devoirs. (faire)
15. Elles _______________ à la toilette. (aller)
16. Tu ___________ fantastique ! (être)
17. Vous _____________ ensembles. (marcher)
18. Il __________ les chiens. (aimer)
10
Les Phrases de Communication
This is a partial list of phrases that you can practice at home.
These simple phrases will give you confidence and the satisfaction of communication.
1. Je ne comprends pas.
2. Je ne sais pas.
3. J’ai oublié.
4. Comment dit-on lunch en français?
5. Est-ce que je peux...
aller à la toilette?
aller à mon casier?
parler anglais?
aller boire de l’eau?
emprunter un dictionnaire?
6. Bonjour,Madame X, comment ça va?
7. Ça va bien/ Ça va mal.
8. Parlez plus lentement, s’il vous plait.
9. Il / Elle est absent(e).
10. J’ai besoin de…
I don’t understand.
I don’t know.
I forgot.
How do you say lunch in French?
May I...
go to the washroom?
go to my locker?
speak English?
get a drink of water?
borrow a dictionary?
Hello, Mrs. X, how are you?
I’m fine / I’m not good.
Speak slower, please.
He / She is absent.
I have need of….
Which is which?
Maculin
le sac = the bag
un sac = a bag
Feminin
la règle = the ruler
une règle = a ruler
Pluriel
les jeux = the games
des jeux = some games
11
Comment Poser Une Question ?
Can you figure out what story is being discussed in this homework assignment ?
Je pense que l’histoire est ______________________________.
Mot Interrogatif (français)
Qui… ?
*Quel/Quelle/Quels/Quelles...?
Quand...?
Où...?
Pourquoi...?
Mot Anglais
Who… ?
What...?
When...?
Where...?
Why...?
Comment...?
How...?
Combien...?
How many...?
Est-ce que...?
Que...?
Can I? May I? Can you?
Is it? Are you? Did you?
What...?
Qu’est-ce que...?
What...?
D’où....?
From where...?
* masculin/féminine/masculin pluriel/féminine pluriel
Exemple de Phrase
Qui est l’héroïne?
Quel est le problème?
Quand est le dîner?
Où est la grand-mère?
Pourquoi aimes-tu
l’histoire?
Comment est-ce que le
loup s’habille?
Combien de biscuits y-a-til dans le panier?
Est-ce que la grand-mère
est belle?
Que penses-tu de
l’histoire?
Qu’est-ce que le loup
mange?
D’où vient le loup ?
A note about how things appear in French...
Nouns (people, places or things) are classified into two categories
in French, maculin and feminin, as well as plural and singular.
Some words (especially adjectives or description words) must agree
with the noun. In a text, several forms of the noun may be
represented, often in brackets.
Examples:
Dave est absent et Sarah est absente.
Chèr(e)(s) elèves,
Les chaises sont oranges.
12
Try out some of your new skills…
Below you will find a paragraph which might appear in your French or Social Studies
textbook. You need to understand the information so that you can make a presentation on
this topic. How will you go about this task?
1. You must first PREPARE FOR THE TASK. Gather any materials you might
need: your pencil, pen or highlighter, paper, and a French-English dictionary.
2. Look for cognates – les MOTS AMIS. Underline all of the words in the text
which look like English words you know.
3. What do you know about the topic which will help you to understand? Use your
BACKGROUND KNOWLEDGE to make sense of any new information.
4. Use your DICTIONARY to look up any words you don’t understand. Make note
of these new words in your notebook or on the worksheet.
5. TALK TO YOURSELF POSITIVELY as you work. You are doing a great job
and you can complete this task successfully!
6. ASSESS YOUR OWN PERFORMANCE when you have completed the task.
How did you do? How could you have done better? What did you learn?
Terry Fox est ne à Winnipeg, au Manitoba. Il a grandi en Colombie Britannique, plus précisément
à Port Coquitlam, une petite ville près de Vancouver. Adolescent, Terry est tres actif. À 18 ans,
les médecins diagnostiquent un cancer des os dans son genou droit. En 1977, ils amputent sa
jambe au-dessous son genou.
Durant son séjour à l’hôpital, Terry est très affecte par la souffrance des autres patients. Plusieurs
patients atteints le cancer sont des enfants. C’est alors que Terry a décide de courrrir d’un bout a
l’autre du Canada. Il veut amasser des fond pour la recherche sur le cancer. Il appelle cette
course le Marathon de l’espoir.
Picard, Lise. (2004). Mille Mots. Beauchemin. Canada.
13
Try some of your new skills, continued….
______________________________________
Terry Fox est ne à Winnipeg, au Manitoba. Il a grandi en Colombie Britannique, plus précisément
à Port Coquitlam, une petite ville près de Vancouver. Adolescent, Terry est tres actif. À 18 ans,
les médecins diagnostiquent un cancer des os dans son genou droit. En 1977, ils amputent sa
jambe au-dessous son genou.
Durant son séjour à l’hôpital, Terry est très affecte par la souffrance des autres patients. Plusieurs
patients atteints le cancer sont des enfants. C’est alors que Terry a décide de courrrir d’un bout a
l’autre du Canada. Il veut amasser des fond pour la recherche sur le cancer. Il appelle cette
course le Marathon de l’espoir.
Directions
Now that you understand a more about how to make sense of text in French, answer the
following questions.
1. Comment dit-on ‘ne’ en anglais?
2. Où est ne Terry Fox ?
3. Donnez une titre au paragraph.
4. List a minimum of ‘mots amis’ and what you think they mean.
5. What strategies you used to understand this text? List three.
6. Find three verbs in the text and underline them. Why do you think they are
verbs? How would you find our their meaning?
7. Give a brief resume of what you have read in the paragraph.
14
Putting It All Together…
The following poem is an analogy of the strategies you must use to complete any task
successfully. While you will not use every strategy every time you work, it is important
that you know about many different ways to be successful.
Read the following poem and make a note in the margin to identify any learning
strategies that are mentioned as Sachiko ‘climbs the mountain’.
Sachiko: A Very Good Thinker1
Meet Sachiko.
Sachiko is a very good thinker. She uses her mind to help her do all the things she wants to do.
Sachiko wants to climb Mt. Fuji. Mt. Fuji is very big. It will be a very long trip. Sachiko will have to
think hard to climb the mountain. But Sachiko is a very good thinker. She knows that before she
can start to climb Mt. Fuji she has to PLAN for the trip.
Before her trip, Sachiko has to decide how high she wants to climb.
She sets a goal: “I want to climb all the way to the top of Mt. Fuji!”
Sachiko knows a lot about Mt. Fuji.
Before her trip, she asks herself, “What do I remember about Mt. Fuji?”
She studies her map of trails to her remember all the things she knows about Mt. Fuji.
Before her trip, Sachiko has to think about what she needs to pack in her backpack. She predicts
what will happen on her long trip so she knows what to pack. She asks, “What might happen? I
might get hungry; I’ll pack some peanut butter. I might get thirsty; I’ll pack some water. I might get
cold; I’ll pack a coat. I might get tired; I’ll pack a blanket.”
Sachiko decides to pay attention to the hard parts of the climb. She asks, “What do I need to
watch out for? I know there are some streams I need to cross. I will watch out for them. I’ll pack a
rope and be ready for them.”
Now Sachiko is ready to start climbing. Sachiko is a very good thinker. As she climbs, she needs
to check out how well she is doing. She needs to help herself so she can keep climbing.
Sachiko looks at signs to see how far she has climbed. She looks at her map to make sure she is
on the right trail.
1
Immersion Teachers’ Perceptions of Learning Strategies Instruction. (2000). National
Capital Language Resource Centre. (ERIC Document Reproduction Service No. ED 445
520)
15
Sachiko asks herself questions to see if everything is okay: She asks, “How am I doing?” “Am I
tired?” “Am I thirsty?”
When she is climbing, Sachiko remembers what she knows about this mountain. She thinks about
what she does to help her climb other mountains.
Sachiko sees a picture of Mt. Fuji In her mind and thinks about what she has to do. She looks up
to see how far she has to climb. “Am I almost there?”
When she gets scared, Sachiko tells herself “I can do it.”
Sometimes Sachiko meets other climbers. They share climbing stories. They help each other.
They share climbing stories. They help each other.
Sometimes climbing gets difficult.
There are streams to cross.
There are strong winds.
But Sachiko is a very good thinker. She can solve her problems.
When Sachiko comes to the stream, she needs to choose how to solve her problem.
What could Sachiko do? She could use the map to find another trail.
She could ask another climber to help her walk across. She could think about how she crosses
other streams. Sachiko will use her rope to get across the big stream.
Because Sachiko is a very good thinker, she thinks about how well she did.
After she crosses the stream, Sachiko asks herself, “Was my rope a good tool to cross the stream?
Should I use the rope the next time I cross the stream?”
Sachiko thinks and climbs, thinks and climbs.
Finally, she reaches the top of Mt. Fuji!
Sachiko is very happy.
She looks around and thinks about her climb.
She thinks about everything she did to help her to climb Mt. Fuji.
She asks herself “How well did I do?”
“I packed enough water, but I would have liked more peanut butter. I will remember next time.”
“I used good tools to cross the stream.”
“I learned about how to climb a new mountain.”
And most important, I met my goal.”
Sachiko is a very good thinker. She climbed all the way to the top of Mt. Fuji.
- Author Unknown
NOW it’s your turn. Write a poem or a story about a sport or a skill outside of the
classroom that you are working hard to master. Be sure to include the strategies you
would use to be successful at your chosen activity. For example, you may choose to talk
about preparing for the big game, or getting ready for opening night of the new play.
16
Don’t Stop Now…
Successful French Immersion students do not stop thinking about French once they leave
the classroom. They take advantage of the many opportunities available to them to learn
new vocabulary, and then bring this new vocabulary back to the classroom to use in their
assignments and to share with their classmates.
*** This information does not constitute a recommendation.
Magazines
For a list of publications, please
contact:
Abonnement Québec
252, Louis Pasteur
Boucherville, Québec
J4B 8E7
1-800-667-4444
www.abonnement.qc.ca
The internet
The internet is multilingual. You
can set your browser preferences to
the French language, and there are
also French search engines
available which will only provide
you with French websites. The
next time you use the internet to
do research, try it!
LES DÉBROUILLARDS
www.lesdebrouillards.qc.ca
www.fr.yahoo.com
www.toile.qc.ca
SÉLECTION DU READERS’
DIGEST
www.selectionrd.ca
Television
There are many French stations
available, including CBC (which
features cartoons, news programs
and hockey games!) and
MUSIQUE-PLUS, the French
equilivant of MuchMusic. Contact
your cable company or satellite
provider for more information.
Music
There are many local musicians who
produce music in French. It is also
possibleto obtain music from Québec
artists from large chain music stores.
There are Québec artists producing all
sorts of popular music.
Some local musicians include:
1755
Lenny Gallant
Grand Dérangement
Blou
Souvenir
Angele Arsenault
Radio
CBC Radio Canada
The internet will also allow you to
access many French radio stations from
all over the world.
Books
It is essential that students seek out
opportunities to read in French.
You can order books in French
from any local bookstore, online
from companies such as
Chapters-Indigo, or directly from
the publishers.
* Les Éditions Scholastic
175 Hillmount Road
Markham, Ontario L6C 1Z7
www.scholastic.ca/editions
* Livres, Disques, etc.
#405 - 450 Rideau Street
Ottawa, Ontario K1N 5Z4
www.livres-disques.franco.ca
17
Les References
Collins Robert French Dictionary. 5th ed. 2001.
La Bescherelle, L'Art de Conjuger. 1998.
Picard, Lise. (2004). Mille Mots. Beauchemin. Canada.
Barnhardt, S. (1997). A Strategy for Success: Using Your Background Knowledge. The
Language Resource, 1 (1).
Barnhardt, S. (1997). Selective Attention: A Strategy for Focusing Attention. The
Language Resource, 1 (2).
Barnhardt, S. (1997). Strategy: Making Inferences. The Language Resource, 1 (3).
Barnhardt, S. (1997.) An Effective Strategy for Increasing Self-Efficacy: Self-Talk. The
Language Resource, 1 (5).
Barnhardt, S. (1997). Using Think Aloud Techniques in the Foreign Language
Classroom. The Language Resource, 1 (8).
Barnhardt, S. (1997). Student Self-Assessment: A Critical Skill for Reflection and
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