Test-taking Strategies of University of Cape Coast Students of French as a Foreign Language: a Case Study

Test-taking strategies are tactics, techniques or moves that learners of a language adopt to enable them meet the requirements of test questions. Test-taking strategies are consciously adopted by learners whose success depends on their appropriateness and suitability to a specific task (Nikolov, 2006). Ghanaian students learn French as a foreign language. Thus, they are deprived of an environment where French is used. Their contact with the language is in the classroom and only during French lessons. Coupled with this disadvantage is the fact that these students are evaluated through test questions in French which equally demand answers in French. Each semester, a number of students score below average in various assessments in French. We can therefore assume that Ghanaian students of French as a foreign language deploy strategies that are not adequate enough in answering test questions in French. Against this background, this paper seeks to provide a description of test-taking strategies that may inform teaching and learning of French for better output in tests. Using recollective verbalization protocols, the study examines data gathered right after a French test by level 200 students.

The Coupling of Second Language Learning Motivation and Achievement According to Gender

Despite research investigating gender differences in second language motivation, the examination of such differences with a coupling of motivation and achievement evidence is less common. Given that increased motivation is a contributory factor of achievement (e.g., Schmidt et al., 2001) where gender can also be an influencing variable, it is important to examine the influence of gender on motivation and proficiency in second language education. The following article explores the motivation of 87 Grade 6 early French immersion students through the means of a questionnaire, grounded in Gardner’s socio-educational (1985) and MacIntyre’s (1994) willingness to communicate models. Through multiple regression analysis, the questionnaire findings were examined to see, which if any, variables predicted French proficiency as measured through a multi-skills French test. The female participants outperformed the males in French reading, writing and speaking, whereas only one significant difference was found on the questionnaire items (i.e., language awareness). Although the multiple regression analyses showed both increases and decreases in French achievement according to questionnaire items, where there were significant differences being female was associated with increases in French achievement. These findings offer a gateway to further research, as educators strive to offer quality second language education to all.

Lab Evaluation of French High Modulus Asphalt Mixture (EME2) and Preliminary Recommendation of its Application in China

This paper summaries the characteristic of French high modulus asphalt mixture (EME2), does a full set of performance evaluation through French test methods specified in LPC Bituminous Mixtures Design Guide and current test methods in China, and puts forward the preliminary recommendation of French high modulus asphalt mixture (EME2) application in China. It will provide technical reference to help to develop market of the French high modulus asphalt mixture (EME2) application in China and propose a new road building material for the construction of our highway.