The Intensive French Conversation Summer Course at Elliot Lake

1966 ◽  
Vol 23 (1) ◽  
pp. 11-13
Author(s):  
W. K. GRAY
Keyword(s):  
Intensive French

Introduction: Intensive French

2004 ◽  
Vol 60 (3) ◽  
pp. 263-273 ◽  
Author(s):  
Joan Netten ◽  
Claude Germain
Keyword(s):  
Intensive French

Intensive French and Intensive English: Similarities and Differences

2004 ◽  
Vol 60 (3) ◽  
pp. 409-430 ◽  
Author(s):  
Claude Germain ◽  
Patsy Lightbown ◽  
Joan Netten ◽  
Nina Spada
Keyword(s):  
Intensive English ◽  
Similarities And Differences ◽  
Intensive French

USE OF CITY-REFUSE COMPOST IN BIO-INTENSIVE FRENCH METHOD IN HORTICULTURE

1985 ◽  
pp. 141-150
Author(s):  
P. Florensa ◽  
J. Ponce ◽  
M. Soliva ◽  
G. Torras ◽  
N. Viñals
Keyword(s):  
Intensive French

Foreign language aptitude and intelligence

1982 ◽  
Vol 3 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Marjorie Wesche ◽  
Henry Edwards ◽  
Winston Wells
Keyword(s):  
Foreign Language ◽  
Second Order ◽  
Language Aptitude ◽  
Public Servants ◽  
General Ability ◽  
Foreign Language Aptitude ◽  
Principal Factors ◽  
Intensive French ◽  
Verbal Knowledge ◽  
Modern Language Aptitude Test

ABSTRACTNotwithstanding the predictive value of foreign language aptitude measures, the underlying ability or abilities tapped by them and their relationship to measures of intelligence are not well understood. This study provides a partial characterization of the nature of language aptitude through correlations and factor analyses of the Modern Language Aptitude Test (MLAT) and the Primary Mental Abilities Test (PMA). The subjects of the study were 793 English-speaking Canadian public servants at various stages of intensive French language training. The results revealed substantial redundancy among the subtests of the MLAT and PMA batteries and a Kaiser's Little Jiffy factor analysis yielded a one-factor solution at the second-order level. A principal factors solution, however, identified three interpretable second-order factors, characterized respectively as first language verbal knowledge, abstract reasoning ability, and ability to learn new language elements and associations. A unitary third-order factor was also identified, probably approximating Spearman's g. Taken together, the findings of the study are compatible with the conceptualization of language aptitude according to a hierarchical model which subsumes specific abilities of importance in the language classroom under a more encompassing general ability, or general intelligence.

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