CHAPTER 4. Reading and listening skills 63 in the classroom, with the “French only rule” providing maximal target language use. Students were asked to work with authentic videos and internet texts at home in online learning systems, which contained teacher dashboards to ensure quantitative and qualitative monitoring. Most of the available class time was spent on task-based activities targeting productive skills (speaking 80%, writing 20%) e required literature component was also designed with DUB principles in mind, with integrated content and language learning. Students were asked to prepare a test on French literature by watching many YouTube lectures, providing L2 exposure and content on the history of French literature at the same time. is course was followed by actually reading French novels or watching theater plays to target reading, listening and speaking skills. e standardized reading comprehension exams were tackled by means of an additional 10-hour program providing instruction on and targeted practice with reading comprehension strategies. e rst three years of instruction were quite di erent in the SB and DUB programs in that the SB program was very grammar-oriented with little target language exposure and the DUB program was very much exposure-oriented with little attention to grammar (cf. Rousse-Malpat et al., 2022 for details). In the nal three years, both programs comprised a total number of 385 hours of class time and preparation time but di ered markedly in what happened in class. In the SB program, L2 exposure was mainly con ned to the classroom and was usually followed by comprehension activities. In the DUB program, L2 exposure was provided at home through online learning systems containing videos and texts and was followed by lexical practice and conversations about the content in class. However, reading and listening skills do not develop solely through activities that speci cally target these skills but also through other aspects of a teaching program, like lexical practice, grammar instruction and chunks. is too constitutes exposure. erefore, table 7 gives a rough estimate of time spent on the activities speci cally targeting reading skills and on other relevant program elements during the nal three years, split per teaching program. TABLE 7. Time spent on reading skills (including literature) Program elements specifically targeting reading skills SB DUB Extensive reading (just reading) 25 50 Intensive reading (reading and exercises) 60 0 Reading exam practice 10 10 Reading exam strategies training 30 5 Amount of instruction time for reading activities: 125 654 Percentage: 32% 17% 4 Classtime for the DUB group consisted mostly of speaking rather than reading activities so the emphasis of the methods was crucially di erent
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