La rima ilustrada como estrategia de enseñanza del francés como lengua extranjera en niños de edad preescolar

Abstract

The purpose of this research was to evaluate the effectiveness of the rhyme illustrated as a strategy for teaching French as a foreign language of children from the pre-school level “D” section of the “Republic of Venezuela” private college of Trujillo State. To accomplish this goal an investigation of exploratory descriptive type was prepared which allowed to know this situation step by step.The study was conducted under a design fi eld taking as an example the mentioned school section “D”, where two illustrated rhymes (rhyme A and B rhyme) were applied, running in the following way: fi rst was applied every rhyme without illustration in a span of 90 minutes. Then the same rhyme was applied with illustration, equally in 90 minutes; establishing its reliability through two matching lists relating to each of them, which they comprehend two indicators concerning to lexical and phonological skills. These lists were made up of eight items to A rhyme and seven items for the rhyme (b) previously made its validity by three experts. The results presented the following information: during the rhyme without illustration students showed a good level in what regards to the phonological competence, however the lexical competition was not favoured. On the other hand, at the time of the implementation of the rhyme with illustration the phonological level was maintained and the acquisition of vocabulary increased