An Analytical Study of Factors for the Success of Immersion Education in Canada

这项研究的重点是加拿大的沉浸式教育，由于其在不花费内容学习的情况下培养高水平的第二语言交际能力方面取得了巨大成功，因此吸引了世界各地参与第二语言教育的人越来越多的关注。主要目的是从定量和定性两个角度界定法语沉浸式教育的成功程度，然后明确促成成功的因素。这些促成因素分别是在教育、制度和社会层面上确定的。在教学层面上，本研究确定了教学方法因素、教师因素和学习者因素。在制度层面上，研究确定了环境因素、课程因素和行政因素。在社会层面上，研究确定了与官方语言政策的联系、这种联系的协作网络以及对法语学习的社会激励是主要的社会因素。本研究还通过问卷调查和对直接或间接参与法国沉浸式教育的四组人(家长、前学生、校长和研究人员)的访谈，分析了利益相关者对法国沉浸式教育及其成功的看法。分析表明，沉浸式教育的参与者对沉浸式教育方案和法语学习者已经获得的满意度非常满意，这种满意度在研究人员中较高，在家长中较低，这种满意度在认知成就领域较高，在情感成就领域较低，利益相关者的积极感知在微观成功和宏观成功之间的循环过程中发挥着重要作用。

The research focused on immersion education in Canada, which has been attracting more and more attention from those involved in second language education around the world because of its outstanding success in fostering high-level communicative competence in a second language at no cost of content learning. The main purpose was to define the successfulness of French immersion education from quantitative and qualitative perspectives and then specify factors which have contributed to the success. Those contributing factors were identified on pedagogical, institutional, and societal levels respectively. On a pedagogical level, the research has identified methodological factors, teacher factors and learner factors. On an institutional level, the research has identified environmental factors, curriculum factors, and administrative factors. On a societal level, the research has identified the linkage with the official languages policy, the collaboration network for this linkage, and social incentives for French language learning as major societal factors. The research has also analysed stakeholders' perceptions about French immersion education and its success through questionnaires and interviews with four groups of people (parents, former students, headmasters, and researchers) who were or had been involved in immersion education directly or indirectly. The analysis has revealed that those involved in immersion education are very much satisfied with immersion education programmes and French proficiency learners have acquired, that this satisfaction is higher among researchers and lower among parents, that this satisfaction is higher in the domain of cognitive achievement and is lower in the domain of affective achievement, and that stakeholders' positive perceptions play a significant role in the circulatory process between micro-level success and macro-level success.