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Abstract

The aim of this study was to examine how a group of 20 learners of second-language French express gender marking in three written tasks administered over the course of 21 months, including an academic year abroad. All full nouns modified by either a determiner or an adjective overtly marked for gender were analyzed ( = 1,601), and each token was coded for a set of extralinguistic and linguistic features identified in previous literature as playing a role in gender marking. The analysis reveals that targetlike rates of use increased between pre-stay testing and in-stay testing, and that levels were maintained at post-stay. In addition, three factors – time, noun gender, and syllable distance – were found to significantly characterize behavior with respect to gender marking.

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2018-03-30
2023-09-26

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Gender marking in written L2 French
Study Abroad Research in Second Language Acquisition and International Education 3, 58 (2018); https://doi.org/10.1075/sar.16018.edm
/content/journals/10.1075/sar.16018.edm
/content/journals/10.1075/sar.16018.edm
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  • Article Type: Research Article
Keyword(s): grammatical gender; L2 development; L2 French; residence abroad; written production

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