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- Volume 3, Issue, 2012
Language, Interaction and Acquisition - Volume 3, Issue 1, 2012
Volume 3, Issue 1, 2012
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Synthèse rétrospective et nouvelles perspectives développementales: Les recherches acquisitionnelles en français L2 à l’Université de Stockholm
Author(s): Inge Bartningpp.: 7–28 (22)More LessCet article présente une synthèse des recherches en acquisition du français langue seconde/étrangère menées à l’Université de Stockholm. Il fait le lien entre les premiers résultats obtenus au sein du projet InterFra (Interlangue française — développement, interaction et variation) avec les recherches menées récemment sur les stades très avancés. L’article se divise en trois parties. Les deux premières sont rétrospectives, d’abord une description du corpus InterFra — présenté ici dans son intégralité pour la première fois —, puis un bilan des résultats des thèses qui ont utilisé ce corpus, et, finalement, les stades de développement proposés par Bartning et Schlyter (2004). La troisième partie présente un projet sur les stades ultimes d’une L2, High-level proficiency in second language use, programme de recherche commun à cinq départements de l’Université de Stockholm et rend compte des résultats d’études récentes concernant trois groupes d’un niveau proche du locuteur natif, des locuteurs non natifs appelés respectivement avancés, bilingues fonctionnels et quasi-natifs. L’article se clôt sur un bilan de ces études.
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Pragmatic use of temporal adverbs in L1 and L2 French: Functions and syntactic positions of textual markers in a spoken corpus
Author(s): Victorine Hancockpp.: 29–51 (23)More LessThis paper deals with the functions of a number of frequent temporal adverbs and their placement in the information structure produced by highly advanced L2 speakers of French. The study concerns both structural and pragmatic aspects of learner language that seem relevant for characterizing the highly proficient French L2 user. The pragmaticalization of these adverbs, i.e. the development of different pragmatic functions in L2, is investigated. The adverbs can occupy different positions in the utterance and we expect that the pragmaticalization of the adverbs entails their syntactic isolation in the information structure. The analysis of positions showed that, for two adverbs, argumentative functions in outer positions were absent even in the most advanced speaker group.
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La dislocation dans le français oral d’apprenants suédophones: Emploi et développement
Author(s): Hugues Engelpp.: 52–72 (21)More LessLes dislocations sont très fréquentes en français parlé et jouent un rôle essentiel dans la construction des énoncés. C’est pourquoi il est important pour les apprenants du français d’acquérir les moyens grammaticaux et les principes pragmatiques qui sous-tendent l’emploi de cette structure. La présente étude est empirique et se fonde sur un corpus de productions orales de locuteurs non natifs (LNN) : des lycéens apprenants du français, des étudiants de français de l’Université de Stockholm et des LNN ayant vécu de nombreuses années en France. Le corpus comprend également des productions d’un groupe contrôle composé de locuteurs natifs (LN). L’étude examine la question du développement formel et fonctionnel de la dislocation en français langue seconde (L2). Nous nous intéressons également à la façon dont le type de tâche influence l’emploi de la dislocation. Pour étudier cette question, nous analyserons deux tâches, des entretiens et des récits, qui imposent aux locuteurs des efforts cognitifs très différents.
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Vocabulary aspects of advanced L2 French: Do lexical formulaic sequences and lexical richness develop at the same rate?
Author(s): Fanny Forsberg Lundell and Christina Lindqvistpp.: 73–92 (20)More LessIn her overview of research on the advanced L2 learner, Bartning (1997) aims at characterizing the advanced learner variety. This characterization is above all based on morphosyntactic traits. The aim of this contribution is to present additional characteristics of the advanced learner as defined by Bartning (1997), as well as to describe even more advanced levels based on recent research concerning spoken L2 French. More specifically, the main issue under investigation is whether two vocabulary measures, viz. lexical richness and lexical formulaic sequences, can be used to distinguish between different advanced levels and thus contribute to the characterization of the advanced learner of French. An additional issue investigated here is whether these two lexical aspects correlate with each other or whether they develop at different rates.
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Formulaic and proceduralised language in the initial and advanced stages of learning French
Author(s): Richard J. Towellpp.: 93–113 (21)More LessThis article is based on the model of SLA presented in Approaches to Second Language Acquisition (Towell & Hawkins 1994). It begins by presenting that view in summarised form. It then looks at four sets of empirical data drawn from two longitudinal multiple case studies and interprets the evidence in the light of the particular approach. The first two deal with learners in the initial stages of learning and show how they have to store formulaic knowledge in order to be able to extract syntactic information. The second two deal with advanced learners and show how they have to chunk and proceduralise intermediate knowledge in order to be able to develop both their knowledge and their fluency. The study of the advanced learners shows, however, that they do not become either as knowledgeable or as fluent in the L2 as they are in the L1. An interpretation of that evidence within the model offered suggests that this is because their L2 is based on a multiplicity of knowledge sources and that processing this kind of knowledge is more demanding of the memory systems than acquiring knowledge of and the ability to process the L1.
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The acquisition of additive scope particles by Moroccan Arabic L1 learners of French
Author(s): Georges Daniel Véroniquepp.: 114–139 (26)More LessThe paper analyzes the acquisition of the additive particles aussi (‘also’), même (‘even’) and encore (‘still’) by five Moroccan Arabic L1 adult learners of French, participants in the ESF project (Perdue 1984). On the basis of a comparison between the French scope particles and their Moroccan Arabic equivalents, it is hypothesised that transfer from L1 plays an indirect role in the acquisition of French scope particles because of major semantic and syntactic differences between the two languages. The paper sets out to describe the emergence and use of additive scope particles in a sample of texts spanning ca. three years. It is shown that aussi is used quite early in the longitudinal data collected. Même is differently used in various learner varieties and encore is acquired late. The paper compares the findings about the acquisition of additives particles in Moroccan Arabic learner varieties with previous work.
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Development of object clitics in child L2 French: A comparison of developmental sequences in different modes of acquisition
Author(s): Jonas Granfeldtpp.: 140–162 (23)More LessIt has been argued that the study of child L2 development can inform different maturational accounts of language acquisition. One such specific proposal was put forward by Meisel (2008), arguing for a cut-off point for monolingual or bilingual first language acquisition — (2)L1 — type of development at 3–4 years. The paper analyses the longitudinal development of object clitics in child L2 French (L1 Swedish) and compares the developmental sequence in child L2 learners (n = 7) with different Ages of Onset of Acquisition (AoA) (from 3;0 to 6;5) to the adult L2 sequence that was found in previous studies (Granfeldt & Schlyter 2004). The study also includes age-matched simultaneous bilingual children (n = 3) and monolingual controls (n = 5). The results show that some of the child L2 learners with an AoA over 4 years display structures that are typical of adult L2 acquisition, whereas these structures were not found in the simultaneous bilingual children or in the child second language acquisition (cL2) children with an AoA under 4 years. It is suggested that differences in developmental sequences are due to a combination of AoA and the level of L1 linguistic development at the onset of L2 acquisition.
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