Relevant bibliographies by topics / Acquisition de la morphosyntaxe

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Academic literature on the topic 'Acquisition de la morphosyntaxe'

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Published: 4 June 2021
Last updated: 22 June 2024

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Journal articles on the topic "Acquisition de la morphosyntaxe"

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L’enseignante assistante: Inas Jasim Ali. "Les difficultés linguistiques de l’écrit chez les étudiants de 3ème année à l’Université de Bagdad." مداد الآداب 13, no. 33 (December 7, 2023): 1699–720. http://dx.doi.org/10.58564/ma.v13i33.1213.

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Abstract Les institutions universitaires ont connu des difficultés linguistiques à l’écrit ainsi que à l’oral. Notre article a pour objet d’identifier l’ensemble de ces difficultés linguistiques qui peuvent se rencontrer dans la production écrite des apprenants de 3ème année, au département de français, à l’Université de Bagdad en vue de vérifier d’où viennent ces difficultés. L'étude se focalisera, précisément, sur des obstacles concernant ( le lexique, la morphosyntaxe, l’orthographe,...etc) auxquels font face les étudiants en cherchant à comprendre les raisons et les origines de ces difficultés. À fin de rédiger correctement un texte plus compréhensible et cohérent; l’écriture en français a ses règles précises auxquelles l’apprenant doit les respecter. Ainsi, l’étude s’intéressera à des stratégies efficaces à l’écrit parmi lesquelles ( la remédiation d’erreurs) qui offre à l’apprenant une excellente opportunité d’apprendre et une acquisition performante des connaissances.
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Mansouri, Fethi. "From emergence to acquisition." Australian Review of Applied Linguistics 20, no. 1 (January 1, 1997): 83–104. http://dx.doi.org/10.1075/aral.20.1.05man.

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Abstract This paper concerns the emergence and development of agreement marking in Arabic interlanguage. It investigates the effect of competing structures (pragmatics, semantics and morphosyntax) on the development of Arabic subject-verb agreement morphology. It is hypothesised that Arabic Interlanguage morphology is constrained by the availability of processing strategies (Clahsen, 1986) and competing information structures (Bates and McWhinney, 1981; 1987) especially when dealing with complex agreement patterns. The results show that linguistic complexity (a) influences the types of processing strategies employed and (b) determines the order of acquisition of different agreement patterns. It is also revealed that when the three information structures compete for interpretation of speech, morphosyntax emerges as the least influential eventhough it seems that S-V agreement in Arabic, at least on the surface, is essentially a transfer of morphosyntactic features (person, number and gender) from the subject onto the verb.
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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (December 20, 2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.
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Paradis, Johanne, Mathieu Le Corre, and Fred Genesee. "The emergence of tense and agreement in child L2 French." Second Language Research 14, no. 3 (July 1998): 227–56. http://dx.doi.org/10.1191/026765898675500501.

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The present study examined the acquisition of tense and agreement by L2 learners of French. We looked at whether the features and and the categories AGRP and TP emerged simultaneously or in sequence in the learners' grammars.We conducted interviews with English-speaking children acquiring French as a second language and with grade-matched native-speaker controls once a year for three years. The data were analysed for the productive use of morphosyntax encoding tense and agreement. Results revealed that items encoding agreement emerged before items encoding tense, suggesting that the abstract grammatical structures associated with these morphosyntax items emerge in sequence. The findings are interpreted with respect to three prevailing views on the acquisition of functional phrase structure in L2 acquisition: the Lexical Transfer/Minimal Trees hypothesis (Vainikka and Young-Scholten, 1994; 1996a; 1996b), the Weak Transfer/Valueless Features hypothesis (Eubank, 1993/94; 1994; 1996) and the Full Transfer/Full Access hypothesis (Schwartz and Sprouse, 1994;1996). Possible reasons for the existence of this acquisition sequence in French are also discussed.
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GRÜTER, THERES. "Vocabulary does not equal language, but neither does morphosyntax." Bilingualism: Language and Cognition 20, no. 1 (April 4, 2016): 17–18. http://dx.doi.org/10.1017/s1366728916000286.

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The study of bilingual development has been, and must be, an interdisciplinary endeavor; Carroll (Carroll) presents us with a perspective from within one particular discipline, that of generative linguistics. From this vantage point, she provides us perhaps most importantly with the reminder that language is not a unitary construct, and cautions against extrapolating from findings on the learning of one particular aspect of language, such as vocabulary, to language acquisition more broadly. I wholeheartedly agree (for a similar point, see Paradis & Grüter, 2014). I do not agree, however, with Carroll's implication that such unwarranted extrapolation is characteristic of current research on input and bilingual development. A number of recent studies have looked specifically at the differential relation between input (in a wide sense) and bilingual children's acquisition of different linguistic phenomena. Unsworth (2014), for example, reported different effects of input variation on Dutch–English bilingual children's acquisition of grammatical gender versus indefinite object scrambling.
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PARADIS, JOHANNE, and ELMA BLOM. "Do early successive bilinguals show the English L2 pattern of precocious BE acquisition?" Bilingualism: Language and Cognition 19, no. 3 (June 10, 2015): 630–35. http://dx.doi.org/10.1017/s1366728915000267.

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This study investigated the role of age-of-acquisition in determining whether young bilingual children show a pattern of L2/nonnative English, precocious BE acquisition, or whether they show the L1/native English pattern of synchronous acquisition of BE and inflectional morphology. Two groups of children with age-of-acquisition before or after 4;0 and equivalent exposure to L2 English were given production and grammaticality-judgement tasks. The children in both age-of-acquisition groups showed the precocious BE pattern, regardless of L1 background and on both tasks. We conclude that, for this aspect of morphosyntax, bilingual children who begin to learn English after age 3;0 are best characterized as child L2 rather than bilingual L1 learners.
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CAPRIN, CLAUDIA, and MARIA TERESA GUASTI. "The acquisition of morphosyntax in Italian: A cross-sectional study." Applied Psycholinguistics 30, no. 1 (January 2009): 23–52. http://dx.doi.org/10.1017/s0142716408090024.

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ABSTRACTThis study provides new evidence concerning the pattern of acquisition of free and bound morphemes in Italian, based on the speech of 59 children recorded through a cross-sectional method. We found that inflectional morphology is mastered before free-standing morphology. Despite the great variety of verb inflections, the analyses showed that children partially master present indicative from early productions. Although free-standing morphemes are used correctly, they are optionally omitted. Here we have explored the use and omission of articles, clitics, the copula, and auxiliaries and have shown that omission is subject to certain constraints. Articles are mainly omitted from the root of the clause, much as null subjects, because from this position the requirement of clausal identification is voided. A higher omission of accusative clitics than dative clitics was observed that has also been explained in terms of the uniqueness checking constraint: accusative, but not dative clitics need to check the D feature twice, because the former, but not the latter, trigger past particle agreement. The uniqueness checking constraint has been adopted to explain the higher omission of auxiliaries with respect to the copula: the former, but not the latter, have to check the T feature twice. Together, these findings suggest that children omit, but in principled ways.
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Herschensohn, Julia, Jeff Stevenson, and Jeremy Waltmunson. "Children’s acquisition of L2 Spanish morphosyntax in an immersion setting." IRAL - International Review of Applied Linguistics in Language Teaching 43, no. 3 (September 2005): 193–217. http://dx.doi.org/10.1515/iral.2005.43.3.193.

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Gudmestad, Aarnes. "Advances in Research on Morphosyntax and Multicompetent Speakers of French and Spanish: Introduction to the Special Issue." Languages 6, no. 4 (December 20, 2021): 212. http://dx.doi.org/10.3390/languages6040212.

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Rothman, Jason, and Becky Halloran. "Formal Linguistic Approaches to L3/Ln Acquisition: A Focus on Morphosyntactic Transfer in Adult Multilingualism." Annual Review of Applied Linguistics 33 (March 2013): 51–67. http://dx.doi.org/10.1017/s0267190513000032.

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The goal of this article is to introduce the reader to contemporary adult multilingual acquisition research within generative linguistics. In much the same way as monolingual and bilingual acquisition studies are approached within this paradigm, generative multilingual research focuses primarily on the psycholinguistic and cognitive aspects of the acquisition process. Herein, we critically present a panoramic view of the research questions and empirical work that have dominated this nascent field, taking the reader through several interrelated epistemological discussions that are at the vanguard of contemporary multilingual morphosyntax work. We finish this article with some thoughts looking towards the near future of adult multilingual acquisition studies.
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Dissertations / Theses on the topic "Acquisition de la morphosyntaxe"

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Saturno, Jacopo. "Utterance structure in the initial stages of Polish L2 acquisition : from semantics to case morphology." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080141.

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Cette thèse est dédiée au traitement de la morphosyntaxe lors des premières étapes de l’acquisition du polonais en L2, avec une attention spécifique portée au rôle de l’input et des techniques de sollicitation. La structure cible considérée ici est l’opposition morphosyntaxique entre le nominatif et l’accusatifs, qui correspondent respectivement aux fonctions sujet et objet.90 apprenant(e)s adultes répartis équitablement entre cinq groupes de L1 ont pris part à un cours d’initiation au polonais d’une durée de quatorze heures. Les participants n’ayant jamais été exposés au polonais ou à une autre langue slave, l’expérience porte sur le tout premier contact avec une langue cible totalement nouvelle. L’expérience a été menée sous des conditions d’input rigoureusement contrôlées : l’apport a été planifié, enregistré et transcrit afin de pouvoir le mettre en corrélation rigoureuse avec l’output de l’apprenant.Cette étude conclut que tandis que plusieurs apprenant(e)s ont été capable de traiter la morphologie flexionnelle dans un exercice structuré quelques heures seulement après la première exposition à l’input, beaucoup moins ont su en faire autant dans un contexte d’interaction spontanée. Pour ce dernier exercice, ils se sont appuyés sur des principes sémantiques et liés au contexte de la phrase. Ce travail a ainsi permis de souligner des points méthodologiques sensibles quant au rôle de la sémantique dans la détermination de la morphosyntaxe d’une part, et quant aux effets des techniques de sollicitation sur les stratégies observables du traitement morphosyntaxique, d’autre part
This thesis is devoted to the processing of morphosyntax in the earliest stages of the acquisition of Polish L2, with special attention to the role of input and to elicitation techniques. The target structure taken into consideration is the morphosyntactic opposition between the nominative and accusative case, respectively corresponding to the subject and object function. 90 adult learners evenly distributed among five L1 groups took part in a first-exposure 14-hour Polish course taught by a specially trained native speaker. As participants had never been exposed to Polish or other Slavic languages, the experiment portrays the very first contact with a completely new target language. The experiment was carried out under strictly controlled input conditions: specifically, input was planned, recorded and transcribed, in order to thoroughly correlate it to learner output.The study concludes that while several learners proved able to process inflectional morphology in a structured test after only a few hours of exposure to the input, much fewer could do the same in the context of spontaneous interaction, in which they relied on semantic and phrasal principles. Although this conclusion may be seen in itself as a significant contribution to the debate regarding the initial stages of L2 acquisition, we believe that this work highlighted sensitive methodological points regarding the role of semantics in determining morphosyntax, on the one hand, and the effect of elicitation technique on the observable strategies of morphosyntactic processing, on the other hand
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Saturno, Jacopo. "Utterance structure in the initial stages of Polish L2 acquisition : from semantics to case morphology." Electronic Thesis or Diss., Paris 8, 2017. http://www.theses.fr/2017PA080141.

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Cette thèse est dédiée au traitement de la morphosyntaxe lors des premières étapes de l’acquisition du polonais en L2, avec une attention spécifique portée au rôle de l’input et des techniques de sollicitation. La structure cible considérée ici est l’opposition morphosyntaxique entre le nominatif et l’accusatifs, qui correspondent respectivement aux fonctions sujet et objet.90 apprenant(e)s adultes répartis équitablement entre cinq groupes de L1 ont pris part à un cours d’initiation au polonais d’une durée de quatorze heures. Les participants n’ayant jamais été exposés au polonais ou à une autre langue slave, l’expérience porte sur le tout premier contact avec une langue cible totalement nouvelle. L’expérience a été menée sous des conditions d’input rigoureusement contrôlées : l’apport a été planifié, enregistré et transcrit afin de pouvoir le mettre en corrélation rigoureuse avec l’output de l’apprenant.Cette étude conclut que tandis que plusieurs apprenant(e)s ont été capable de traiter la morphologie flexionnelle dans un exercice structuré quelques heures seulement après la première exposition à l’input, beaucoup moins ont su en faire autant dans un contexte d’interaction spontanée. Pour ce dernier exercice, ils se sont appuyés sur des principes sémantiques et liés au contexte de la phrase. Ce travail a ainsi permis de souligner des points méthodologiques sensibles quant au rôle de la sémantique dans la détermination de la morphosyntaxe d’une part, et quant aux effets des techniques de sollicitation sur les stratégies observables du traitement morphosyntaxique, d’autre part
This thesis is devoted to the processing of morphosyntax in the earliest stages of the acquisition of Polish L2, with special attention to the role of input and to elicitation techniques. The target structure taken into consideration is the morphosyntactic opposition between the nominative and accusative case, respectively corresponding to the subject and object function. 90 adult learners evenly distributed among five L1 groups took part in a first-exposure 14-hour Polish course taught by a specially trained native speaker. As participants had never been exposed to Polish or other Slavic languages, the experiment portrays the very first contact with a completely new target language. The experiment was carried out under strictly controlled input conditions: specifically, input was planned, recorded and transcribed, in order to thoroughly correlate it to learner output.The study concludes that while several learners proved able to process inflectional morphology in a structured test after only a few hours of exposure to the input, much fewer could do the same in the context of spontaneous interaction, in which they relied on semantic and phrasal principles. Although this conclusion may be seen in itself as a significant contribution to the debate regarding the initial stages of L2 acquisition, we believe that this work highlighted sensitive methodological points regarding the role of semantics in determining morphosyntax, on the one hand, and the effect of elicitation technique on the observable strategies of morphosyntactic processing, on the other hand
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Courtney, Ellen Hazlehurst. "Child acquisition of Quechua morphosyntax." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288857.

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The goal of this study is to inform child language acquisition theory by accomplishing a description of morphosyntactic development in Quechua speakers between the approximate ages of two and four years. The data analysis yields a description of language acquisition in two major areas: (1) overall development of syntax and of morphology directly relevant to the syntax; (2) development of verb morphology. No attempt is made to support any particular theory of language development. Instead, a number of theoretical perspectives are considered. Fieldwork was carried out in the community of Chalhuanca in the department of Arequipa, Peru, in 1996. The study relies largely on the naturalistic production of six Chalhuancan children between the ages of 2;0 years and 3;9 years. Five children were recorded for five to six hours over a period of four months; the sixth child was recorded for eleven hours over a period of six months. The child corpora, as well as child-directed adult speech, were transcribed by native speakers of Quechua. Also presented is the outcome of an elicitation procedure undertaken with few subjects. The description of overall syntactic development focuses on four topics: (1) the representation of arguments, both analytic and morphological; (2) case- and object-marking; (3) reduplication, ellipsis, and evidential focus; and (4) coordination and subordination. The analysis of the development of verb morphology considers the role of several factors in the acquisition of the verb suffixes: meaning, homophony, phonological aspects, frequency of occurrence, and processing constraints. This description also sheds light on the acquisition of causatives, especially change-of-state verbs, with data presented from naturalistic corpora and the experimental procedure. The analysis favors Strong Continuity: functional projections are available to children before they acquire full productivity of the corresponding morphology. Meaning is foremost in the development of verb morphology, with children seeking unique form-function correspondences. As children begin producing complex verbs, they tend initially to attach a small set of suffixes and their combinations to a wide variety of roots. Finally, the data suggest that children may initially assume that change-of-state verbs are basically transitive.
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Ibernon, Laure. "La morphosyntaxe chez les syndromes de Williams francophones : le cas du genre grammatical." Montpellier 3, 2009. http://www.theses.fr/2009MON30071.

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Le présent travail réexamine la compétence linguistique de participants syndromes de Williams (SW) francophones, comparés à des participants appariés sur l’âge mental (N-AM) et l’âge chronologique (N-AC), en ce qui concerne les phénomènes de l'accord et de l’attribution dans le cas du genre grammatical. Nous présentons les résultats, dans une étude en production, de 24 SW de 15 ans. Nous montrons que, s’agissant de l’attribution, les SW utilisent la même stratégie que les contrôles : ils optent par défaut pour une attribution au masculin, ce défaut étant blocable par le caractère plus ou moins exceptionnel de certains suffixes féminins. Dans le cas de l’accord, nous montrons que les SW ont de faibles performances mais que ces résultats ne permettent pas de considérer que leurs compétences morphosyntaxiques seraient déficitaires. Nous présentons ensuite, dans une étude en compréhension, les résultats de 38 SW subdivisés en 2 groupes d’âge. Les SW de 11 ans ont des performances largement supérieures à celles des N-AM et comparables à celles des N-AC. A l’inverse, les résultats des SW de 17 ans sont significativement inférieurs à ceux des N-AC mais également inférieurs à ceux des N-AM. Nous concluons que le niveau de performance des SW de 11 ans montre que leur compétence en matière d’accord et d’attribution est intacte et exclue que celui des SW de 17 ans puisse être dû à une compétence linguistique déficitaire. Nous avançons que les résultats présentés dans nos études en production et en compréhension démontrent, de façon provisoire du moins, que la compétence linguistique des SW francophones est intacte dans le cas du genre grammatical
The aim of this research was to re-assess gender attribution and gender agreement abilities of French Williams Syndrome (WS) participants matched to mental age (N-AM) and chronological age (N-AC) controls. We first present production data from 24 WS aged 15. We show that regarding gender attribution WS exactly display the same strategy we observe in controls: they opt for the masculine as the default gender with highly gender-marked feminine suffixes only blocking it to some degree. Regarding agreement abilities, we found that WS show poorer performance but not allowing to claim that morphosyntactic competencies are impaired in this syndrome. We then report comprehension data from 38 WS participants, subdivided in two age groups. 11-year-old WS participants’ overall level of performance is far above that of MA-controls and similar to that of CA-controls. Conversely 17-year-old WS participants’ performance is significantly lower than that of CA-controls but also lower than the one observed in MA-controls. We consider the 11-year-old WS participants’ data prove that competency regarding attribution and agreement is intact in this syndrome and show that 17-year-old WS participants’ data are not due to an impaired linguistic competency. We therefore conclude that our production and comprehension data provisionally prove that French WS grammatical gender skills are intact
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Puissant-Schontz, Laetitia. "Les constructions prédicatives en Langue des Signes Française (LSF) : description linguistique et développementale, en vue de leur évaluation." Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100029.

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Cette recherche doctorale est motivée par les attentes des professionnels travaillant auprès d’enfants sourds. Le premier objectif est de décrire linguistiquement les formes de la prédication en Langue des Signes Française (LSF) nommées constructions prédicatives (CP), noyaux syntaxiques porteurs du sens des énoncés. La description linguistique de ces CP d’action, d’existence et d’attribution de propriété, est morphosyntaxique, et les traits formels de chaque type sont mis au jour : traits Flottant, Ancré, Dynamique, Orientation et Configuration pour les CP d'action ; éléments manuels (unité lexicale, pointé, classificateur, transfert de taille et de forme) et non-manuels (emplacement dans l’espace de signation, mouvement du buste et du regard, expression faciale) pour les CP d’existence et d’attribution de propriété. Le second objectif est de déterminer les étapes d’acquisition des CP, grâce à l’élaboration d’un outil d’évaluation. La passation du test vise à évaluer les compétences linguistiques et les points faibles de l’enfant en vue de leur potentielle remédiation. Des items ciblant les CP ont été créés pour élaborer une tâche de réception sur la base d’énoncés en LSF filmés et une tâche de production à partir d’images. Une seconde tâche de production a également été proposée pour évaluer les compétences narratives et les constructions prédicatives en situation de récit. Trente-et-un enfants sourds signants ont participé à notre étude. Les informations recueillies nous renseignent sur les étapes d’acquisition des CA et nous permettent d’évaluer le degré de complexité de certains traits formels tels que la Configuration en réception. La maîtrise linguistique est mise en évidence par l’utilisation d’unités linguistiques telles que les classificateurs, les pointés
The purpose of this study is twofold and aims at meeting the practical expectations of professionals working with deaf children: i) it gives a linguistic description of predicative constructions in French Sign Language (FSL), ie the syntactic nuclei carrying the meaning of utterances and ii) it determines the acquisition path, through the development of an evaluation tool. The test should shed light on the child's language skills as well as on their weak points, in order to remedy them if necessary. The linguistic description of the three categories of predicative constructions (action, existence and property attribution) is morphosyntactic. The processes involved in predicative constructions of action are determined by formal features (Floating or Anchored, Dynamic, Orientation and Configuration), the predicative constructions of existence and attribution of property by manual elements (lexical units, pointed, classifiers, transfer of size and shape) and non-manual (locations in the sign space, movement of the bust and gaze, facial expressions). From these descriptions, items were created to develop a reception task using videotaped utterances of FSL, and a production task using drawings. The production of a story from a cartoon was also proposed in order to assess the narrative skills as well as these predicative constructs in a narrative situation. Thirty-one deaf signing children participated in our research, enabling us to obtain information on the stages of acquisition of these syntactic structures and to address the notion of complexity of certain formal traits, such as configuration in reception, or linguistic proficiency with production of linguistic units such as classifiers and pointings
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Saidi, Darine. "Développement de la compétence narrative en arabe tunisien : rapport entre formes linguistiques et fonctions discursives." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20108/document.

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Les langues du monde diffèrent en ce qui concerne l’encodage des événements et la structuration de l’information dans un discours narratif. Les outils linguistiques varient et les particularités typologiques de chaque langue influencent la façon dont le locuteur conceptualise un événement et l’encode verbalement. Notre objectif dans ce travail est d’examiner, dans une perspective développementale, la façon dont les locuteurs tunisiens se réfèrent aux événements dans une production narrative et les structurent en fonction des outils morphosyntaxiques disponibles dans leur(s) langue(s).Notre intérêt porte donc sur le développement de la compétence narrative dans une langue maternelle, l’arabe tunisien qui coexiste désormais avec l’arabe standard, langue de scolarisation, dans un paysage linguistique complexe. Le jeune enfant doit alors jongler avec des systèmes de langues différents, pour passer du statut de « native speaker » à celui de « proficient speaker ».L’arabe tunisien ou « l’arabe de la maison » est une langue essentiellement orale qui diffère considérablement de l’arabe standard. Très peu de travaux en ont décrit les spécificités, c’est pourquoi, nous consacrons une partie de notre travail à la description de certains aspects morphosyntaxiques de l’arabe tunisien en comparaison avec l’arabe standard, « langue de l’école ». L’autre objectif de notre recherche est d’étudier le développement de la compétence narrative chez les enfants tunisiens, un processus long et complexe qui se développe et s’améliore au fil des années. Pour cela nous avons constitué un corpus de productions narratives, élicitées à partir d’un livret d’images sans texte intitulé : ‘Frog where are you ?’ (Mayer, 1969). 60 locuteurs enfants (4, 7, 9, 11 ans) et 15 adultes tunisiens natifs ont participé à cette étude. Ce matériel expérimental a servi à de nombreuses études développementales et translinguistiques pour étudier l’acquisition du langage et le développement de la compétence narrative dans des langues très variées. Il nous a également permis de rendre compte du développement des formes linguistiques (ordre des mots, transitivité, voix grammaticale) et de leurs fonctions discursives dans une production narrative
Languages differ regarding the expression of events and the organisation of information in narrative discourse. Linguistic tools vary and the typological properties of each language influence the way the speaker conceptualizes an event and encodes it verbally. The aim of this study is to examine from a developmental perspective the way Tunisian speakers refer to and organize these events in a narrative discourse according to the morphosyntactic constructions available in their language. Our interest focuses therefore on the development of narrative competence in a native language. Tunisian Arabic is a language which coexists with Standard Arabic in a complex linguistic situation. Thus, the young child has to « juggle » with two different linguistic systems in order to move from « native speaker » to « proficient speaker ». Tunisian Arabic is essentially a spoken language that differs considerably from Standard Arabic. Few studies have described its specificities, which is why part of this work is devoted to the description of some morphosyntactic aspects of this language compared to Standard Arabic. The other goal of our study is to examine the development of narrative competence in Tunisian Arabic children, a long and complex process that develop and improve over several years.To conduct this study, we used narratives elicited from age groups 4-7-9-11year-olds and adults native speakers of Tunisian Arabic, using a picture book entitled ‘Frog where are you ?’ (Mayer, 1969). This experimental material was used in many developmental and crosslinguistic studies to analyse language acquisition and the development of narrative competence in a variety of languages. It also allowed us to account for the development of linguistic forms (word order, transitivity, grammatical voice) and their discourse functions in a narrative production
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Campos, Dintrans Gonzalo Santiago. "Acquisition of morphosyntax in the adult second language: the phonology factor." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2677.

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The goal of this dissertation is to examine the ubiquitous challenge that adult second language speakers have in producing functional morphology, even at advanced stages of acquisition. Specifically, this study examines how native speakers of Spanish, Mandarin and Japanese use past tense and number morphology in English. To this aim, two current competing hypotheses are tested: the Interpretability Hypothesis, which states that certain aspects of syntactic knowledge (uninterpretable features) cannot be acquired after a critical period, resulting in target-deviant use of functional morphology, and the Prosodic Transfer Hypothesis, which claims that all aspects of syntax can be acquired, but that phonological transfer effects from the first language might be at the source of target-deviant use of functional morphology. Participants were selected according to a pre-established set of criteria in order to obtain similar linguistic profiles. Native speakers of American English also participated as controls. The experiments included proficiency tests, sentence completion tests and picture description tests. Group and individual results were analyzed in order to determine the extent to which the Interpretability Hypothesis and the Prosodic Transfer Hypothesis could account for the observed patterns. The results of the experiments in this study strongly suggest that phonological factors can account for some of the observed target-deviant use of functional morphology, supporting the Prosodic Transfer Hypothesis. The results also suggest that ultimate acquisition of new uninterpretable features is possible, supporting the Prosodic Transfer Hypothesis and not the Interpretability Hypothesis. The study also stresses the idea that although phonological transfer effects cannot account for all the problems observed in second language functional morphology, it is vital that phonological factors be taken into account.
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Mendes, Maillochon Isabelle. "Emergence des modalités de phrase en français : étude morphosyntaxique et prosodique." Paris 5, 1996. http://www.theses.fr/1996PA05H080.

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Cette thèse de psycholinguistique développementale est une étude sur l'émergence et les premières étapes du développement des modalités de phrase chez des enfants français de 14 à 30 mois. La modalité de phrase indique l'intention de communication du locuteur qui peut produire des phrases de quatre types : déclarative, exclamative, injonctive ou interrogative. Cette recherche vise d'abord à déterminer à partir de l'analyse des fonctions des productions des jeunes enfants, comment s'organise la compétence communicative initiale. Cependant, l'objectif principal est de définir comment l'enfant mobilise progressivement les moyens prosodiques (contour final de l'intonation) et les moyens grammaticaux (lexicaux et morphosyntaxiques) du français pour exprimer la modalité correspondant à son intention de communication de base. Trois études sont menées : longitudinale (de 14 à 30 mois) et transversale (à 20 et 30 mois) en production, transversale (à 20 et 30 mois) en compréhension. Les résultats font apparaitre que le marquage prosodique de la modalité est très précoce et que le marquage grammatical se développe ultérieurement de manière progressive. Ils indiquent aussi qu'il existe une complémentarité et des interactions dans l'usage et le développement de ces deux types de moyens formels.
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Arif, Muhammad Shahbaz. "The acquisition of the morphosyntax of the English verb by L2 children." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566843.

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MOCCIARO, Egle. "The acquisition of L2 Italian morphosyntax by low- or non-literate adult learners." Doctoral thesis, Università degli Studi di Palermo, 2020. http://hdl.handle.net/10447/395179.

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Books on the topic "Acquisition de la morphosyntaxe"

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Pérez-Leroux, Ana Teresa, and Juana Muñoz Liceras, eds. The Acquisition of Spanish Morphosyntax. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0291-2.

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Pérez Leroux, Ana T. 1962- and Liceras Juana M, eds. The acquisition of Spanish morphosyntax: The L1/L2 connection. Dordrecht: Kluwer Academic Publishers, 2002.

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author, Guasti Maria Teresa, ed. The acquisition of Italian: Morphosyntax and its interfaces in different modes of acquisition. Amsterdam: John Benjamins Publishing Company, 2015.

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Ionin, Tania, Silvina Montrul, and Roumyana Slabakova. The Routledge Handbook of Second Language Acquisition, Morphosyntax, and Semantics. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412373.

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Danuta, Gabryś, ed. Morphosyntactic issues in second language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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Ott, Susan. Feld - fällt - fehlt: Untersuchungen zur Phonologie-Morphosyntax-Schnittstelle bei Kindern und Erwachsenen. Potsdam: Universitätsverlag Potsdam, 2012.

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Banova, Savelina. Ezikovo usvoi︠a︡vane: Variat︠s︡ii v parametrite pri morfosintaktichni realizat︠s︡ii v mezhdinnii︠a︡ bŭlgarski ezik. Sofii︠a︡: Universitetsko izdatelstvo "Sv. Kliment Okhridski", 2018.

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Universal grammar in child second language acquisition: Null subjects and morphological uniformity. Amsterdam: J. Benjamins, 1994.

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Schmidely, Jack. Etudes de morphosyntaxe espagnole. [Rouen]: Publications de l'Université de Rouen, 1993.

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Morphosyntaxe des langues romanes. Aix-en-Provence: Université de Provence, 1986.

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Book chapters on the topic "Acquisition de la morphosyntaxe"

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Snape, Neal, and Tanja Kupisch. "Acquisition of Verbal Morphosyntax." In Second Language Acquisition, 31–65. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5_3.

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Snape, Neal, and Tanja Kupisch. "Acquisition of Nominal Morphosyntax." In Second Language Acquisition, 66–103. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-36707-5_4.

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Freitas & Matilde Miguel, M. Joao, M. Joao Freitas & Matilde Miguel, and Isabel Hub Faria. "Interaction between Prosody and Morphosyntax." In Language Acquisition and Language Disorders, 45–57. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/lald.24.04fre.

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Gürel, Ayşe. "The morphosyntax of case." In The Routledge Handbook of Second Language Acquisition, Morphosyntax, and Semantics, 210–23. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412373-19.

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Bartning, Inge. "9. High-Level Profi ciency in Second Language Use: Morphosyntax and Discourse." In Comparative Perspectives on Language Acquisition, edited by Marzena Watorek, Sandra Benazzo, and Maya Hickmann, 170–87. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696045-011.

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Elgort, Irina, Anna Siyanova-Chanturia, and Marc Brysbaert. "Chapter 1. Cross-language influences in bilingual processing and second language acquisition." In Cross-language Influences in Bilingual Processing and Second Language Acquisition, 1–16. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.16.01elg.

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In this chapter, we situate cross-language influences as an interdisciplinary research topic, outline the structure of the volume, and highlight key points from the state-of-the-art review chapters. The chapters critically evaluate the present state of research into cross-language influences across three core domains of linguistic knowledge (phonology, lexicon, and morphosyntax) and identify promising directions for future interdisciplinary research.
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Radford, Andrew. "The Acquisition of the Morphosyntax of Finite Verbs in English." In Studies in Theoretical Psycholinguistics, 23–62. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2803-2_2.

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Connors, Kathleen, and Lucie Nuckle. "The Morphosyntax of French Personal Pronouns and the Acquisition/Learning Dichotomy." In Studies in Romance Linguistics, edited by Osvaldo Jaeggli and Carmen Silva-Corvalàn, 225–42. Berlin, Boston: De Gruyter, 1986. http://dx.doi.org/10.1515/9783110878516-016.

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Chondrogianni, Vicky. "Gender and number agreement." In The Routledge Handbook of Second Language Acquisition, Morphosyntax, and Semantics, 154–66. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412373-15.

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Choi, Sea Hee, and Tania Ionin. "Plural marking and the semantics of plurality." In The Routledge Handbook of Second Language Acquisition, Morphosyntax, and Semantics, 141–53. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003412373-14.

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Conference papers on the topic "Acquisition de la morphosyntaxe"

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Mutiarsih, Yuliarti, Dudung Gumilar, and Dante Darmawangsa. "The Acquisition of French Morphosyntax and Structures by Indonesian Students Learning French." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.131.

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Gil, Joseph, and David H. Lorenz. "Environmental acquisition." In the 11th ACM SIGPLAN conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236337.236358.

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Zernik, Uri. "Language acquisition." In the 12th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1988. http://dx.doi.org/10.3115/991719.991798.

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Chen, Shuang, Min Tang, and Mingdan Zheng. "Incidental Acquisition and Intentional Learning in Second Language Acquisition." In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.202.

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"Letter of acquisition." In 2015 International Conference on Energy Economics and Environment (ICEEE). IEEE, 2015. http://dx.doi.org/10.1109/energyeconomics.2015.7235054.

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Bennett, V., KyuHan Koh, and A. Repenning. "Computing learning acquisition?" In 2011 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC 2011). IEEE, 2011. http://dx.doi.org/10.1109/vlhcc.2011.6070413.

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Miyao, Yusuke, Takashi Ninomiya, and Jun'ichi Tsujii. "Lexicalized grammar acquisition." In the tenth conference. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1067737.1067765.

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Miller, Scott, and Heidi J. Fox. "Automatic grammar acquisition." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/1075812.1075872.

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Caldwell, R. H., and D. I. Heather. "Acquisition Strategy Development." In SPE Hydrocarbon Economics and Evaluation Symposium. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/18904-ms.

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"Letter of acquisition." In Knowledge Engineering 2009). IEEE, 2009. http://dx.doi.org/10.1109/ictke.2009.5397313.

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Reports on the topic "Acquisition de la morphosyntaxe"

1

Reimer, Dennis J., and Joel B. Hudson. Research, Development, and Acquisition. Army Acquisition Policy. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada343448.

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Pickering, Elizabeth. Sustainable Acquisition. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada608789.

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Chyma, Timothy D. Rapid Acquisition. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada544317.

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Janifer, Ercelle M., and Edward A. Brown. Acquisition Semantics. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada236193.

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Britton Jr., Charles L., N. Dianne Bull Ezell, and Michael Roberts. Data Acquisition Backend. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1260066.

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Davis, John. Simulation Based Acquisition. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363419.

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Davis, John. Simulation Based Acquisition. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363861.

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Theofanos, Mary, Brian Stanton, Charles Sheppard, Ross Micheals, John Libert, and Shahram Orandi. Assessing face acquisition. Gaithersburg, MD: National Institute of Standards and Technology, 2008. http://dx.doi.org/10.6028/nist.ir.7540.

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Unterweger, Michael, and Louis deceased Costrell. "Data Acquisition Systems". Office of Scientific and Technical Information (OSTI), July 2009. http://dx.doi.org/10.2172/958282.

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McDaniel, Norman A., Norman S. Bull, and Carleton R. Cooper. Acquisition Strategy Guide. Fort Belvoir, VA: Defense Technical Information Center, November 1995. http://dx.doi.org/10.21236/ada302481.

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