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Journal articles on the topic 'French-speaking learners'
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1
Chaker, Rawad, and Rémi Bachelet. "Internationalizing Professional Development: Using Educational Data Mining to Analyze Learners’ Performance and Dropouts in a French MOOC." International Review of Research in Open and Distributed Learning 21, no. 4 (July 2, 2020): 199–221. http://dx.doi.org/10.19173/irrodl.v21i4.4787.
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This paper uses data mining from a French project management MOOC to study learners’ performance (i.e., grades and persistence) based on a series of variables: age, educational background, socio-professional status, geographical area, gender, self- versus mandatory-enrollment, and learning intentions. Unlike most studies in this area, we focus on learners from the French-speaking world: France and French-speaking European countries, the Caribbean, North Africa, and Central and West Africa. Results show that the largest gaps in MOOC achievements occur between 1) learners from partner institutions versus self-enrolled learners 2) learners from European countries versus low- and middle-income countries, and 3) learners who are professionally active versus inactive learners (i.e., with available time). Finally, we used the CHAID data-mining method to analyze the main characteristics and discriminant factors of MOOC learner performance and dropout.
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Hawkins, Roger, Richard Towell, and Nives Bazergui. "Universal Grammar and the acquisition of French verb movement by native speakers of English." Second Language Research 9, no. 3 (October 1993): 189–233. http://dx.doi.org/10.1177/026765839300900301.
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White (1989) has shown that L1 English-speaking learners of L2 French appear to be more successful in acquiring the postverbal location of French manner and frequency adverbs than L1 French-speaking learners of L2 English are in acquiring the preverbal location of English manner and frequency adverbs. One implication of recent work by Pollock (1989) on the structure of English and French clauses is, however, that the task of acquiring the placement of manner and frequency adverbs should be the same for both sets of learners, because English provides learners with as much positive syntactic evidence for preverbal manner/frequency adverbs as French does for the postverbal location of such adverbs. The problem, then, is to explain why there should be this difference in success. On the basis of a detailed study of the developing intuitions of English-speaking adult learners of L2 French it is suggested in this article that the English-speakers' success is only apparent. Both groups of learners have great difficulty in resetting a parametrized property of the functional category Agr, but the English- speaking learners of French are able to make use of nonparametrized properties of Universal Grammar to handle surface syntactic differences between English and French, properties which are not so readily available to the French-speaking learners of English. It is suggested that this finding is in line with an emerging view about the role of parametrized functional categories in second language acquisition.
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Heyvaert, Pauline. "Het gebruik van de Nederlandse plaatsingswerkwoorden ‘zetten’ en ‘leggen’ door Franstalige leerders van het Nederlands." Dutch Journal of Applied Linguistics 7, no. 1 (August 10, 2018): 45–67. http://dx.doi.org/10.1075/dujal.17004.hey.
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Abstract This research presents the results of a quantitative and qualitative analysis of the use of the Dutch placement verbs zetten (‘put’) and leggen (‘lay’) by French-speaking learners of Dutch. The experiment consisted of a productive task. The results confirm that the use of Dutch placement verbs is problematic for French-speaking learners, but they also reveal some important tendencies. First, our analysis demonstrates that French-speaking learners tend to underuse these verbs, which can be explained by the fact that placement events in French are often described by means of a neutral verb such as ‘mettre’ (‘put’) as opposed to the more specific verbs in Dutch. Secondly, the learners occasionally also tend to overuse the placement verbs in contexts where such verbs are not allowed, an observation which is seemingly paradoxical to the first one. Thirdly, learners also tend to confuse ‘zetten’ with ‘leggen’ and vice versa.
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GRÜTER, THERES, and MARTHA CRAGO. "Object clitics and their omission in child L2 French: The contributions of processing limitations and L1 transfer." Bilingualism: Language and Cognition 15, no. 3 (October 6, 2011): 531–49. http://dx.doi.org/10.1017/s1366728911000113.
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This article explores the widely documented difficulty with object clitics in the acquisition of French. The study investigates the effects of L1 transfer and processing limitations on the production and comprehension of object clitics in child L2 learners of French with different L1 backgrounds (Chinese, Spanish). The Spanish-speaking learners performed better than Chinese-speaking learners on clitic-related tasks, indicating a facilitative effect of transfer when the L1 also has object clitics. Yet no evidence was found for (negative) transfer of null objects from Chinese to French, as learners consistently rejected interpretations requiring referential null objects on a receptive task. The frequency of Chinese-speaking learners’ object omissions in production was negatively correlated with an independent measure of working memory (backward digit span), consistent with the hypothesis that object clitic omission is affected by processing limitations. These findings are discussed within a psycholinguistic model of syntactic encoding during language production.
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Mady, Callie. "Examining immigrants’ English and French proficiency in French immersion." Journal of Immersion and Content-Based Language Education 3, no. 2 (October 2, 2015): 268–84. http://dx.doi.org/10.1075/jicb.3.2.05mad.
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Demographic changes in the Canadian population have also brought a more diverse community of learners to French immersion programs. This study responds to the changes in the immersion student population by comparing the French and English proficiency of three groups: Canadian-born English-speaking students, Canadian-born multilingual students and immigrant multilingual students in Grade 6 early French immersion. The quantitative data from English and French tests showed that the immigrant group outperformed the Canadian-born English speaking and the Canadian-born multilingual groups on French proficiency measures of reading, writing, and speaking, whereas there were no significant differences among the groups on the English test components.
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Robert, Jean-Michel. "Towards a Teaching of French to English-speaking Learners by Cognate Comprehension." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.
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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
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Dewaele, Jean-Marc. "Gender Errors in French Interlanguage." Arborescences, no. 5 (August 13, 2015): 7–27. http://dx.doi.org/10.7202/1032661ar.
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Many studies on gender assignment in French have focused on the effect of the final morpheme of the noun on the identification of the gender of the noun and the subsequent agreement with any determiners. The present study considers the effect of a noun’s initial vowel on gender accuracy in conversations with 36 Dutch-speaking French foreign language learners. The analysis of 1540 indefinite article + noun sequences revealed that gender accuracy was significantly lower when the noun started with a vowel. This effect was significant for French L3 learners but weaker among more advanced French L2 learners. It thus seems that an initial vowel, and the resulting gender syncretism, delays the correct identification of a noun’s gender among French L2 learners.
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Meara, Paul, and Stephen Ingle. "The formal representation of words in an L2 speaker's lexicon." Interlanguage studies bulletin (Utrecht) 2, no. 2 (December 1986): 160–71. http://dx.doi.org/10.1177/026765838600200203.
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This paper reports an analysis of errors made by English-speaking learners of French. Forty learners learned a set of French words, and were subsequently tested in their ability to produce a correct phonetic form for these words. Nearly two-thirds of the attempts were incorrect, but a detailed analysis of these incorrect forms showed that not all parts of the target form were equally liable to error. Initial consonants are particularly stable, while subsequent parts of words are not reliably recalled. These results share some similarities with studies of slips of the tongue in English.
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Ndzotom Mbakop, Antoine Willy, Sonia Laurei Emalieu Kanko, and Adrienne Michelle Tida. "French Grammatical Accents: Practices, Sociolinguistic Foundations, and Pedagogical Implications in a Multilingual Setting." Journal of Language and Education 4, no. 2 (June 30, 2018): 78–91. http://dx.doi.org/10.17323/2411-7390-2018-4-2-78-91.
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The present paper probes the use of French grammatical accents by English-speaking learners of French in a multilingual country: Cameroon. Its aim is twofold. First, it highlights the extent to which the various appropriative uses of French by French-speaking Cameroonians influence the form of the language spoken by their English-speaking counterparts. Then, it checks the effect of the language spoken by these learners on their written language. The data were collected among 160 Form 3 and Form 4 pupils from two high schools in the town of Maroua, Far North Region, Cameroon. Six tests and fifty tape recordings were carried out among the target population. Also, four French teachers were tape recorded during the exercise. The analysis of the errors made by the informants revealed significant patterns of acute and grave accents in the spoken language of respondents. These patterns of oral usage were found to strongly correlate with their written production. It therefore appears that Cameroon French displays some specific phonological characteristics, which severely spoils the acquisition of grammatical accents by English-speaking Cameroonians. These findings may revive the debate over whether French in former colonies should adapt to its contexts or keep its native purity.
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Ndzotom Mbakop, Antoine Willy, Sonia Laurei Emalieu Kanko, and Adrienne Michelle Tida. "French Grammatical Accents: Practices, Sociolinguistic Foundations, and Pedagogical Implications in a Multilingual Setting." Journal of Language and Education 4, no. 2 (June 30, 2018): 92–105. http://dx.doi.org/10.17323/2411-7390-2018-4-2-92-105.
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The present paper probes the use of French grammatical accents by English-speaking learners of French in a multilingual country: Cameroon. Its aim is twofold. First, it highlights the extent to which the various appropriative uses of French by French-speaking Cameroonians influence the form of the language spoken by their English-speaking counterparts. Then, it checks the effect of the language spoken by these learners on their written language. The data were collected among 160 Form 3 and Form 4 pupils from two high schools in the town of Maroua, Far North Region, Cameroon. Six tests and fifty tape recordings were carried out among the target population. Also, four French teachers were tape recorded during the exercise. The analysis of the errors made by the informants revealed significant patterns of acute and grave accents in the spoken language of respondents. These patterns of oral usage were found to strongly correlate with their written production. It therefore appears that Cameroon French displays some specific phonological characteristics, which severely spoils the acquisition of grammatical accents by English-speaking Cameroonians. These findings may revive the debate over whether French in former colonies should adapt to its contexts or keep its native purity.
This article is published under the Creative Commons Attribution 4.0 International License.
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AYOUN, DALILA. "The acquisition of future temporality by L2 French learners." Journal of French Language Studies 24, no. 2 (July 8, 2013): 181–202. http://dx.doi.org/10.1017/s0959269513000185.
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ABSTRACTThis cross-sectional study in the acquisition of future temporality by English-speaking L2 French learners presents a descriptive account of the major contrastive features of the expression in futurity in English and French before considering learnability implications. A personal narrative and a cloze task were administered to L2 French learners (n = 34) at three proficiency levels and French native speaker controls (n = 14). Analyses revealed task and proficiency effects, but all learners used a variety of morphological forms to express futurity in their personal narratives, and appear to be acquiring temporal and modal values associated with the future.
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Neufeld, Gerald G. "Non-Foreign-Accented Speech in Adult Second Language Learners." ITL - International Journal of Applied Linguistics 133-134 (January 1, 2001): 185–206. http://dx.doi.org/10.1075/itl.133-134.01neu.
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Abstract The findings of this study add to the growing number of reports in which investigators claim to have located adult second language learners who, under rigorous test conditions, manage to pass as native speakers in L2. The aims of this paper were two, first, to provide a detailed account of how we tested and qualified our Anglophones as native-like speakers of French and, second, to suggest that, interesting as our data were, more questions emerge than do answers. Seven of 18 English/French bilinguals, having acquired L2 after the age of 16, were selected by means of a pre-test interview with three Francophones as “potentially of French-speaking background.” These seven, along with three Francophone controls, recited an 81-word passage in French onto a tape-recorder. Sixty-eight native-speaking French raters, of similar dialectal background and weak in English, each heard one of four tapes with differing random roders of the 10 passages, their task being to designate each voice as “Franco-phone” or “non-Francophone.” Four of our seven English-Franch bilinguals obtained ratings statistically comparable to those of our three Francophone controls.
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Rasin, Ezer, and Roni Katzir. "On Evaluation Metrics in Optimality Theory." Linguistic Inquiry 47, no. 2 (April 2016): 235–82. http://dx.doi.org/10.1162/ling_a_00210.
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We develop an evaluation metric for Optimality Theory that allows a learner to induce a lexicon and a phonological grammar from unanalyzed surface forms. We wish to model aspects of knowledge such as the English-speaking child’s knowledge that the aspiration of the first segment of khæt is predictable and the French-speaking child’s knowledge that the final l of table ‘table’ is optional and can be deleted while that of parle ‘speak’ cannot. We show that the learner we present succeeds in obtaining this kind of knowledge and is better equipped to do so than other existing learners in the literature.
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Trofimovich, Pavel, Sara Kennedy, and Josée Blanchet. "Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings." Canadian Journal of Applied Linguistics 20, no. 2 (December 5, 2017): 32–50. http://dx.doi.org/10.7202/1042675ar.
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This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks.
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Bruck, Maggie, and Fred Genesee. "Phonological awareness in young second language learners." Journal of Child Language 22, no. 2 (June 1995): 307–24. http://dx.doi.org/10.1017/s0305000900009806.
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ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.
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Armelle, Guemkam Ouafo Diane. "Chinese Learners’ Mistakes in the Acquisition of French: Case of Verb Tenses." World Journal of Social Science Research 5, no. 2 (June 6, 2018): 201. http://dx.doi.org/10.22158/wjssr.v5n2p201.
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<em>The mastery of grammatical categories is a very important aspect during the acquisition of foreign languages in general, and in particular contrastive linguistics. Verb tenses in French are important part of speech grammar. Non-Mastery of them may cause second language acquisition mistake and misunderstanding especially in French with the verb lexeme. Their confusion by Chinese learners leads to mistakes. This paper uses descriptive method to analyze Chinese learners’ mistake in French speaking and writing.</em>
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Vainikka, Anne, and Martha Young-Scholten. "Gradual development of L2 phrase structure." Second Language Research 12, no. 1 (January 1996): 7–39. http://dx.doi.org/10.1177/026765839601200102.
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We begin by reviewing data from Korean, Turkish, Italian and Spanish-speaking adults acquiring German without formal instruction. Our findings have shown that these learners transfer their L1 VPs: the Korean and Turkish speakers transfer a head-final VP and the Italian and Spanish speakers first transfer a head-initial VP and then switch its headedness to the correct, head-final value for German. Although functional projections in Korean and Turkish are head-final and in Italian and Spanish head-initial, all four groups of learners subsequently posit head-initial functional projections in German (which are not always target-like). We conclude that only lexical projections constitute the L2 learner's initial state; the development of functional projections is driven solely by the interaction of X'-Theory with the target-language input. We then discuss some studies on the acquisition of French by English speakers and of English by speakers of various L1s which purport to bring evidence to bear against our approach. Upon closer examination, the evidence turns out to offer further support for the position that the sole projections which the learner transfers from the L1 are lexical ones. Finally, we account for potentially problematic verb-raising data from French learners of English. Rather than taking the stance that French raising to Agr is transferred, we propose that L2 learners' identification of free morphemes as salient triggers leads to a misanalysis of verb raising in English. We also apply this idea to a reanalysis of the morpheme-order studies of the 1970s.
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Harley, Birgit, and Mary Lou King. "Verb Lexis in the Written Compositions of Young L2 Learners." Studies in Second Language Acquisition 11, no. 4 (December 1989): 415–39. http://dx.doi.org/10.1017/s0272263100008421.
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The L2 lexical proficiency of 69 grade 6 French immersion students is compared with that of 22 native French-speaking peers, based on verb use in five written compositions. Measures of lexical error, variety, specificity, and sophistication show clear differences between the two groups. The learners' patterns of use of verb vocabulary are considered in relation to frequency and utility in French, the degree of congruence between L2 and L1, and the morpho-syntactic complexity of some specific types of French verbs. Results are further discussed in relation to observational data from grade 6 immersion classrooms.
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Noreillie, Ann-Sophie, Piet Desmet, and Elke Peters. "Factors Predicting Low-Intermediate French Learners’ Vocabulary Use in Speaking Tasks." Canadian Modern Language Review 76, no. 3 (August 2020): 194–217. http://dx.doi.org/10.3138/cmlr-2019-0018.
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Hendrikx, Isa, Kristel Van Goethem, and Stefanie Wulff. "Intensifying constructions in French-speaking L2 learners of English and Dutch." International Journal of Learner Corpus Research 5, no. 1 (March 13, 2019): 63–103. http://dx.doi.org/10.1075/ijlcr.18002.hen.
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Abstract We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.
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Stridfeldt, Monika. "La production du schwa par des apprenants suédophones de FLE." Bergen Language and Linguistics Studies 10, no. 1 (November 7, 2019): 14. http://dx.doi.org/10.15845/bells.v10i1.1450.
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The purpose of this paper is to examine the pronunciation of French schwa by Swedish learners of French as a foreign language. The study investigates how the learners deal with schwa deletion (mute e), which is a very frequent phonological process in spoken French, and also how the learners pronounce the schwa when it is not deleted.
Thirty learners participated in the first part of the study. Their task was to read and repeat isolated terms from two lists of words and to read a short text. The second part of the study consists of dialogues between ten learners.
The results show that many learners have difficulties in pronouncing French schwa correctly. In fact, they often pronounce it as [e] or [ɛ] (e.g. revanche pronounced [ʁevɑ̃ʃ] instead of [ʁəvɑ̃ʃ]). This problem often persists for very advanced learners, even though learners who have spent at least six months in a French-speaking country generally have better results than those who have spent less time in the target culture. However, there is a wide variation among learners and also from one word to another. As to schwa deletion, the results show that the learners delete very few schwas. They make more schwa deletions in conversation than when they read a text, but compared to native French speakers (Lyche 2016), the learners make considerably fewer schwa deletions. Moreover, the learners make very few incorrect schwa deletions, unlike what has been observed among Dutch learners (Nouveau et Detey 2007).
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Tremblay, Annie. "On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults." Second Language Research 22, no. 1 (January 2006): 30–63. http://dx.doi.org/10.1191/0267658306sr260oa.
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This study, a partial replication of Bruhn de Garavito (1999a; 1999b), investigates the second language (L2) acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults at an advanced level of proficiency. The L2 acquisition of Spanish reflexive passives and reflexive impersonals by native French and English speakers instantiates a potential learnability problem, because (1) the constructions are superficially very similar ( se V DP) but display distinct idiosyncratic morphological and syntactic behaviour; (2) neither exists in English, and the reflexive impersonal does not exist in French; and (3) differences between the two are typically not subject to explicit instruction. Participants - 13 English, 16 French and 27 Spanish speakers (controls) - completed a 64-item grammaticality-judgement task. Results show that L2 learners could in general differentiate grammatical from ungrammatical items, but they performed significantly differently from the control group on most sentence types. A look at the participants’ accuracy rates indicates that few L2 learners performed accurately on most sentence types. Grammatical and ungrammatical test items involving [+animate] DPs preceded or not by the object-marking preposition a were particularly problematic, as L2 learners judged them both as grammatical. These results confirm that the L2 acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults instantiates a learnability problem, not yet overcome at an advanced level of proficiency.
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Paquet, Pierre-Luc. "Influence of L1 Properties and Proficiency on the Acquisition of Gender Agreement." Journal of Language and Education 4, no. 1 (March 31, 2018): 92–104. http://dx.doi.org/10.17323/2411-7390-2018-4-1-92-104.
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This research investigates the influence of L1 properties and proficiency level on the acquisition of the Spanish gender agreement system. French and English-speaking learners of Spanish participated in the study. Subjects were divided into four different groups considering their L1 (French and English) and their proficiency level (intermediate and advanced). Subjects completed three different tasks: an untimed grammaticality judgment (UGJT) to measure learners’ explicit knowledge, an elicited oral imitation (EOI) and an eye-tracking to assess their implicit knowledge of the Spanish gender agreement system. From this multi-tiered methodology, this research project aimed to examine whether L1 properties and proficiency level influence learners’ explicit and implicit knowledge of the Spanish gender agreement. The results from the UGJT suggest that both French and English learners can notice noun-adjective discord. As for the EOI and eye-tracking tasks, only the French advanced learners clearly demonstrated integrated implicit knowledge of gender agreement. Therefore, based on these results, we can imply that implicit knowledge of gender agreement is acquired later and that L1 properties influence this whole process, even at an advanced proficiency level.
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Perrez, Julien. "Het Gebruik Van Connectieven Door Franstalige Leerders Van Het Nederlands." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 81–92. http://dx.doi.org/10.1075/ttwia.71.08per.
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This article examines first tendencies towards connective usage by French-speaking learners of Dutch. Two sorts of discursive markers were analyzed, viz., attitude and relational markers. The results show two main tendencies. On the one hand, the learners seem to overuse attitude markers. This has been explained by stating that it could be a sign of the difficulty they experienced in organizing texts, establishing coherence and introducing their opinion. This inclination has also been observed for the learner use of the causal connective dus ('so, therefore'). On the other hand, the investigation of the learner usage of backward causal connectives suggests that beginners use a reduced set of frequent connectives, while more experienced learners make use of a more varied set of connectives. The tendencies observed and hypotheses advanced will have to be quantitatively and qualitatively elaborated further in future research as well as expanded to other kinds of connectives.
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JEANNIN, Magali. "La francophonie en contexte FLE : Littérature et éducation interculturelle." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 117–32. http://dx.doi.org/10.29302/jolie.2020.13.7.
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Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted both by teaching materials and by teachers and reproduced by learners. It is therefore a question of restoring to the concepts of otherness and intercultural education their full meaning, which is today diluted, even betrayed, by a global approach that reduces the complexity of the encounter with the other. In this context, French-language literature appears to be a privileged tool for intercultural mediation because it presents an experience of linguistic and cultural plurality and allows the learner to live this experience himself, provided that the teacher implements a genuine didactic approach to involvement. Three examples are presented, from level A2 to C2, from works by contemporary French-speaking authors - including migrant literature. We attempt to show how a didactic approach to French-language literature at the service of intercultural education can mobilise the subjectivity of the learner and enable him/her to meet the subjectivity of the author on the one hand, and that of other learners on the other. The FFL class thus becomes the place where a community of readers develops, with universal and singular paths, and where intersubjectivity is experimented. The proposed examples show how the literary approach can reveal subjectivity, linguistic and cultural plurality, and also present universal and shared figures and principles. In this way, it fights against the enclosure and essentialisation of identity, and closes the gap between us and others. It enables the implementation of a dialogue between individuals and cultures, but also within each individual, who thus discovers that he or she is plural.
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Zufferey, Sandrine, Willem Mak, Liesbeth Degand, and Ted Sanders. "Advanced learners’ comprehension of discourse connectives: The role of L1 transfer across on-line and off-line tasks." Second Language Research 31, no. 3 (February 25, 2015): 389–411. http://dx.doi.org/10.1177/0267658315573349.
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Discourse connectives are important indicators of textual coherence, and mastering them is an essential part of acquiring a language. In this article, we compare advanced learners’ sensitivity to the meaning conveyed by connectives in an off-line grammaticality judgment task and an on-line reading experiment using eye-tracking. We also assess the influence of first language (L1) transfer by comparing learners’ comprehension of two non-native-like semantic uses of connectives in English, often produced by learners due to transfer from French and Dutch. Our results indicate that in an off-line task transfer is an important factor accounting for French- and Dutch-speaking learners’ non-native-like comprehension of connectives. During on-line processing, however, learners are as sensitive as native speakers to the meaning conveyed by connectives. These results raise intriguing questions regarding explicit vs. implicit knowledge in language learners.
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Some-Guiebre, Esther. "Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?" English Language Teaching 9, no. 1 (December 2, 2015): 33. http://dx.doi.org/10.5539/elt.v9n1p33.
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<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen’s (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5<sup>th</sup> grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.</p>
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POINT, RODOLPHE GILLES, CHIA-CHUN NG, and SU HIE TING. "Perceptions of Students Learning French as a Foreign Language in Malaysia." Trends in Undergraduate Research 4, no. 1 (June 15, 2021): f1–12. http://dx.doi.org/10.33736/tur.3094.2021.
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The study investigated the perceptions of students learning French as a foreign language in a Malaysian public university. The specific objectives were to examine: (1) the self-reported French language proficiency level; and (2) their perceptions of their listening, speaking, reading and writing skills in French. Questionnaire data were collected from 80 undergraduates enrolled in French Levels 1 and 2 courses. The analysis showed that language learners from Level 1 and Level 2 rated themselves as having fair proficiency level when they made their rating without comparing themselves to a French native speaker. However, when they compared themselves with a native French speaker, more of them rated their proficiency as poor. The results showed that the relative difficulty of mastering language skills in French, from the most difficult to the easiest, are writing, speaking, reading and listening. Similar results were found for Level 1 and Level 2 French but the undergraduates struggled with writing and speaking at Level 2 more than at Level 1 because of an increased vocabulary range, greater grammatical complexity and longer texts. The results suggest that the difficulties are not much in comprehension of the language but more towards expressing themselves whether in speaking or writing.
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Hiligsmann, Philippe, Melanie Baelen, Anne Lore Leloup, and Laurent Rasier. "Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving." T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (January 1, 2008): 19–28. http://dx.doi.org/10.1075/ttwia.80.03hil.
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In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.
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Antolík, Tanja Kocjančič, Claire Pillot-Loiseau, and Takeki Kamiyama. "The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 72–97. http://dx.doi.org/10.1075/jslp.16022.ant.
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Abstract The purpose of this study was to test the usability of ultrasound as a visual feedback tool in L2 pronunciation training. Six Japanese-speaking learners, aged 28–33 years, participating in a course in French phonetics for L2 learners, took part in the study. Four of them received three individual 45-minute lessons of ultrasound pronunciation training. The other two participants did not. Articulatory and acoustic data of French isolated /y/ and /u/ and Japanese [ɯ] were recorded before and after the ultrasound training, as well as two months later for the learners receiving the training. The analysis of the articulatory data revealed that three speakers with ultrasound feedback improved in the production of the French vowels, the contrast between them, as well as the contrast between the two French vowels and the Japanese [ɯ], suggesting that ultrasound may be a useful tool in second language pronunciation learning.
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Bourina, Helena V., and Larisa A. Dunaeva. "Linguo-didactic environment for teaching foreign-speaking communication in the process of studying French." E-Learning and Digital Media 14, no. 6 (November 2017): 331–40. http://dx.doi.org/10.1177/2042753017752582.
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In recent years, in Russia and abroad, we may have noticed the following tendency: the complex of education-related sciences become increasingly interested in learning about the environment which surrounds a human, its role, its potential and its possible use in education. The initial message is represented by the notion that the outside environment should not be analyzed as a whole but from the position of its influence on the learner. This approach allows creating an environment for handling specific pedagogical tasks by wisely using the outside environment potential and achieving the process of optimal pedagogical interaction with this environment. The linguo-didactic influence of the language environment is a methodical fact, which effects a learner by the following factors: by methodically building an educational system considering the presence of the natural language environment (real and/or virtual) and forming an inner learning motivation, which, by arising from the contact with the language environment, stimulates the learners’ oral activity both during the learning process and outside its framework. Besides, this motivation preconditions the significant intensification of the learning process.
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Polyanskaya, Leona, and Mikhail Ordin. "The effect of speech rhythm and speaking rate on assessment of pronunciation in a second language." Applied Psycholinguistics 40, no. 03 (April 24, 2019): 795–819. http://dx.doi.org/10.1017/s0142716419000067.
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AbstractThe study explores the effect of deviations from native speech rhythm and rate norms on the assessement of pronunciation mastery of a second language (L2) when the native language of the learner is either rhythmically similar to or different from the target language. Using the concatenative speech synthesis technique, different versions of the same sentence were created in order to produce segmentally and intonationally identical utterances that differed only in rhythmic patterns and/or speaking rate. Speech rhythm and tempo patterns modeled those from the speech of French or German native learners of English at different proficiency levels. Native British English speakers rated the original sentences and the synthesized utterances for accentedness. The analysis shows that (a) differences in speech rhythm and speaking tempo influence the perception of accentedness; (b) idiosyncratic differences in speech rhythm and speech rate are sufficient to differentiate between the proficiency levels of L2 learners; (c) the relative salience of rhythm and rate on perceived accentedness in L2 speech is modulated by the native language of the learners; and (d) intonation facilitates the perception of finer differences in speech rhythm between otherwise identical utterances. These results emphasize the importance of prosodic timing patterns for the perception of speech delivered by L2 learners.
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Paradis, Johanne, and Martha Crago. "Tense and Temporality." Journal of Speech, Language, and Hearing Research 43, no. 4 (August 2000): 834–47. http://dx.doi.org/10.1044/jslhr.4304.834.
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This study compares the morphosyntax of children with SLI to the morphosyntax of children acquiring a second language (L2) to determine whether the optional infinitive phenomenon (M. Rice, K. Wexler, & P. Cleave, 1995; K. Wexler, 1994) is evident in both learner groups and to what extent cross-learner similarities exist. We analyzed spontaneous production data from French-speaking children with SLI, English-speaking L2 learners of French, and French-speaking controls, all approximately 7 years old. We examined the children's use of tense morphology, temporal adverbials, agreement morphology, and distributional contingencies associated with finiteness. Our findings indicate that the use of morphosyntax by children with SLI and by L2 children has significant similarities, although certain specific differences exist. Both the children with SLI and the L2 children demonstrate optional infinitive effects in their language use. These results have theoretical and clinical relevance. First, they suggest that the characterization of the optional infinitive phenomenon in normal development as a consequence of very early neurological change may be too restrictive. Our data appear to indicate that the mechanism underlying the optional infinitive phenomenon extends to normal (second) language learning after the primary acquisition years. Second, they indicate that tense-marking difficulty may not be an adequate clinical marker of SLI when comparing children with impairment to both monolingual and bilingual peers. A more specific clinical marker would be more effective in diagnosing disordered populations in a multilingual context.
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Shimanskaya, Elena, and Tania Leal. "Feature Matching Does Not Equal Convergence: Acquisition of L2 French Accusative Pronouns by L1 Spanish Speakers." Languages 6, no. 3 (August 26, 2021): 144. http://dx.doi.org/10.3390/languages6030144.
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Our study aims to determine whether formal similarity between two languages (operationalized via the Feature Reassembly Hypothesis) allows adult L2 learners of French (Spanish native speakers; NSs) to straightforwardly acquire third-person singular accusative clitics in their L2. Additionally, we examined the role of surface similarity, since French and Spanish overlap and diverge in several ways. In terms of formal similarity, third-person accusative clitic pronouns in Spanish are almost perfect analogues of their French counterparts. In terms of surface similarity, however, while the feminine accusative pronouns are identical (“la” [la]), the masculine ones differ in Spanish (“lo” [lo]) and French (“le” [lǝ]). Participants included French NSs (n = 26) and Spanish-speaking L2 French learners (n = 36). Results from an offline forced-choice picture selection task and an online self-paced reading task did not support the Feature Reassembly Hypothesis because learners showed considerable difficulty with the interpretation and processing of these pronouns, revealing that, unlike French NSs, their interpretations and processing are guided by the feature [±Human] and, to a lesser degree, by gender, which might be due to the surface-level similarity between feminine accusative clitic pronouns in both languages.
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Loseva, Natalia, and Liudmila Metelskaya. "French for Learners in Hesitation Between Mother Tongue and English." Taikomoji kalbotyra 15 (June 4, 2021): 108–22. http://dx.doi.org/10.15388/taikalbot.2021.15.9.
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Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.
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Safotso, Gilbert Tagne. "Some Common Language Learning Strategies Used by French-Speaking Cameroonian Advanced Learners of English: Strengths and Weaknesses." Studies in English Language Teaching 3, no. 1 (January 27, 2015): 16. http://dx.doi.org/10.22158/selt.v3n1p16.
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<p><em>This paper analyses some common language learning strategies used by French-speaking Cameroonian advanced learners of English. The Terminale learners (N=200) and undergraduate students (N=100) are used as the study’s subjects. This choice was motivated by the fact that, before these levels, these learners have been using a wealth of language learning strategies in French, English, German Spanish or Arabic. The data is analysed following O’Malley’s and Chamot</em><em>’s</em><em> (1990) taxonomy of language learning strategies. Results show that these learners use more cognitive than social and metacognitive learning strategies. This prevents them from efficiently developing their communication skills and evaluating their learning. Consequently, when these subjects leave the secondary school or the university, many of them are unable to hold a discussion in English. Some suggestions are made as to the strategies to develop in order to assist these learners in their English learning process.</em></p>
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Duffield, Nigel, and Lydia White. "Assessing L2 knowledge of Spanish clitic placement: converging methodologies." Second Language Research 15, no. 2 (April 1999): 133–60. http://dx.doi.org/10.1191/026765899668237583.
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In this paper, we report on an experiment investigating adult second language (L2) acquisition of Spanish object clitic placement by native speakers of English (which lacks clitics) and French (where clitics contrast in certain respects with Spanish). Two different experimental methodologies are compared: an on-line sentence matching (SM) task and an off-line grammaticality judgement (GJ) task. Subjects were advanced and intermediate level English-speaking and French-speaking learners of Spanish, together with a native-speaker control group. A variety of constructions involving Spanish clitic placement were tested. The results from the two tasks complement each other: all groups show significant effects for grammaticality on the SM task and considerable accuracy on the GJ task, suggesting that L2 clitic placement can successfully be acquired even when the first language (L1) lacks clitics. However, both tasks reveal that L2 learners have difficulties in restructuring and causative contexts, which we attribute to problems with clitic climbing.
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KANE, Hafissatou. "Teaching Translation Techniques to Second Language Learners." Studies in English Language Teaching 8, no. 3 (July 10, 2020): p26. http://dx.doi.org/10.22158/selt.v8n3p26.
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Translation is recognized to be one of the most challenging subjects for learners in second language departments. Knowing that these difficulties can be either dependent to the individual or the translation training, this study presents reasons why a translation teacher should introduce learners to translation techniques for better skills. In this regard, the paper aims at proposing the most frequently used translation techniques to second language learners, more specifically, to French-speaking students in English departments. The research draws on findings present in the existing literature. The translation techniques or procedures collected from previous studies can be presented into two types: direct translation procedures (borrowing, calque and literal translation), and indirect or oblique translation procedures (transposition, modulation, equivalence and adaptation). Three other techniques (compensation, amplification and omission) are also added to these seven basic procedures. Since languages can have internal characteristics that distinguish one from another, the study ends up inviting learners to pay attention to some particular features that distinguish French and English while translating.
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McManus, Kevin. "Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing." Bilingualism: Language and Cognition 24, no. 1 (March 11, 2020): 167–84. http://dx.doi.org/10.1017/s1366728920000218.
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AbstractThis study examined the extent to which language-switching practice enhanced L2 learners’ L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English–French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction.
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Peters, Elke, Tom Velghe, and Tinne Van Rompaey. "The VocabLab tests." ITL - International Journal of Applied Linguistics 170, no. 1 (April 5, 2019): 53–78. http://dx.doi.org/10.1075/itl.17029.pet.
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Abstract This study describes the development of an English and French multiple choice vocabulary test – the VocabLab tests – that measure learners’ knowledge at four frequency levels up to the most frequent 5,000 words: the 2,000-level, 3,000-level, 4,000-level, and the 5,000-level. The two tests aimed to address some of the limitations of tests currently in use. First, they are sampled from recent frequency lists. Second, they are geared towards Dutch-speaking learners of English and French in Flanders. Third, they attempt to minimize guessing by including an “I don’t know”-option. The findings showed that the tests are internally consistent. Mean scores decreased when the words were less frequent, lending evidence to the tests’ construct validity. Additionally, the tests seem to be able to discriminate between different proficiency levels. As both tests were developed according to the same principles, they can be used to compare learners’ English and French vocabulary knowledge.
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Dudley, Amber, and Roumyana Slabakova. "L2 Knowledge of the Obligatory French Subjunctive: Offline Measures and Eye Tracking Compared." Languages 6, no. 1 (February 17, 2021): 31. http://dx.doi.org/10.3390/languages6010031.
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Extensive research has shown that second language (L2) learners find it difficult to apply grammatical knowledge during real-time processing, especially when differences exist between the first (L1) and L2. The current study examines the extent to which British English-speaking learners of French can apply their grammatical knowledge of the French subjunctive during real-time processing, and whether this ability is modulated by the properties of the L1 grammar, and/or proficiency. Data from an acceptability judgment task and an eye-tracking during reading experiment revealed that L2 learners had knowledge of the subjunctive, but were unable to apply this knowledge when reading for comprehension. Such findings therefore suggest that L2 knowledge of the subjunctive, at least at the proficiency levels tested in this study, is largely metalinguistic (explicit) in nature and that reduced lexical access and/or limited computational resources (e.g., working memory) prevented learners from fully utilising their grammatical representations during real-time processing.
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GAUTHIER, K., F. GENESEE, and K. KASPARIAN. "Acquisition of complement clitics and tense morphology in internationally adopted children acquiring French." Bilingualism: Language and Cognition 15, no. 2 (September 6, 2011): 304–19. http://dx.doi.org/10.1017/s1366728910000635.
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The present study examined the language development of children adopted from China to examine possible early age effects with respect to their use of complement clitics, lexical diversity and verb morphology. We focused on these aspects of French because they distinguish second language learners of French and native French-speaking children with language impairment from children learning French as a native language and, in the case of object clitics and certain verb tenses, are relatively late to emerge in native speakers. Thus, it might be expected that they would be susceptible to the delayed onset of acquisition of French experienced by internationally adopted children. Language samples of twelve adopted children from 3;6 to 4;8 living in French-speaking families were analyzed and compared to those of non-adopted monolingual French-speaking children of the same age, sex and socio-economic status. The adopted and control children had similar levels of socio-emotional adjustment and non-verbal intellectual abilities. The adopted children exhibited accelerated language development in general, and there were no significant differences between the internationally adopted and control children with respect to lexical diversity and verb tense. However, the adopted children made significantly more errors using complement clitics, and in particular object clitics, compared to the non-adopted children. The results are discussed in terms of possible effects related to delayed age of acquisition of French.
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Biglari, Nazanin, and Esli Struys. "Native Language Interference in English L2 Word Recognition and Word Integration Skills." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 1. http://dx.doi.org/10.17507/tpls.1101.01.
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The current study was planned to investigate the interference of the native language in English word recognition and word integration skills in L1 speakers of French and Persian. The participants of the study were 48 intermediate and upper intermediate native Persian and French-speaking EFL learners studying in VUB and ULB universities in Brussels, Belgium. All in all, based on the results of ANCOVA, there was a strong and positive relationship between EFL learners' word recognition and word integration skills and their L1(first language). The RT (reaction time) resulting from the LDT (lexical decision task) showed that the Persian EFL participants were able to outperform French EFL participants, though Persian and English are orthographically and typologically distant languages. On the other hand, in a word integration task, French participants showed superiority over Persian participants in the direct object reading time that emphasized the positive aspect of L1 interference as facilitation.
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Darcy, Isabelle, Laurent Dekydtspotter, Rex A. Sprouse, Justin Glover, Christiane Kaden, Michael McGuire, and John HG Scott. "Direct mapping of acoustics to phonology: On the lexical encoding of front rounded vowels in L1 English– L2 French acquisition." Second Language Research 28, no. 1 (January 2012): 5–40. http://dx.doi.org/10.1177/0267658311423455.
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It is well known that adult US-English-speaking learners of French experience difficulties acquiring high /y/–/u/ and mid /œ/–/ɔ/ front vs. back rounded vowel contrasts in French. This study examines the acquisition of these French vowel contrasts at two levels: phonetic categorization and lexical representations. An ABX categorization task (for details, see Section IV) revealed that both advanced and intermediate learners categorized /œ/ vs. /ɔ/ and /y/ vs. /u/ differently from native speakers of French, although performance on the /y/–/u/ contrast was more accurate than on the /œ/–/ɔ/ contrast in all contexts. On a lexical decision task with repetition priming, advanced learners and native speakers produced no (spurious) response time (RT) facilitations for /y/–/u/ and /œ/–/ɔ/ minimal pairs; however, in intermediate learners, the decision for a word containing /y/ was speeded by hearing an otherwise identical word containing /u/ (and vice versa), suggesting that /u/ and /y/ are not distinguished in lexical representations. Thus, while it appears that advanced learners encoded the /y/–/u/ and /œ/–/ɔ/ contrasts in the phonological representations of lexical items, they gained no significant benefit on the categorization task. This dissociation between phonological representations and phonetic categorization challenges common assumptions about their relationship and supports a novel approach we label ‘direct mapping from acoustics to phonology’ (DMAP).
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Rodgers, Ornaith, Angela Chambers, and Florence Le Baron-Earle. "Corpora in the LSP classroom." International Journal of Corpus Linguistics 16, no. 3 (October 24, 2011): 391–411. http://dx.doi.org/10.1075/ijcl.16.3.06rod.
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While there is a growing body of research in the use of corpora in the teaching of languages for specific purposes (LSP) since the late 1960’s, learner evaluations of the activity are rarer (see, for example, Yoon & Hirvela 2004 and O’Sullivan & Chambers 2006). This study investigates the use of a corpus of articles on biotechnology in French with native English-speaking university students of biotechnology. After situating the study in the research context, we investigate the issues involved in the creation of an appropriate corpus, describe the integration of the corpus in the French language course, and evaluate the learners’ reactions through questionnaires and semi-structured group interviews. Finally, the implications of studies such as this for applied corpus-based research are discussed, including the need for specialised pedagogic corpora.
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Bedford, Simon Bernard, Anu Bissoonauth, Klem James, and Ray Stace. "Developing a peer supported feedback model that enhances oral proficiency in French." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 190–204. http://dx.doi.org/10.53761/1.17.5.13.
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This article investigates the process of development for a novel online peer-supported approach that enhances oral proficiency in French at an Australian university to cope with ever more complex challenges. These challenges include students with mixed ability in the same class, reduced teaching resources and student surveys identifying a lack of speaking practice affecting confidence and performance in oral assessments. A related aim of the present study was to facilitate assessment literacy of our students by encouraging them to make links between the skills practised in class and the requirements for the final oral summative assessment. Methodology draws on educational practice influenced by a social constructivist approach to develop a learning model using online peer feedback, where more advanced learners support less experienced peers outside the formal classroom. Preliminary results reveal that although the model was deemed to be ‘generally effective’ in enhancing speaking skills and developing a better understanding of assessment literacy, it needs to enable learners to build their meta-skills across the three-year degree program to be truly effective. The conclusion explores further development and expansion of the learning approach across the French undergraduate program and makes future recommendations.
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Rosen, Anna. "The fate of linguistic innovations." Linguistic Innovations 2, no. 2 (October 14, 2016): 302–22. http://dx.doi.org/10.1075/ijlcr.2.2.08ros.
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Drawing on spoken corpus data, this study traces the emergence and development of Norman French-influenced innovations in the nativised L2 variety of Jersey English and compares them to features in the speech of French-speaking learners of English. The comparison shows that such innovations do not differ from errors in a learner variety on a formal linguistic level and that they arguably result from the same processes as are present in foreign language acquisition, such as transfer or simplification. The paper therefore argues that innovations can only be identified reliably in retrospect, once they are more widely accepted in the speech community. It also points to the social factors that are crucial in shaping the use and probable fates of former innovations in Jersey English and suggests a typology of innovations according to their developments.
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Harley, Birgit. "Patterns of second language development in French immersion." Journal of French Language Studies 2, no. 2 (September 1992): 159–83. http://dx.doi.org/10.1017/s0959269500001289.
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AbstractIn this cross-sectional study of the a acquisition of French by English-speaking immersion students in Ontario, Canada, patterns of second language development are examined with particular reference to verbs. The analysis focuses on second language production data from interviews with 36 early immersion students at three different gradr levels, along with comparison data from a group of late immersion students and two groups of native French speakers. The study documents the learners' well-developed ability to negotiate meaning in context and the continuing impact of the first language in various aspects of their verb use.
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Péry-Woodley, Marie-Paule. "French and English passives in the construction of text." Journal of French Language Studies 1, no. 1 (March 1991): 55–70. http://dx.doi.org/10.1017/s0959269500000806.
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ABSTARACTThe aim of the article is to explore a small corner of the interface between micro-characteristics of texts – such as sentence syntax – and the macroproperty of textual coherence, in the context of second-language academic writing. French and English passives are analysed in terms of their information-packaging role in essays in English LI, and French LI and L2. The analysis provides insights into the role of passives in academic writing in both languages and into some specific problems for English-speaking learners of French: in particular it throws some light on the excessive – and often erroneous – use of on, regarded as a substitute for the English passive.
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BULTÉ, BRAM, ALEX HOUSEN, MICHEL PIERRARD, and SISKA VAN DAELE. "Investigating lexical proficiency development over time – the case of Dutch-speaking learners of French in Brussels." Journal of French Language Studies 18, no. 3 (November 2008): 277–98. http://dx.doi.org/10.1017/s0959269508003451.
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ABSTRACTThis article aims (a) to explore the operationalisation and definition of lexical L2 proficiency and related constructs with a view to identifying a set of measures that can adequately capture the dynamics of lexical L2 proficiency development over time, and (b) to shed more light on the development of lexical proficiency in French Foreign Language classes. After a discussion of theoretical, terminological and methodological issues in L2 vocabulary research, we present a longitudinal quantitative study of the lexical development of Dutch-speaking adolescents learning FFL in Dutch-medium schools in Brussels over a three-year period and compare these learners' lexical proficiency in French to native speaker benchmarks.