| 1. |
- Bartning, Inge, et al.
(författare)
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Itinéraires acquisitionnels et stades de développement en français L2
- 2004
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Ingår i: Journal of French Language Studies. - 0959-2695. ; 14:3, s. 281-299
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Tidskriftsartikel (refereegranskat)abstract
- Abstract in French Nous proposons ici des stades de développement du français acquis par les adultes suédophones, formulés comme profils grammaticaux d'apprenants à des niveaux différents. Cette proposition se fonde sur les résultats empiriques des travaux menés au sein de deux projets différents sur l'acquisition du français L2 des apprenants suédophones. À partir d'itinéraires acquisitionnels nous proposons six stades, qui s'étendent des débuts de l'acquisition jusqu'à la production d'apprenants quasi-natifs. Ces itinéraires, et les stades que nous essayons d'en déduire, reflètent l'acquisition du français de l'apprenant suédophone, dans des situations orales spontanées où elle/il doit avoir recours à ses connaissances automatiques. Le cadre de cette étude est donc descriptif et empirique. Un objectif ultérieur est de servir de base à une évaluation du niveau grammatical d'un certain apprenant à un moment donné.
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| 2. |
- Forsberg Lundell, Fanny, et al.
(författare)
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Beyond advanced stages in high-level spoken French L2
- 2014
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Ingår i: Journal of French Language Studies. - 0959-2695 .- 1474-0079. ; 24:2, s. 255-280
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is twofold: first, to find evidence for additional advanced stages in L2 French. The continuum of Bartning and Schlyter (2004) is taken as a point of departure. It is hypothesized that a number of linguistic criteria will account for high-level proficiency. It was earlier found that besides morpho-syntax, formulaic sequences and information structure are interesting phenomena for highly proficient learners (Bartning, Forsberg and Hancock, 2009). Three more measures are now added, i.e. perceived nativelikeness, lexical richness and fluency. The second aim of this study is to contribute to the debate on the possibility of nativelike attainment. The study shows that several measures are prone to characterise nativelike performance in highly proficient users among whom some attain nativelikeness.
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| 3. |
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| 4. |
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| 5. |
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| 6. |
- Lundell, Fanny Forsberg, et al.
(författare)
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Beyond advanced stages in high-level spoken L2 French
- 2014
-
Ingår i: Journal of French Language Studies. - 0959-2695 .- 1474-0079. ; 24:2, s. 255-280
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is twofold: first, to find evidence for additional advanced stages in L2 French. The continuum of Bartning and Schlyter (2004) is taken as a point of departure. It is hypothesized that a number of linguistic criteria will account for high-level proficiency. It was earlier found that besides morpho-syntax, formulaic sequences and information structure are interesting phenomena for highly proficient learners (Bartning, Forsberg and Hancock, 2009). Three more measures are now added, i.e. perceived nativelikeness, lexical richness and fluency. The second aim of this study is to contribute to the debate on the possibility of nativelike attainment. The study shows that several measures are prone to characterise nativelike performance in highly proficient users among whom some attain nativelikeness.
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| 7. |
- Ågren, Malin, et al.
(författare)
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Input frequency and the acquisition of subject-verb agreement in numner in spoken and written French
- 2013
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Ingår i: Journal of French Language Studies. - 0959-2695. ; 23:3, s. 311-333
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Tidskriftsartikel (refereegranskat)abstract
- The present study focuses on the characteristics of subject-verb agreement in number in spoken and written French, two morphological systems that are very different. In particular, we investigate the impact of frequency of forms and morphological patterns in the input on the acquisition of number agreement in monolingual and bilingual French-speaking children (n=32). Our results demonstrate an almost perfect fit between the partial and heterogeneous nature of number agreement in the spoken input and the errors found in the children’s spoken narratives. However, the influence of a highly systematic written number-agreement on the children’s written narratives is weak, mainly due to the lack of phonological cues of number agreement in written French.
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