| 1. |
- Granfeldt, Jonas, et al.
(författare)
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CEFLE and Direkt Profil: a new computer learner corpus in French L2 and a system for grammatical profiling
- 2006
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Ingår i: Proceedings of the 5th International Conference on Language Resources and Evaluation. ; , s. 565-570
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Konferensbidrag (refereegranskat)abstract
- Abstract in UndeterminedThe importance of computer learner corpora for research in both second language acquisition and foreign language teaching is rapidly increasing. Computer learner corpora can provide us with data to describe the learner's interlanguage system at different points of its development and they can be used to create pedagogical tools.In this paper, we first present a new computer learner corpora in French. We then describe an analyzer called Direkt Profil, that we have developed using this corpus. The system carries out a sentence analysis based on developmental sequences, i.e. local morphosyntactic phenomena linked to a development in the acquisition of French as a foreign language. We present a brief introduction to developmental sequences and some examples in French. In the final section, we introduce and evaluate a method to optimize the definition and detection of learner profiles using machine-learning techniques.
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| 2. |
- Schlyter, Suzanne, et al.
(författare)
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L'accord sujet-verbe en francais L2 parlé
- 2005
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Ingår i: Acquisition et production de la morphologie flexionnelle. Actes du "Festival de la morphologie", mars 2005 à Lund. - 1400-1810.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Comment rendre compte du développement de l’accord sujet-verbe chez des apprenants adultes L2? Nous voulons montrer le caractère extrèmement lent et graduel de l’accord sujet-verb en français parlé, un développement qui nous semble compatible avec la fréquence des formes/fonctions en question dans l’input.
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| 3. |
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| 4. |
- 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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| 5. |
- Bernardini, Petra, et al.
(författare)
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Growing syntactic structure and code-mixing in the weaker language: The Ivy Hypothesis
- 2004
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Ingår i: Bilingualism: Language and Cognition. - 1366-7289. ; 7:1, s. 49-69
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Tidskriftsartikel (refereegranskat)abstract
- We present a hypothesis for a specific kind of code-mixing in young bilingual children, during the development of their two first languages, one of which is considerably weaker than the other. Our hypothesis, which we label the Ivy Hypothesis, is that, in the interaction meant to be in the weaker language, the child uses portions of higher syntactic structure lexically instantiated in the stronger language combined with lower portions in the weaker language. Code-mixing patterns were studied in five Swedish-French/Italian children aged 2-4. The parts of the code-mixed utterances reflected as much syntactic structure of each language as was used in monolingual utterances in the same recording of each child. This uneven development, which is due to different amounts of input of the two languages, can be accounted for by assuming that syntactic structure is acquired by building each language from the bottom up through lexical learning.
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| 6. |
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| 7. |
- Granfeldt, Jonas, et al.
(författare)
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Cliticisation in the acquisition of French as L1 and L2
- 2004
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Ingår i: The Acquisition of French in Different Contexts : Focus on Functional Categories - Focus on Functional Categories. - 0925-0123. - 90 272 5291 2 ; 32, s. 333-370
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Bokkapitel (refereegranskat)abstract
- The intense debate on continuity in child grammars has largely focused on the existence of Functional Categories (FCs) in early grammars despite differences in language use with adults (e.g., omissions, word order errors, lack of case marking). Simplified, the major theoretical explanations for these properties range from Maturational accounts (Radford 1990 and later) claiming an initial absence of FCs, to Weak Continuity views (Clahsen, Eisenbeiss and Penke 1996) claiming one (or more) initially underspecified FCs that are subsequently specified by exposure to input, and further to Strong Continuity views (Poeppel and Wexler 1993) where an adult set of FCs is initially assumed and child language is claimed to be subject solely to performance constraints. A similar debate has raged in SLA (see Herschensohn this volume, for discussion) where an initial absence of FCs has been advocated by many scholars (Vainikka and Young-Scholten 1996, among others). The opposite view, i.e. initial presence of FCs, has been defended by scholars such as Schwartz and Sprouse (1996), who claim that, initially, structural representations of the L2 are based solely on the L1, and by scholars claiming direct UG-access to the FCs (White 1996, Prevost and White 2000b). Most of these studies concern adult SLA. One way to investigate FCs is to study the acquisition of clitics. There is a strong connection between FCs and clitics; clitic pronouns in French have an especially tight relation to the finite verb, which they precede in most cases. Since French is a verb raising language, it follows that the clitic must also move to an FC at spell-out. A common argument, based on this logic, is that a structure of the type je l'entends (I it hear - ‘I hear it’) is diagnostic of the existence of (some) FC in the grammar of a particular learner. These facts have lead researchers investigating FCs in L1 and L2 to analyse the development of clitic pronouns (Hamann et al. 1996 on L1 monolingual French, White 1996 on child L2 French, Herschensohn, this volume, on adult L2 French), and Meisel (1994 on bilingual L1 French) who uses the emergence of subject clitics and finite verbs for determining when AGR is acquired. If scholars agree on the relation “if clitics then FCs“, the inverse relation is much more problematic. Certain data (see below) suggest that, in adult L2 acquisition of French, there may be object pronouns but not clitics. But a lack of clitics does not necessarily imply a lack of FCs. The question mirrors in a certain way the issue of Missing Inflection: if systematic and functional inflection is present, then we can conclude that FCs are accessible, but the lack of inflection does not necessarily imply the absence of FCs (Lardière 1998, Prevost and White 2000b). Now, the syntax of clitics, and more generally cliticisation (pronouns and articles), is in itself a long-standing issue in theoretical linguistics and especially in Romance linguistics. A recently developed theory of pronouns provides new perspectives from which to approach acquisition data. In their detailed analysis, Cardinaletti and Starke (1999) reveal a typology that seems to have been rapidly accepted (see peer comments in van Riemsdijk 1999), where pronouns are classified as either strong, weak or clitics. The distributional and interpretative properties of clitics, weak pronouns and strong pronouns depend on the amount of (functional) internal structure they project. Cliticisation in this view can be seen as a change in structural representation during the derivation, from more to less (i.e., from XP to X0). Since both UG-access and FCs are prerequisites for cliticisation, the study of cliticisation can contribute to a better general understanding of L1 and L2 acquisition. Indeed, the strong consensus on direct access to UG and to early instantiations of FCs in L1 acquisition is not as clear in adult L2 acquisition (see White 2000 for an overview). Furthermore, previous work on clitics in L1 and adult L2 acquisition suggests that there may be differences in the way these are acquired. There is, therefore, a need for further L1 and adult L2 comparative research addressing cliticisation and controlling for general access to FCs. In this paper, we will address the issue of differences between L1 and adult L2 acquisition with respect to cliticisation. Adopting the framework of Cardinaletti and Starke (1999), we will investigate how and to what extent subject and object pronouns and articles become clitics in developing grammars. The data come from bilingual first language acquisition (2L1) and adult second language acquisition (L2). The children are Swedish-French bilinguals and the adults native speakers of Swedish. The fact that Swedish, the “other” language here, is present in both cases allows us to separate transfer from age effects.
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| 8. |
- Granfeldt, Jonas, et al.
(författare)
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Direkt Profil et deux études sur la morphologie verbale et les stades de développement
- 2005
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Ingår i: Acquistion et production de la morphologie flexionnelle. Actes du Festival de la morphologie ; PERLES : petites études romanes de Lund. Extra seriem 20. - 1400-1810.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Direkt Profil est un analyseur automatique de textes écrits en français comme langue étrangère. Utilisant des techniques du Traitement Automatique des Langues (TAL), son but est de produire une évaluation du stade de développement des apprenants sous la forme d’un profil grammatical. Direkt Profil réalise une analyse des phrases fondée sur des itinéraires d’acquisition, i.e. des phénomènes morphosyntaxiques locaux liés à un développement dans l’apprentissage du français. Cet article commence par constater combien les ordinateurs ont changé les méthodes des recherches en linguistique appliquée. Il présente ensuite le système Direkt Profil dans sa version actuelle et discute son apport aux domaines du présent volume par l’intermédiaire de deux études préliminaires sur la morphologie verbale chez des apprenants anglophones (données orales) et suédophones (données écrites) de français. L’article se termine par une discussion des possibilités qui se présentent aux chercheurs s’intéressant aux recherches sur l’acquisition de la morphosyntaxe du français.
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| 9. |
- Granfeldt, Jonas, et al.
(författare)
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French as cL2, 2L1 and L1 in pre-school children
- 2007
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Ingår i: PERLES : petites études romanes de Lund. Extra seriem : commentaires & communications. - 1400-1810. ; 21, s. 6-43
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Tidskriftsartikel (refereegranskat)abstract
- Compared to monolingual first language acquisition (L1) and adult second language acquisition (aL2), relatively little research has been done on child second language acquisition (cL2). This is an unsatisfactory situation from both a practical and a theoretical point of view. The present study concerns cL2 acquisition of French and poses the question whether cL2 acquisition bears closer resemblance to L1 acquisition or to L2 acquisition. Previous studies are not conclusive on this point. To contribute to this discussion, we selected a set of four diagnostic features in French. These features are well-understood in L1 and adult L2 acquisition. We then applied these to data from three different groups of children acquiring French: child L2 learners, bilingual first language acquirers ((2)L1) and monolingual controls. In all relevant cases the “other language” is Swedish. The results show that, for the majority of the phenomena under investigation, the cL2 children reveal a pattern that is more similar to aL2 than to L1 acquisition. However it is not a question of an across-the-board difference. In fact, in some areas there are only subtle differences between cL2 and (2)L1, for example in the positioning of object clitics the simultaneous (2)L1 children display similarities with the cL2 and the aL2 learners. In the last section, we sketch a preliminary structural explanation that purports to ascertain the stage after which L1-like development is no longer possible.
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| 10. |
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