| 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. |
- 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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| 3. |
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| 4. |
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| 5. |
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| 6. |
- Bardel, Camilla, 1963-, et al.
(författare)
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Offering research education for in-service language teachers
- 2017
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Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
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| 7. |
- Bernardini, Petra, et al.
(författare)
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On cross‐linguistic variation and measures of linguistic complexity in learner texts: Italian, French and English
- 2019
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Ingår i: International Journal of Applied Linguistics. - : Wiley. - 1473-4192 .- 0802-6106. ; 29:2, s. 211-232
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Tidskriftsartikel (refereegranskat)abstract
- The paper investigates possible effects of cross‐linguistic variation on measures of syntactic complexity in 60 texts from Swedish L1 learners of English, French and Italian as foreign languages at CEFR level A and CEFR level B. A previous study on the same learners and texts, showed significant differences between proficiency levels for two length measures of complexity in English and French, but not in Italian. In this paper we hypothesize that due to the Null Subject property of Italian, the developmental prediction for some complexity measures might be different in Italian compared to French and English. In fact, previous research has suggested that beginner learners of Italian overuse overt subjects which might lead to higher scores, relatively speaking, of length measures in Italian at the lowest levels of proficiency. However, contrary to our hypothesis, we did not find more Null subjects at CEFR level B than at CEFR level A, but we did find clear restrictions on their distribution. We conclude that we are a long way from understanding how cross‐linguistic differences interact with other variables such as tasks and language combinations and what the effects might be on measures of syntactic complexity.
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| 8. |
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| 9. |
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| 10. |
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Forskarskolan FRAM – lärare forskar i de främmande språkens didaktik
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Under senare år har flera satsningar gjorts på forskarskolor för lärare i syfte att bygga upp skolans kunskapsbas och öka antalet lärare i skolan med utbildning på forskarnivå. Den här bokens innehåll baseras på resultaten från den nationella forskarskolan för språklärare ‘De främmande språkens didaktik’ (FRAM) som bedrevs med stöd från Vetenskapsrådet under perioden 2012–2015. Forskarskolan möjliggjorde ett unikt kunskapsutbyte mellan aktiva lärare som fann intressanta studieobjekt i sin aktuella undervisningskontext och akademins forskare som såg relevansen hos projektidéerna mot bakgrund av forskningsfältet. Denna typ av samverkan inom forskning och utbildning utgjorde ett övergripande syfte med forskarskolan. En synergieffekt var att den språkdidaktiska forskningen i Sverige fick ett viktigt tillskott av klassrumsnära forskningsprojekt inom ett brett spektrum av inriktningar. Med utgångspunkt i forskarskolans tre huvudområden, nämligen språkinlärning, digitala resurser i språkundervisningen samt språklig bedömning, utmejslades projekt bland annat om flerspråkighet, motivation, språk- och ämnesintegrerad undervisning, feedback, (sam-)bedömning med mycket mera. Medverkande författare är tio lärare som forskat om lärande, undervisning och bedömning av engelska och moderna språk. Deras arbeten presenteras i separata kapitel. I inledningen ger bokens redaktörer en inblick i hur en forskarskola för lärare kan vara upplagd och hur FRAM bidragit till det expanderande och mångfacetterade forskningsfältet Språkdidaktik.
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| 11. |
- Granfeldt, Jonas, et al.
(författare)
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ASLA : Association Suedoise de Linguistique Appliquee
- 2016
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Ingår i: EUROPEAN JOURNAL OF APPLIED LINGUISTICS. - : Walter de Gruyter GmbH. - 2192-953X .- 2192-9521. ; 4:1, s. 165-171
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish Association for Applied Linguistics, ASLA (Association suedoise de linguistique appliquee) was formally founded as an autonomous Swedish affiliate of AILA in 1966. The constituting meeting was held at Lund University on April 12, 1966 during which the first chairperson, Professor Bertil Malmberg, was elected. This means that ASLA will be celebrating its 50th anniversary in 2016. However, according to available documents from the time, the original initiative came from Max Gorosch, Professor of Spanish at Stockholm University, who had already started to prepare the way for the establishment of the new association in 1964. Professor Gorosch was appointed secretary on the first board and Dr. Alvar Nyqvist-Goes, became its first treasurer.
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| 12. |
- Granfeldt, Jonas, et al.
(författare)
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ASLA 50 år : Ett samtal om tillämpad språkvetenskap - då, nu och i framtiden
- 2017
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Ingår i: Språk och norm : Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016 - Rapport från ASLA:s symposium, Uppsala universitet 21-22 april 2016. - 1100-5629. - 9789187884269 ; 26, s. 8-12
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den svenska föreningen för tillämpad språkvetenskap (Association Suédoise de Linguistique Appliquée, ASLA) bildades formellt i april 1966 och firade således 50 år som förening under 2016. Jubileumet uppmärksammades på olika sätt under året. I samband med ASLA-symposiet i Uppsala den 21-22 april 2016 hölls ett panelsamtal på temat om tillämpad språkvetenskap då, nu och i framtiden. I den här texten beskrivs kort ASLA:s bildande och något av det som kom fram vid panelsamtalet 50 år senare.
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| 13. |
- 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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| 14. |
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| 15. |
- Granfeldt, Jonas
(författare)
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Development of Object Clitics in Child L2 French A comparison of developmental sequences in different modes of acquisition
- 2012
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Ingår i: Language, Interaction and Acquisition. - 1879-7865. ; 3:1, s. 140-162
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Tidskriftsartikel (refereegranskat)abstract
- It has been argued that the study of child L2 development can inform different maturational accounts of language acquisition. One such specific proposal was put forward by Meisel (2008) arguing for a cut-off point for (2)L1 type of development at 3-4 years. The paper analyses the longitudinal development of object clitics in child L2 French (L1 Swedish) and compares the developmental sequence in child L2 learners (n=7) with different Ages of Onset of Acquisition (from 3;0 to 6;5) to the adult L2 sequence that was found in previous studies (Granfeldt & Schlyter, 2004). The study also includes age-matched simultaneous bilingual children (n=3) and monolingual controls (n= 5). The results show that some of the child L2 learners with an AoA above 4 years display structures that are typical for adult L2 acquisition, whereas these structures where not found in the
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| 16. |
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| 17. |
- Granfeldt, Jonas, et al.
(författare)
-
Direkt profil: A system for evaluating texts of second language learners of French based on developmental sequences
- 2005
-
Ingår i: Proceedings of The Second Workshop on Building Educational Applications Using Natural Language Processing, 43rd Annual Meeting of the Association of Computational Linguistics. ; , s. 53-60
-
Konferensbidrag (refereegranskat)abstract
- Direkt Profil is an automatic analyzer oftexts written in French as a second lan-guage. Its objective is to produce an eval-uation of the developmental stage of stu-dents under the form of a grammaticallearner profile. Direkt Profil carries outa sentence analysis based on developmen-tal sequences, i.e. local morphosyntacticphenomena linked to a development in theacquisition of French.The paper presents the corpus that we useto develop the system and briefly, the de-velopmental sequences. Then, it describesthe annotation that we have defined, theparser, and the user interface. We con-clude by the results obtained so far: on thetest corpus the systems obtains a recall of83% and a precision of 83%.
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| 18. |
- Granfeldt, Jonas, et al.
(författare)
-
Direkt Profil : un système d’évaluation de textes d’élèves de français langue étrangère fondé sur les itinéraires d'acquisition
- 2005
-
Ingår i: Actes de la conférence Traitement Automatique des Langues Naturelles, TALN & RECITAL 2005, Tome 1 – Conférences principales. ; 2005, s. 113-122
-
Konferensbidrag (refereegranskat)abstract
- Abstract in FrenchRésumé : Direkt Profil est un analyseur automatique de textes écrits en français comme langue étrangère. Son but est de produire une évaluation du stade de langue des élèves sous la forme d’un profil d’apprenant. Direkt Profil réalise une analyse des phrases fondée sur desitinéraires d’acquisition, i.e. des phénomènes syntaxiques locaux liés à un développement dans l’apprentissage du français. L’article présente les corpus que noustraitons et d’une façon sommaire les itinéraires d’acquisition. Il décrit ensuite l’annotationque nous avons définie, le moteur d’analyse syntaxique et l’interface utilisateur. Nous concluons par les résultats obtenus jusqu’ici : sur le corpus de test, le système obtient un rappel de 83% et une précision de 83%Abstract: Direkt Profil is an automatic analyzer of texts written in French as a second language. The objective is to produce an evaluation of the development stage of the students under the form of a learner profile. Direkt Profil carries out a sentence analysis based ondevelopmental sequences, i.e. local morphosyntactic phenomena linked to a development in the learning of French. The paper presents the corpus that we use and briefly, the developmental sequences. Furthermore, it describes the annotation that we have defined, theparser, and the user interface. We conclude by the results obtained so far: on the test corpus the systems obtains a recall of 83% and a precision of 83%.
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| 19. |
- Granfeldt, Jonas
(författare)
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Domaines syntaxiques et acquisition du français langue étrangère. L'exemple du DP
- 2004
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Ingår i: AILE. Acquisition et Interaction en Langue Etrangère. - 1243-969X. ; :21, s. 47-84
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Tidskriftsartikel (refereegranskat)abstract
- This article has two objectives. At a first level we present an overview of four aspects of the French DP and its acquisition by adult Swedish speaking learners, namely the existence of a bare noun stage, the syntactic status of the definite article, the placement of the adjective and gender agreement. At a second level, we wish to illustrate a method in Research on Language Acquisition which is informed by generative syntax in its present shape. We will address the acquisition data from the threefold typology of syntactic layers and we suggest that considering syntactic layers is essential in the present debate on the acquisition of functional categories.
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| 20. |
- Granfeldt, Jonas, et al.
(författare)
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Editorial
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 1-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 21. |
- Granfeldt, Jonas, et al.
(författare)
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Evaluating stages of development in second language French: A machine-learning approach
- 2007
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Ingår i: NODALIDA 2007 PROCEEDINGS. - 9789985405147
-
Konferensbidrag (refereegranskat)abstract
- This paper describes a system to define and evaluate development stages in second language French. The identification of such stages can be formulated as determining the frequency of some lexical and grammatical features in the learners’ production and how they vary over time. The problems in this procedure are threefold: identify the relevant features, decide on cutoff points for the stages, and evaluate the degree of success of the model. The system addresses these three problems. It consists of a morphosyntactic analyzer called Direkt Profil and a machine-learning module connected to it. We first describe the usefulness and rationale behind its development. We then present the corpus we used to develop the analyzer. Finally, we present new and substantially improved results on training machine-learning classifiers compared to previous experiments (Granfeldt et al., 2006). We also introduce a method to select attributes in order to identify the most relevant grammatical features.
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| 22. |
- Granfeldt, Jonas, et al.
(författare)
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Évaluation des stades de développement en français langue étrangère
- 2007
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Ingår i: Actes de la 14e conférence sur le Traitement Automatique des Langues Naturelles. ; 1, s. 357-366
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Konferensbidrag (refereegranskat)abstract
- Abstract in French Cet article décrit un système pour définir et évaluer les stades de développement en français langue étrangère. L’évaluation de tels stades correspond à l’identification de la fréquence de certains phénomènes lexicaux et grammaticaux dans la production des apprenants et comment ces fréquences changent en fonction du temps. Les problèmes à résoudre dans cette démarche sont triples : identifier les attributs les plus révélateurs, décider des points de séparation entre les stades et évaluer le degré d’efficacité des attributs et de la classification dans son ensemble. Le système traite ces trois problèmes. Il se compose d’un analyseur morphosyntaxique, appelé Direkt Profil, auquel nous avons relié un module d’apprentissage automatique. Dans cet article, nous décrivons les idées qui ont conduit au développement du système et son intérêt. Nous présentons ensuite le corpus que nous avons utilisé pour développer notre analyseur morphosyntaxique. Enfin, nous présentons les résultats sensiblement améliorés des classificateurs comparé aux travaux précédents (Granfeldt et al., 2006). Nous présentons également une méthode de sélection de paramètres afin d’identifier les attributs grammaticaux les plus appropriés.
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| 23. |
- Granfeldt, Jonas
(författare)
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Evaluation du niveau lexical et grammatical à l'écrit en français langue étrangère: l'apport des analyses automatiques
- 2006
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Ingår i: Revue Française de Linguistique Appliquée. - 1386-1204. ; 11:1, s. 103-119
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Tidskriftsartikel (refereegranskat)abstract
- The paper addresses the question of whether there is a correlation between the grammatical developmental level and the lexical developmental level in the written production of learners of French as a foreign language. We have applied a number of quantitative and lexical measures and one grammatical measure to 40 texts in French written by two groups Swedish adults with different proficiency levels. All analyses were carried out using different software in an attempt to demonstrate the possibilities of current automatic analysis. For the grammatical analysis we used a system we are currently developing ourselves, Direkt Profil (Granfeldt, Nugues et al., 2005). The results show that even if several measures discriminate between the two independently established groups, there is no simple relation of correlation between them. The measure of lexical sophistication was the only one to show a significant correlation with the grammatical measure used.
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| 24. |
- Granfeldt, Jonas, et al.
(författare)
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Évolution de l’étude de la langue française à l’école suédoise : les tendances de 2000 à 2018
- 2020
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Ingår i: Synergies Pays Scandinaves. - 1901-3809. ; 14, s. 47-59
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Tidskriftsartikel (refereegranskat)abstract
- Cette étude propose une analyse de la proportion d’élèves suédois qui étudientle français au collège et présente une réflexion plus générale sur la situationde l’enseignement du français en Suède. À partir de données statistiques de labase de données SIRIS, mise à disposition publique par la Direction nationale desÉtablissements scolaires, les résultats montrent que, même si la proportion d’élèves qui étudient une langue moderne a augmenté de 62% en 2000 jusqu’à 72% en 2018, le français a baissé de 20% à 14% pendant la même période. Suite à des facteurs géographiques et démographiques, la langue française est surtout étudiée dans les grandes villes alors que l’apprentissage de cette langue devient de plus en plus rare dans les écoles des petites villes et des zones rurales. Depuis quelques années, le nombre de communes qui n’enregistrent aucun élève de français a augmenté.This study presents an analysis of the proportion of Swedish pupils studying French in secondary school and we discuss the role of the teaching of French in Sweden. Based on data from the database SIRIS (Skolverket), the results show that even though the proportion of pupils studying modern languages in general has increased from 62% in 2000 to 72% in 2018, the proportion of pupils studying French has decreased from 20% to 14% during the same period. The results illustrate that the varying proportion of French pupils in Sweden depends on geographic and demographic factors. French is above all studied in larger cities whereas its presence is rapidly decreasing in schools in smaller towns and rural areas. The number of municipalities without any pupils of French has increased dramatically over the last couple of years.
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| 25. |
- 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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| 26. |
- Granfeldt, Jonas, et al.
(författare)
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Hur långt kommer eleverna i sin muntliga språkfärdighet? En studie av franska, spanska och tyska i slutet av grundskolan
- 2024
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Ingår i: Lingua. - 0023-6330. ; 2024:2, s. 21-25
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Artikeln sammanfattar resultat från en undersökning av muntlig språkfärdighet i franska, spanska och tyska på våren i årskurs 9. Studien är en del av det så kallad TAL-projektet, som med stöd av VR genomfördes mellan 2016 och 2019 med fokus på moderna språk. Totalt 122 elever vid 15 skolor genomförde två muntliga uppgifter, en produktiv och en interaktiv, som bedömdes med hjälp av skalor från GERS (Gemensam europeisk referensram för språk). Bedömningarna genomfördes av forskarna i projektet och av externa bedömare (totalt sju bedömare per elevprestation). Resultaten visar att färre än hälften av prestationerna bedömdes som nivå A2.1, vilket ungefärligen motsvarar miniminivån för betygssteget E i Språkvalet, åk 9. Inga stora skillnader upptäcktes mellan de två uppgiftstyperna. Däremot bedömdes nivån i tyska signifikant oftare som A2.1 eller högre jämfört med franska och spanska. I artikeln diskuteras resultaten kort i relation såväl till yttre villkor för undervisningen och för studien som till pedagogiska aspekter av undervisningen i moderna språk.
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| 27. |
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| 28. |
- Granfeldt, Jonas
(författare)
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L’acquisition des Catégories Fonctionnelles : Étude comparative du développement du DP français chez des enfants et des apprenants adultes
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with the development of the DP (the Determiner Phrase) in bilingual first (2L1) and in adult second (L2) language acquisition of French. The thesis shows that the children and the adult Swedish learners acquire syntactic categories differently: the children follow a structural economy principle in positing as small categories as possible (Rizzi, 1998). The adult learners aim to establish as few different categories as possible, which leads them to larger syntactic categories. Both principles are claimed to be part of the Universal Grammar (UG). The empirical part contains three interrelated analyses. The first analysis deals with the omissions of determiners and investigates the status of early Functional Categories (FCs). The children and the adults differ with respect to the underlying grammar of DPs at the initial state: only the children go through a stage where determiners are generally absent and only in the children is there a correlation between suppliance of determiners and linguistic development. The results speak against theories in L2 where an initial absence of FCs is postulated. Moreover, we find only a weak correlation between the omission of determiners, Null Subjects and Root infinitives in 2L1. The independent development of DP and CP is compatible with a structural economy approach to omissions but seems to speak against underspecification accounts that predict a parallel development of DP and CP. The second analysis deals with the syntactic status of the definite article, a clitic head (X0). Data from elision and incorporation are used for the analysis. Following our main hypotheses, the syntactic “lightness” of the clitic definite article predicts different acquisition patterns in 2L1 and L2. This is borne out in the data. The children have few problems with elision and incorporation (au/du ventre) whereas the adult learners of the lowest level of development nearly never elide or incorporate with prepositions (but produce *à le/de le bar). The children rapidly perceive the grammaticalised nature of the definite article whereas the adult learners begin with a more “lexical” definite article that is subsequently grammaticalised. We argue that the children soon analyse the definite article as a head under D0 whereas the adult learners first treat the article as an inherently [+definite] XP-element in Spec-DP. The third analysis shows that the features “number” and “gender” are acquired differently: Number is accessible from an early stage whereas gender is absent at the initial state in both groups. We argue that the development of gender in 2L1 is a consequence of the clitic status of the article in combination with morphophonology of the noun. In contrast, the adult learners first use a default gender form of the article. The L2 development is lexical and item based. In conclusion, the main results are accounted for if we assume that 2L1 and adult L2 acquisition are guided by the two different principles of UG mentioned. This difference has consequences for the three domains studied, the structure of DP, the status of definite articles and possibly also for the development of gender.
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| 29. |
- Granfeldt, Jonas
(författare)
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Le développement morphosyntaxique du syntagme nominal chez des enfants et des adultes : approche générativiste
- 2000
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Le présent travail veut s’inscrire dans une tradition de linguistique appliquée dont l’ambition consiste à allier théorie et empirisme. Lorsque l’on tâche de combiner deux domaines, on pourrait espérer qu’ils s’avèrent mutuellement enrichis ; Dans le meilleur des cas, la théorie permettrait non seulement l’élaboration d’hypothèses et de questions pertinentes sur les données mises en place par la démarche empirique, mais elle se verrait également développée en raison de la nature des données et des considérations que celles-ci imposent. Le cas présent concerne l’acquisition d’une langue maternelle et d’une langue seconde d’une part et des théories générativistes de l’acquisition d’autre part, illustrant l’interaction entre empirisme et théorie. Sur un plan général, la thèse a deux buts dont l’un descriptif et l’autre théorique : But 1. Dans la mesure du possible, décrire de façon systématique, à partir de la production orale, les propriétés morphosyntaxiques de tout syntagme nominal des locuteurs des corpus. Le But 1 a un but dérivé (But 1.1) qui dépend de la méthodologie longitudinale adoptée (cf. chapitre 12) : But 1.1. Dans la mesure du possible, décrire de façon systématique le développement éventuel dans le temps des propriétés morphosyntaxiques du SN. Le développement en 2L1 sera comparé à celui de L2. A la différence de ces premiers objectifs, le deuxième objectif se veut explicatif et vise à rendre compte des observations. Pour y parvenir, il est présupposé a priori que toute occurrence d’un SN est le résultat de l’application d’un système de règles internes qui régissent sa production, i.e. une grammaire, appelons-la (G). S’il y a un développement des SNs dans le temps (cf. le but 1.1), c’est une conséquence d’une évolution de G. Le but 2 se divise en deux questions globales : But 2. - Quelles sont les propriétés de G à diverses étapes de son développement ? - Pourquoi les changements de G ont-ils lieu (ou non) ? Pour identifier les propriétés de G à divers stades de son évolution, il sera fait emploi des analyses linguistiques générativistes actuelles du syntagme nominal français. Les théories de l’acquisition permettront de répondre à la question de savoir pourquoi la grammaire G change d’une façon spécifique (ou ne change pas). Deux questions auront pourtant priorité : (i) Les principes régissant l’émergence des catégories fonctionnelles et lexicales en 2L1 et L2. (ii) La relation entre le développement syntaxique et morphologique en 2L1 et en L2
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| 30. |
- Granfeldt, Jonas, et al.
(författare)
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Le rôle de l’input pour le développement du vocabulaire et de la grammaire en acquisition du français par des enfants monolingues et bilingues
- 2019
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Konferensbidrag (refereegranskat)abstract
- Entre 2009 et 2011 nous avons mené un projet de recherche à l’université de Lund (Suède) intitulé L'âge de début d’acquisition et le développement linguistique en français (Schlyter/Granfeldt) dont le but était de comparer le développement linguistique du français de trois groupes d’enfants : des enfants monolingues (L1), des enfants bilingues simultanés (2L1) et des enfants ayant le français comme langue seconde (bilingues successifs, eL2). Nous avons notamment étudié les effets respectifs de l'âge de début d'acquisition (angl. Age of Onset of Acquisition), de la quantité et qualité de l'input ainsi que de la complexité linguistique sur le développement de la morphosyntaxe. Dans le cadre de cette étude nous nous étions concentré sur le développement d’un certain nombre de structures morphosyntaxiques (la finitude morphologique, les objets clitiques, l’accord sujet-verbe, le genre) que nous avions déjà étudié chez l’apprenant adulte L2 (Granfeldt, 2003; Ågren, 2008; Thomas, 2009) et chez les enfants L1 et 2L1 (Schlyter, 2003, Granfeldt, 2003, Granfeldt & Schlyter, 2004). Dans l’ensemble, les résultats ont montré que pour les structures morphosyntaxiques simples et (très) précoces en L1, le développement initial en eL2 suivait les itinéraires d’acquisition des apprenants aL2, même chez les eL2 dont l'âge de début d'acquisition se situe avant 4 ans. En revanche, pour les structures complexes et tardives en L1, nous avons plutôt observé le même développement en (2)L1 et en eL2 ainsi qu'une plus grande importance de l'input (Ågren, Granfeldt & Thomas, 2014). Une conclusion centrale de cette partie du projet est alors qu’au niveau des itinéraires d’acquisition, les structures morphosyntaxiques de français ne sont pas toutes pareilles : certaines sembleraient plus dépendantes de l’âge de début d’acquisition (finitude, placement des objets clitiques) alors que d’autres (attribution du genre, accord-sujet verbe) montrent de meilleures corrélations avec la quantité et de la qualité de l’input. Dans cette communication nous reviendrons sur un certain nombre de résultats dans le domaine du développement grammatical (Ågren, Granfeldt & Thomas, 2014) pour ensuite les comparer au développement de la richesse et de la précision du vocabulaire chez les mêmes enfants. La question est de savoir s’il existe une relation entre le développement du vocabulaire et de la morphosyntaxe, une question qui se pose depuis les origines des recherches systématiques en acquisition (cf. Brown, 1973). Dans une approche chomskyenne classique (principe et paramètres/gouvernement et liage) la syntaxe et le lexique sont des modules distincts alors que dans sa version récente (Minimalisme, Chomsky, 1995), Chomsky attribue les différences syntaxiques entre les langues aux propriétés du lexique, ce qui a eu des conséquences pour les théories d’acquisition ancrées dans cette perspective (cf. Granfeldt, 2003). Dans cette optique, les itinéraires développementaux sont facteurs de l’âge du début d’acquisition. Par contre, dans une approche basée sur l’usage de la langue (N. Ellis, 2002, Bybee, 2008) l’acquisition d’une langue est étroitement liée aux caractéristiques de l’input langagier ainsi qu’au traitement cognitif de celui-ci, et conçoit la relation entre lexique et grammaire comme un continuum. Dans le but de mieux comprendre la possible interdépendance entre lexique et morphosyntaxe, il nous faut plus d’études empiriques, qui, comme nous le proposons ici, combinent l’étude du développement lexical et morphosyntaxique avec différents types d’apprenant·e·s ayant différentes situations d’input. Pour les enfants L1 et 2L1, les recherches antérieures ont montré qu’il y a un effet d’input sur l’acquisition du vocabulaire (Pearsson et al., 1997, Thordardottir, 2011), mais peu de recherches ont fait ce que nous proposons ici, à savoir comparer les effets longitudinaux de la quantité et de la qualité de l’input sur le développement du vocabulaire et de la grammaire chez différents groupes d’enfants francophones (L1, 2L1 et eL2). Vu les résultats antérieurs, notre hypothèse est qu’il doit y avoir une corrélation entre le développement des structures grammaticales qui se sont avérées surtout dépendantes de l’input et le développement du vocabulaire. Les données de production proviennent d’un corpus longitudinal d’enfants francophones bilingues successifs (eL2, n=3), d’enfants bilingues simultanés (2L1, n=3) et d'enfants monolingues (L1, n=3), tous allant à la même école française en Suède. Les enfants ont été suivi pendant près de trois ans avec des enregistrements à des intervalles réguliers. L’analyse sera basée sur des tâches de production élicitée et des enregistrements de conversations libres avec les enfants. La notion de quantité et de qualité de l’input sera opérationnalisée pour chaque enfants à l’aide de profils d’input individuels et le vocabulaire Résumé pour le XXIXe Congrès International de Linguistique et de Philologie Romanes (Copenhague, 2019) Granfeldt, Ågren & Thomas sera mesuré à la fois quantitativement (la diversité du vocabulaire, VocD, Malvern et al., 2004) et qualitativement (la précision du vocabulaire). La présente étude sera centrée sur les questions de recherche suivantes : 1) La richesse du vocabulaire, mesurée par la diversité lexicale (VocD), diffère-t-elle entre enfants L1, 2L1 et eL2 de notre corpus ? 2) La richesse du vocabulaire (VocD) augmente-t-elle avec la durée d’exposition à la langue ? 3) L’effet de la quantité et de la qualité de l’input (mesuré par un profil d’input) est-il le même sur le développement du vocabulaire que sur le développement des structures grammaticales étudiées auparavant ? Y-a-t-il des différences entre les trois groupes d’enfants ? Les résultats montrent que les trois groupes d’enfants diffèrent au niveau de la diversité lexicale : les enfants L1 se distinguent de façon significative des enfants 2L1 qui, à leur tour, se distinguent des enfants eL2. Au niveau des groupes, un profil d’input plus fort semble donc se refléter en une diversité lexicale plus riche. Pourtant, nos analyses montrent que l’ampleur de la différence en termes de diversité lexicale entre groupes semble plus faible en vocabulaire qu’en grammaire (e.g. l’accord sujet-verbe). Autrement dit, l’effet de l’input pourrait être plus grand sur le vocabulaire que sur la structure syntaxique la plus susceptible d’être influencée par la quantité et la qualité d’input. En outre, contrairement à ce qui a été observé pour le développement grammatical, nous n’avons pas trouvé de corrélation entre le développement longitudinal des scores de diversité lexicale des enfants 2L1 et eL2 et leurs profils d’input. Il s’avère que le développement lexical, tel qu’il a été mesuré dans cette étude, n’évolue pas chez les trois enfants 2L1 alors que les enfants L2 ne montrent que de faibles signes de développement dans le domaine du vocabulaire. Ces observations seront discutées à la lumière des limitations possibles des mesures générales comme le VocD. Une analyse qualitative de la précision lexicale montre que les enfants eL2, et à un moindre degré les enfants 2L1, ont plus souvent recours à des verbes « passe-partout » (General Purpose Verbs, GAP, Harley, 1992) que les enfants L1, comme le montre les productions d’enfants dans un contexte qui ciblait la construction « emballer le cadeau » : (1) L1 Lina « ils l’emballent le cadeau… » (2) 2L1 Linnéa « ils commencent à faire le cadeau » (3) eL2 Hannes « après ils font le paquet pour l’anniversaire » Nous montrerons que les stratégies utilisées par les enfants 2L1 et eL2, notamment l’évitement, la paraphrase, la généralisation, jouent un rôle important dans le développement du vocabulaire. Le choix de la section Acquisition, apprentissage et enseignement des langues nous semble la plus pertinente pour cette communication. Avec notre accent sur la quantité et la qualité d’input, la proposition s’aligne bien avec des question sur « la complexion des variables interagissant dans l’apprentissage-enseignement des langues secondes et étrangères romanes ». Notre proposition est innovatrice puisqu’il existe peu d’études qui combinent le développement du lexique et de la morphosyntaxe dans une perspective longitudinale. Ensuite, les données sur l’acquisition du français par des enfants L2 sont très rares parmi les études récentes sur l’acquisition. Résumé pour le XXIXe Congrès International de Linguistique et de Philologie Romanes (Copenhague, 2019) Granfeldt, Ågren & Thomas Bibliographie ÅGREN, M. (2008). A la recherche de la morphologie silencieuse. Étude sur le développement du pluriel en français L2 écrit. Études Romanes de Lund 84. Thèse de doctorat, Université de Lund. ÅGREN, M., GRANFELDT, J. & THOMAS, A. (2014). Combined effects of age of onset and input on the development of different grammatical structures: A study of simultaneous and successive acquisition of French. Linguistic Approaches to Bilingualism, 4, 461-492. John Benjamins. BROWN, R. (1973). A first language: The early stages. Cambridge (MA): Harvard University Press. BYBEE, J. (2008). Usage-based grammar and second language acquisition. Dans P. Robinson & N. Ellis (éds.), Handbook of cognitive linguistics and second language acquisition. London: Routledge (216-236). CHOMSKY, N. (1995). The minimalist program. Cambridge MA: MIT Press. ELLIS, N. (2002). Frequency effects in language processing. A review with implications for theories of implicit and explicit language learning. Studies in Second Language Acquisition 24: 143-188. GRANFELDT, J. (2003). L’acquisition d
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| 32. |
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| 33. |
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| 34. |
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| 35. |
- Granfeldt, Jonas, et al.
(författare)
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Muntlig språkfärdighet i främmande språk - en studie av samspelet mellan lärande, undervisning och bedömning
- 2019
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Ingår i: Vetenskapsrådet (2019). Resultatdialog 2019. - : Vetenskapsrådet. - 9789188943224 ; , s. 29-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- De tre stora moderna språken i svensk skola –spanska, tyska och franska –erbjuds på en majoritet av grundskolorna, men det finns regionala skillnader både vad gäller skolornas utbud och elevernas språkval. Attityderna till moderna språk är positiva bland de rektorer, lärare och elever som deltagit i vårt projekt. När det gäller elevernas motivation att lära, vilja att tala eller oro för att tala språket i klassrummet såg vi inga tydliga skillnader i de tre språken. Att fritt kunna tala och samtala på språken är en kommunikativ färdighet som eleverna behöver få mer tillfälle att utveckla.
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| 36. |
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| 37. |
- Granfeldt, Jonas, et al.
(författare)
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On ASLA
- 2016
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Ingår i: European Journal of Applied Linguistics. - 2192-953X. ; 4:1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish Association for Applied Linguistics, ASLA (Association suédoise de linguistique appliquée) was formally founded as an autonomous Swedish affiliate of AILA in 1966. The constituting meeting was held at Lund University on April 12, 1966 during which the first chairperson, Professor Bertil Malmberg, was elected. This means that ASLA will be celebrating its 50th anniversary in 2016. However, according to available documents from the time, the original initiative came from Max Gorosch, Professor of Spanish at Stockholm University, who had already started to prepare the way for the establishment of the new association in 1964.
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| 38. |
- Granfeldt, Jonas
(författare)
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On the development of gender in simultaneous and successive bilingual acquisition of French : Evidence for AOA and input effects
- 2015
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Konferensbidrag (refereegranskat)abstract
- This study investigates the effects of Age of Onset of Acquisition (AOA) and the quality and quantity of input on the longitudinal development of gender in the acquisition of French by simultaneous (2L1) and successive bilingual children (cL2). There's an on-going debate regarding the main factors underlying linguistic development in bilingual children. Two independent variables, AOA and input, have been particularly emphasized and sometimes contrasted (Unsworth, 2013). Proponents of maturational accounts (e.g. Meisel, 2009) have argued that AOA is the main factor underlying language acquisition, but more recent research suggest that different aspects of language are more or less influenced by AOA and input respectively. Whereas lexical development seem to be particularly influenced by input properties (Thordardottir, 2011), the question is more open with respect to different grammatical features. One view is that quantity and quality of input is particularly important in the acquisition of “late”, “harder” or “more opaque” grammatical structures (Gathercole, 2007; Unsworth, 2014), structures typically involving interface relationships of some kind (Sorace, 2005, Tsimpli, 2014). However, previous research has typically drawn on comparisons of different grammatical features in different languages which make controlled comparisons difficult.Our contribution to the debate lies in the combined analysis of three different exponents of a single underlying linguistic construct in a single langue, namely French gender, an opaque feature according to Corbett (1991). The development of gender in the child's grammar involves different linguistic levels, including the abstract system level, the lexical level (attribution) and the syntactic level (concord). We studied the discovery of the abstract GENDER feature, gender assignment and gender concord in a longitudinal multiple case study including successive (cL2) Swedish-French bilingual children (n=4), simultaneous (2L1) Swedish-French bilingual children (n=4) and monolingual French children (n=4). Recordings containing a variety of tasks took place in the age span 3;5 to 10 years, but no child was followed for more than three years. Two of the L2 children have an AOA below 4 years and two of them have an AOA above 4 years (cf. Meisel, 2009). All children attend the same French-speaking school in Sweden. Input was measured for each bilingual child individually through the establishment of an input profile (see Ågren, Granfeldt & Thomas, 2014).The findings show that the amount and quality of input correlate with the rate of acquisition of gender attribution, but most clearly in the 2L1 group. However, the discovery of the abstract GENDER features does not seem to be influenced by external input conditions. Group-level analyses of gender concord suggest that input is less important than AOA. In fact, only the cL2 group performed worst on concord than on attribution. The results are also discussed in relation to previous studies on the development of other morphosyntactic structures in the same children. We conclude that input is most important for the development of the lexical aspects of the opaque gender feature in French (attribution), in particular in the 2L1 group, but that AOA seem to play a role with respect to its syntactic aspects.
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| 39. |
- Granfeldt, Jonas
(författare)
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Profils grammaticaux et lexicaux - à la recherche d'un rapport
- 2006
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Ingår i: Actes du XVIème Congrès des Romanistes Scandinaves. - 8773496847
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract in French L’article pose la question de savoir s’il existe une corrélation entre le niveau grammatical et le niveau lexical dans la production écrite des apprenants du français. L’hypothèse nulle est que la langue étrangère se développe à tous les niveaux linguistiques à peu près simultanément. Ainsi, un apprenant qui se trouve à un stade grammatical avancé aurait aussi un vocabulaire (un lexique) « riche », « profond » et « varié ». Pour vérifier cette hypothèse générale, nous avons appliqué des mesures lexicales et une mesure grammaticale à 40 textes en français, écrits par deux groupes d’apprenants adultes suédophones à des niveaux linguistiques différents. Chaque apprenant a composé son texte à partir d’un récit en images nommé « Le voyage en Italie » (Ågren, 2005). L’article rend compte des mesures appliquées, explique la préparation des données, la méthode et la démarche d’analyse adoptée. Nous avons réalisé les analyses du vocabulaire avec différents logiciels. Pour l’analyse grammaticale, nous avons utilisé un programme que nous développons nous-même, Direkt Profil (Granfeldt, Nugues et al,. 2005) Les résultats montrent que si plusieurs mesures sont capables de séparer les deux groupes d’apprenants postulés, il n’existe pas de relation de corrélation simple entre elles. Une mesure de rareté lexicale est la seule qui montre une corrélation importante avec la mesure grammaticale employée.
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| 40. |
- Granfeldt, Jonas
(författare)
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Rôles de l'âge, de l'input et de la L1 dans le développement du français par des enfants L2
- 2016
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Ingår i: Revue Française de Linguistique Appliquée. - 1386-1204. ; 21:2, s. 33-48
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Tidskriftsartikel (refereegranskat)abstract
- Abstract in French:Cet article propose une synthèse des résultats d'un projet de recherches sur le développement du français par des enfants L2 (L1 suédois) dont l'âge de début d'acquisition (ÂdA) varie entre 3;5 ans et 6;5 ans. Nous résumons les résultats principaux sur différentes structures grammaticales, notamment la finitude, les objets clitiques, le genre, l'accord sujet-verbe et les formes du passé. Les résultats montrent un développement qui tantôt ressemble à celui des apprenants L2 adultes, tantôt à celui des enfants bi- ou monolingue. Contra Meisel (2008), nous concluons que seul le facteur de l'âge de début d'acquisition ne peut pas expliquer les résultats. Notre conclusion pointe vers un développement influencé par plusieurs facteurs y inclut le niveau de développement de la L1, les propriétés des structures grammaticales et l'input.
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| 41. |
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| 42. |
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| 43. |
- Granfeldt, Jonas, et al.
(författare)
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Second foreign languages in the Swedish school context - The views of school leaders
- 2017
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Konferensbidrag (refereegranskat)abstract
- Politicians and stakeholders widely support the “mother tongue plus two” language policy (European Commission) according to which all European citizens should be able to communicate in at least two foreign languages (FLs). However, despite high political and societal ambitions, recent reports suggest that FLs other than English are suffering in Europe and Sweden is no exception to this trend. One third of all Swedish pupils starting to study a second FL (French, German or Spanish) in lower secondary school abandon the subject within three years (Tholin & Lindqvist, 2009). In fact, second FLs are the only subjects lacking a mandatory status in the Swedish compulsory school. Moreover, according to the Eurobarometer (2012) there is a lack of motivation for language learning. Sweden is the only country among the surveyed countries where a majority says that lack of motivation is a reason that dissuades them from learning another language, but we know very little about how views and attitudes towards FLs are shaped in the school context. The overall aim of the TAL-project (Teaching, Assessment and Learning) is to gain a better understanding of learning conditions and outcomes in FLs other than English in the Swedish school context. The project is interdisciplinary and draws on research in education, language teaching, language assessment and language learning. The project runs from 2016 through 2018 and involves data collection in several phases. In a first phase we have surveyed 425 Swedish compulsory schools starting with a head teachers' questionnaire. This questionnaire aims to survey relevant educational frame factors and provide a picture of how foreign languages are organised and perceived in a representative selection of Swedish schools. In this presentation, we will discuss responses to the questions concerning head teachers' view of foreign languages in school, e.g. the perceived status of the subject, the attitudes towards a mandatory second foreign language and challenges for the future. Seemingly little research has focused on head teachers' view of modern languages and its impact on teaching and student outcomes, but educational research shows that sayings, doings and relatings within an educational setting will contribute in the shaping of a praxis (Kemmis, 2009). The results of the survey will be discussed in relation to the headmasters' own educational background and to educational and regional aspects of the different schools.ReferencesEurobarometer. (2012). Europeans and their languages: Eurobarometer 386 report. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463-474.Tholin, J., & Lindqvist, A. (2009). Språkval svenska/engelska på grundskolan: en genomlysning. Högskolan i Borås, Institutionen för pedagogik.
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| 44. |
- Granfeldt, Jonas, et al.
(författare)
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SLA developmental stages and teachers’ assessment of written French: Exploring Direkt Profil as a diagnostic assessment tool
- 2014
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Ingår i: Language Testing. - : SAGE Publications. - 1477-0946 .- 0265-5322. ; 31:3, s. 285-305
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Tidskriftsartikel (refereegranskat)abstract
- One of the core areas for research in SLA is the identification and definition of developmental stages in different L2s. For French, Bartning and Schlyter (2004) presented a model of six morphosyntactic stages of development, which was later implemented in the computer program Direkt Profil (Granfeldt et al. 2006). Despite the potential importance of such results, research on developmental stages has so far had limited impact on language assessment (Brindley, 1998; Purpura, 2004) and many questions concerning the applicability of profile analyses for pedagogical purposes remain. The aim of the present study was therefore to compare Direkt Profil’s automated profile analysis with the assessment of trained language teachers. In particular, we wanted to investigate the correlation between these two types of language assessment. This issue was researched on the CEFLE corpus of written L2 French (Ågren, 2008). The texts were classified for developmental stage by the computer program Direkt Profil. Furthermore, seven experienced language teachers of French assessed the same texts. Inter-rater agreement and correlations between the teachers’ assessments and the Direkt Profil output were computed. The results indicated high degrees of correlation and showed that the analysis of developmental stage by Direkt Profil could explain 73% of the variance in the teachers’ mean assessments (r2 = 0.735).
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| 45. |
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| 46. |
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| 47. |
- Granfeldt, Jonas, et al.
(författare)
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The Acquisition of French Subject Pronouns in Child and Adult Learners
- 2001
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Ingår i: Working Papers in Multilingualism. ; 26:Series B, s. 89-104
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this study, we will analyse the acquisition of subject pronouns in French and the distribution of Null subjects in early stages of language acquisition. We will contrast bilingual first language acquisition (2L1) and adult second language acquisition (L2). In both cases, Swedish is present as one of the two languages of the bilingual children, and as source language for the L2 learners. We will show that with respect to subjects there are clear differences between early 2L1 grammars and these early L2 grammars in that the children first pass through a stage where Null subjects are possible. This stage is followed by the use of subject pronouns as clitics. The adult Swedish learners practically never omit subjects and tend to treat subject pronouns as weak or strong, following the typology presented in Cardinaletti and Starke (1999). At least some properties of subject clitics are very hard for these learners to acquire.
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| 48. |
- Granfeldt, Jonas
(författare)
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The acquisition of the Determiner Phrase in Bilingual and Second Language French
- 2000
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Ingår i: Bilingualism: Language and Cognition. - 1366-7289. ; 3:3, s. 263-280
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Tidskriftsartikel (refereegranskat)abstract
- This study deals with the acquisition of Functional Categories in the French Determiner Phrase. The development of determiners and prenominal adjectives in three bilingual Swedish–French children is compared with that of four Swedish second language learners of French. It is argued that acquisition is crucially different in these two cases. The bilingual children initially have restrictions on phrase structure, resulting at one stage in a complementary distribution of determiners and adjectives. These results support a structure building view of L1 acquisition. For L2 acquisition of the same structure, there is no evidence for an initially reduced phrase structure. This finding is explained in terms of a transfer effect. A preliminary comparison with the acquisition of finiteness suggests that, whereas there is some correlation over time in the L1B subjects, no such correlation is found in the L2 learners.
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| 49. |
- Granfeldt, Jonas, et al.
(författare)
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The context of second foreign languages in Swedish secondary schools : Results of a questionnaire to school leaders
- 2019
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863. ; 13:1, s. 27-48
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Tidskriftsartikel (refereegranskat)abstract
- This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socio-economic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.
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| 50. |
- Granfeldt, Jonas, et al.
(författare)
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The Development of Gender Attribution and Gender Agreement in French
- 2005
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Ingår i: Focus on French as a Foreign Language : Multidisciplinary Approaches - Multidisciplinary Approaches. - 9781853597664 - 1853597678 ; 10, s. 164-190
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Bokkapitel (refereegranskat)abstract
- This study aims to explore the development in child and adult grammars of a noun-related feature in French, namely gender. In brief, previous research has shown that gender assignment and gender agreement in a language such as French is just as easy for the mono- or bilingual child (Carroll, 1989; Clark, 1985; Müller, 1990, 1994) as it is difficult for the (adult) L2 learner (Bartning, 2000; Carroll, 1989, 1999; Dewaele & Véronique, 2000, 2002; Harley, 1979; Hawkins, 1998, 2001b). In their own right, these findings make it interesting to compare the development of gender in an age and/or an L1-L2 perspective, but to date few such comparative studies have been carried out (but see Andersson, 1992 on Swedish). Furthermore, since gender classification of individual nouns differs from one language to another, it must be learnt by exposure to input. Therefore, studying how gender is acquired might help to discover specific properties of different modes of acquisition. In this study, a cross-learner perspective is adopted, comparing the acquisition of gender in two different modes of acquisition: the acquisition of French as a second language at an adult stage (L1= Swedish) and the acquisition of French as one of two first languages where the other language is Swedish. With respect to L2 acquisition of French gender, previous research has typically used cross-sectional data. This research has established the scope and the generality of the problem across (other) individual differences and across speakers' L1s (for example English, Flemish, and Swedish). From this research we have substantial facts about "the problem stage". Much less seems to be known about if and how adult second language learners can develop further with respect to gender. In the present study, a longitudinal perspective on gender acquisition is therefore adopted. Previous cross-sectional research (Bartning, 2000) suggests that learners at lower levels of proficiency make more errors with respect to gender agreement than do advanced learners. The adult learners in this study have been subject to other studies of grammatical development concerning the clause and the noun phrase and have been found to develop in several areas (cf., Granfeldt, 2000a and b; Granfeldt & Schlyter, forthcoming; Schlyter, 1997, this volume and forthcoming). This study asks the question of whether a general development can be established within individual learners with respect to gender. The longitudinal perspective also allows for a closer inspection of the different modes of acquisition. The paper asks the question of whether there are qualitative differences between the way gender is acquired by the children and by the adults, and in particular how the development itself proceeds in the two cases. It will, in fact, be demonstrated that there are differences in the way gender is acquired by the children and the adults.
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