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Subjunctive use and development in L2 French / Kevin McManus and Rosamond Mitchell.
// LIA. 2015, Vol. 6, No. 1. 2015p42-73 We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
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Summer English courses abroad versus ‘at home’./ Raquel Serrano, Elsa Tragant and Àngels Llanes.
// ELT journal. 2014, Vol. 68, No. 4. 2014.p. 397-409. The purpose of this study is to examine two L2 learning contexts (study abroad versus EFL intensive instruction at home) in terms of language development and learners’ characteristics (including students’ initial predisposition to learn English and their experience in the programme they enrolled in). Two groups of teenagers were considered: one group (n = 58) received intensive classroom instruction for four weeks in their home country (Spain) and another group (n = 54) spent a comparable amount of time abroad (United Kingdom), where they also attended language lessons. The learners performed two written tasks twice (at the beginning and at the end of their summer programme) and they filled in a questionnaire about their experience while studying. The results of our analyses suggest that, while the L2 develops in a comparable way in the two contexts, learners’ characteristics and experiences are slightly different.
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