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1
Acquisition of the imparfait in L2 French in adults and children: The same or different?: A comparative case study of Swedish adults and children in an immersion setting / Maria Kihlstedt. // LIA language, interaction and acquisition. 2014, Vol. 6, No. 1.
John Benjamins Publishing Company, 2015.
pages: 74 –106 ; 24 cm.

In this study, we provide a comparison of adult and child L2 acquisition in relation to their use of the imparfait form in L2 French. Previous research on this form shows that it is an area of considerable difficulty, being lexically and functionally restricted in use even in advanced stages of acquisition. In the study presented here, we compare our child and adult learners in an immersion setting, where the adult learners were studying at a French university, while the children were attending a French immersion school. Their use of the imparfait is explored through a longitudinal lens, where we look in particular at its use to mark different aspectual values, as well as its lexical use with different verbs. The findings indicate that, while both groups benefit from the immersion context, the children’s development seems to be more rapid and more stable: once they start using the imparfait productively, they use it for a greater range of its aspectual values and in a more autonomous way than the adults. The results are discussed with regard to age of onset and the development of L1 and L2 discourse capacities.
2
Second language learning theories / Rosamond Mitchell and Florence Myles.
New York, NY. : Co-published in the U.S.A. by Oxford University Press, 1998
xii, 228 p. ; 25 cm.
3
Second language learning theories / Rosamond Mitchell and Florence Myles.
New York, NY. : Co-published in the U.S.A. by Oxford University Press, 2004
xii, 228 p. ; 25 cm.
4
Subjunctive use and development in L2 French / Kevin McManus and Rosamond Mitchell. // LIA. 2015, Vol. 6, No. 1.
2015
p42-73

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.
5
Subjunctive use and development in L2 French: A longitudinal study / Kevin McManus and Rosamond Mitchell. // LIA language, interaction and acquisition. 2014, Vol. 6, No. 1.
John Benjamins Publishing Company, 2015.
pages: 42 –73 ; 24 cm.

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.