Dòng Nội dung
1
Acquisition of the imparfait in L2 French in adults and children: The same or different? / Maria Kihlstedt. // LIA. 2015, Vol. 6, No. 1.
2015
p74-106

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
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.
3
Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology / Nadia Mifka-Profozic. // LIA. 2015, Vol. 6, No. 1.
2015
p149-180

In this study, the effectiveness of implicit corrective feedback was examined with a group of 30 sixteen-year-old English native speakers learning French, who received either recasts or clarification requests on errors they made with the passé composé and the imparfait. The control group did not receive any feedback. Overall, the results indicate that recasts were more effective in improving accuracy of form and use for both the passé composé and the imparfait. However, an examination of language development with reference to the Aspect Hypothesis and the inherent lexical aspect of verbs showed that no change occurred between the pretest and the posttests. The passé composé was associated exclusively with achievement verbs, whereas the imparfait was limited to several frequent irregular stative verbs and a few activity verbs.
4
La structure phonologique des marqueurs flexionnels de l’imparfait de l’indicatif du français / Nicola Lampitelli. // Langages. 2015, Vol. 198.
2015
p. 91-107.

Cet article illustre, à l’aide des formes verbales de l’imparfait de l’indicatif du français, les traits principaux d’un cadre analytique fondé, d’une part, sur la Morphologie Distribuée et, d’autre part, sur la Théorie des Éléments et le modèle CV. Il est proposé que chaque morphème soit associé à un exposant phonologique unique. Cet exposant s’applique à toute occurrence du même morphème à l’intérieur du paradigme flexionnel. Chaque forme fléchie est décomposée en unités minimales, chacune correspondant à un noeud terminal de l’arbre syntaxique. La forme de surface des morphèmes est donc le produit de l’interaction entre les opérations phonologiques et les positions syntaxiques. À ce titre, la phonologie occupe une place centrale dans la formation des mots.