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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.
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What the present can tell us about the future / Amanda Edmonds and Aarnes Gudmestad.
// LIA. 2015, Vol. 6, No. 1. 2015p 15-41 This investigation studies the second language (L2) development of variable future-time expression in French. One hundred and eighteen nonnative speakers at four proficiency levels and 30 native speakers completed a written-contextualized task (WCT), a language-proficiency test and a background questionnaire. The verb form (inflectional future, periphrastic future, and present) selected for each item on the WCT was coded for three independent linguistic factors: presence of a lexical temporal indicator, temporal distance and (un)certainty. Multinomial logistic regression tests and a follow-up analysis of high and low frequency of the present demonstrated that this form plays a complex role in native-speaker variability and is acquired late in contexts of future-time reference for nonnative speakers.
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第二语言口语认知流利性对口语能力的预测作用 = Predictive Power of L2 Oral Cognitive Fluency to L2 Oral Competence / 胡伟杰, 王建勤
// Chinese Teaching in the World vol. 31, no. 1 (2017).
// 世界汉语教学 vol. 31, no. 1 (2017). 105-115 p. This study explores the predictive power of L2 oral cognitive fluency to L2 oral competence with reference to the predictive power of L2 oral performance fluency.Fifty L2 Chinese learners from Korea were asked to complete four tasks,namely,sentences construction,categorical judgment,picture description and oral production.The former two tasks were designed to collect data for two cognitive fluency indicators-Reaction Time of Sentence Construction and Attention Shift Cost,while the latter two to collect data for two performance fluency indicators-Speech Rate and Mean Length of Utterances.The results of hierarchical regression analysis indicate that cognitive fluency significantly improves the predictive power to L2 oral competence and bears a much higher degree of contribution in prediction than performance fluency
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