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Acquisition of the imparfait in L2 French in adults and children: The same or different? / Maria Kihlstedt.
// LIA. 2015, Vol. 6, No. 1. 2015p74-106 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.
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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.
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Các yếu tố ảnh hưởng đến hiệu quả học nghe hiểu tiếng Pháp như một ngoại ngữ = Les facteurs influençant l'eficacité de la compréhension orale dans l'apprentissage du fle / Nguyễn Thị Cẩm Linh.
// Tạp chí khoa học ngoại ngữ 63/2020 Hà Nội : Đại học Hà Nội, 2020tr. 53-61 Listening comprehension poses many challenges to beginners in learning a foreign language. In this article, factors affecting listening comprehension will be discussed, including speaking style/accents, rythms, auditory decoding, types of audiovisual texts, and tasks in the listening process from the perspectives of linguists such as Brown, Mueller, Eykyn, and Vygotsky. The article helps orient and improve the teaching and learning of listening comprehension in foreign languages in general, and in French language in particular.
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De l’émergence des contraintes phonotactiques en français / Julien Eychenne.
// Langages. 2015, Vol. 198. 2015p. 73-89. Cet article présente le modèle MaxEnt (« Maximum Entropy »), un modèle formel basé sur contraintes, et se propose de l’appliquer à l’étude de la phonotaxe du mot en français. Nous évaluons ce modèle sur la base d’un corpus d’apprentissage de formes issues de la base Lexique. Après entraînement, le modèle a saisi un certain nombre des généralisations distributionnelles du français et des contraintes pesant sur les formes superficielles. Nous évaluons ensuite les capacités de généralisation du modèle : celui-ci évalue avec succès des formes hautement dysharmoniques (emprunts, formes contenant des hiatus, etc.). Une comparaison des prédictions du modèle quant au degré d’harmonie du corpus de test révèle que l’acceptabilité phonologique n’est pas corrélée à la fréquence des formes.
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