Additive Linking in Second Language Discourse:        Lexical, Syntactic and Discourse Organizational Choices in        Intermediate and Advanced Learners of L2 German with L1 French

Bonvin, Audrey; Dimroth, Christine

doi:10.4000/discours.9142

Cited by 3 publications

(7 citation statements)

References 31 publications

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“…A similar development has also been reported in previous studies using the same stimulus (Bonvin and Dimroth 2016;Benazzo and Paykin 2017): the overmarking of the L1 preferred relation, typical of intermediates, fades away and advanced learners thus manage to adopt the TL discourse perspective for additive linking, although this is not the case for the contrastive contexts of the same stimulus (Bonvin and Dimroth 2016;Benazzo et al 2012).…”

Section: Summary and Discussionsupporting

confidence: 78%

“…In both studies, advanced learners come close to the target. Note that these results hold for the additive contexts, whereas for the contrastive ones of the same stimulus, even advanced learners do not match native preferences concerning the linguistic means put to use (Bonvin and Dimroth 2016;Benazzo et al 2012). More generally, the adoption of the TL discourse perspective is considered to be a late acquisition for the expression of different domains (time/subject reference/space, etc.…”

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 95%

“…Studies on intermediate levels reveal a certain impact of crosslinguistic influence on the distribution of additive particles. For example, intermediate Italian learners of French L2 realize a wider range of positions than same-level Russian learners and use the option of pronoun doubling earlier (Benazzo and Paykin 2017); German learners of French (Thörle 2020) and French learners of German (Bonvin and Dimroth 2016) exploit more frequently than TL native speakers the placement after the finite verb, which is common between the two languages. In both cases, however, the occurrence of L1 positions that do not correspond to a formally equivalent TL placement is rather sporadic.…”

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 99%

“…As for the type of relation, studies based on retellings of the Finite Story have highlighted learners' tendency to reproduce in L2 the proportion of the two relations attested in their L1: thus, intermediate French learners of German (Bonvin and Dimroth 2016) overmark similarity in comparison to TL native speakers, whereas intermediate Italian learners of French overmark addition (Benazzo and Paykin 2017). In both studies, advanced learners come close to the target.…”

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 99%

“…Their productions have been studied for the expression of contrastive relations in Benazzo et al (2012). The control groups of L1 French and German have also been partially considered in other studies, namely, Dimroth et al (2010), Bonvin and Dimroth (2016) and Benazzo and Paykin (2017). 5 Their level in French had been assessed either by the institution where some of them were following courses of French as a second language (Italian Erasmus students) or via a language test centered on grammatical competence.…”

Section: Objectives and Participantsmentioning

confidence: 99%

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Additive Linking in L2 French Discourse by German Learners: Syntactic Embedding and Intonation Patterns

2021

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This study deals with the expression of additive linking in L2 French by adult German learners with two proficiency levels (advanced vs. intermediate). We examine whether crosslinguistic influences are observed in three domains: the frequency and type of additive expressions in discourse, the syntactic integration of additive particles in the utterance and the prosodic contour associated with them. A total of 70 participants (20 French native speakers, 20 German native speakers and 30 German learners of L2 French) performed an oral narrative task elicited via a video clip presenting abundant additive contexts. Our results show that advanced German learners did not experience an L1 transfer in any of the domains analyzed, but instead they show a learner-specific tendency to overmark the contrastive status of the relevant entities in discourse. Yet traces of crosslinguistic influence are visible in intermediate learners’ choice and frequency of additive means, as well as the preferred position of the particles. All learners seem to have quickly discarded the possibility to mark scope by prosody, in contrast to what they do in their L1. We discuss these findings in the light of the L2 acquisition of cohesive devices in discourse and their interactions with different linguistic levels.

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Section: Summary and Discussionsupporting

confidence: 78%

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 95%

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 99%

Section: L2 Acquisition Of Additive Linkingmentioning

confidence: 99%

Section: Objectives and Participantsmentioning

confidence: 99%

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Additive Linking in L2 French Discourse by German Learners: Syntactic Embedding and Intonation Patterns

2021

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The Acquisition of French as a Second Language

Granfeldt¹

2014

Benjamins Current Topics

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The modal particle elicitation test

Reimer

2022

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German modal particles (MPs) show semantic, pragmatic, and syntactic peculiarities which make them specifically interesting for research on language processing. However, so far, there are no tests available that reliably elicit MPs in order to study their production in different groups of speakers. This paper presents the Modal Particle Elicitation Test – MoPET. Based on simple contexts and black and white drawings, it is the first test that elicits a wide range of MPs by incorporating the semantic, pragmatic, and syntactic peculiarities of MPs. The goal of this paper is to evaluate whether the test reliably elicits MPs in adult German L1 speakers, in order to use it for research on different speakers (e.g., patients and L1/L2 learners) in the future. Results of a pilot study with 27 adult native speakers of German demonstrate that the test reliably elicits a wide range of nineteen different MPs and a wide range of different sentence types that are strongly interconnected with the use of MPs. Crucially, each of the twelve critical scenes of the test elicited at least one MP, and each participant produced at least one MP, which also makes the test suitable for diagnostic purposes.

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Additive Linking in Second Language Discourse: Lexical, Syntactic and Discourse Organizational Choices in Intermediate and Advanced Learners of L2 German with L1 French

Cited by 3 publications

References 31 publications

Additive Linking in L2 French Discourse by German Learners: Syntactic Embedding and Intonation Patterns

Additive Linking in L2 French Discourse by German Learners: Syntactic Embedding and Intonation Patterns

The Acquisition of French as a Second Language

The modal particle elicitation test

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