Cliticisation in the acquisition of French as L1 and L2

Itinéraires acquisitionnels et stades de développement en français L2

“…Les pronoms objet ontété extensivementétudiés dans desétudes précédentes (Granfeldt et Schlyter, 2004). L'itinéraire acquisitionnel proposé ici se trouve aussi dans d'autresétudes qui montrent le développement des apprenants anglophones, et s'avère donc assez solide.…”

“…On trouve pourtantà ce stade l'article défini et indéfini ainsi que le pronom sujet je, bien que très souvent accentués et nonélidés (Granfeldt et Schlyter, 2004). Il/elle emploie des 'formes finies courtes' et Légende: Les apprenants soulignés: corpus Lund; en gras: non-guidés; Si la valeur d'un trait diffère dans la même case, celle qui se trouve sur la 2 e ligne concerne le corpus Lund.…”

Domain-General Versus Domain-Specific Accounts of Specific Language Impairment: Evidence From Bilingual Children's Acquisition of Object Pronouns

“…Children with SLI have pronounced difficulties when compared to TD children in accurately producing object clitics in both Italian (Bortolini, Caselli, Deevy, and Leonard (2002), Bottari et al (1998;, Leonard et al (1992)) and Spanish (Bedore and Leonard (2001), Bosch and Serra (1997), De la Mora, Paradis, Grinstead, Flores, and Cantu (2004), Jacobson and Schwartz (2002); but see Wexler, Gavarró, and Torrens (2004)). With respect to French, the use of object clitics is relatively late in the language production of TD monolingual and bilingual children; they emerge later than subject and reflexive clitics, between the ages of 2;6 and 3;0, and object omissions are the most common errors in contexts where pronominalization is felicitous (Chillier et al (2001), Clark (1985), Granfeldt and Schlyter (2004), Hamann, Rizzi, and Frauenfelder (1996), Hulk (2000), Jakubowicz, Müller, Kang, Riemer, and Rigaut (1996), Jakubowicz and Rigaut (2000), Kaiser (1994)). As in Italian and Spanish, the acquisition of object clitics is highly problematic for French-speaking children with SLI because they use object clitics intermittently, frequently producing sentences with object omissions even past the age of school entry in contrast to unaffected age mates (Chillier et al (2001), Grüter (2005), Hamann (2004), Hamann et al (2002), Jakubowicz, Nash, Rigaut, and Gérard (1998), Paradis (2004)).…”

Second Language Acquisition in Early Childhood

“…The main piece of evidence of this analysis was that some of the children who were first exposed to French between age 3;3 and 4;0 analyzed subject clitics (SCL) as maximal projections rather than as verbal clitics, following a pattern familiar from aL2 learners of French (cf. Granfeldt & Schlyter 2004), combining SCL with non-finite verb forms, a pattern which distinguishes them from (2)L1 learners. This finding is confirmed and further substantiated by the study of Granfeldt et al (2007) who compared Swedish cL2 and 2L1 children with French monolinguals.…”