Development of verb morphology and finiteness in children and adults acquiring French

Schlyter, Suzanne

doi:10.1075/sibil.26.03sch

Cited by 17 publications

(26 citation statements)

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“…Among the texts cited in this review, L1 backgrounds other than English include Chinese (Sun 2003), German (Behrent 2002;Granget 2004), Dutch (Dewaele 2002b;Dewaele & Regan 2002), Japanese (Ishikawa 2001;Klingler & Véronique 2002;Trévisiol 2006), Korean (Kim 2002;Mitchell & Lee 2003), Lebanese Arabic (Diab 2006), Moroccan Arabic , Polish (Lambert 2003;Demagny & Paprocka-Piotrowska 2004), Serbo-Croatian (Pichette, Segalowitz & Connors 2003), Spanish (Costa-Galligani 2001;Rodríguez & Abreu 2003), Swedish (Schlyter 2003;Granfeldt 2005), and Vietnamese (Leung 2005). Among the texts cited in this review, L1 backgrounds other than English include Chinese (Sun 2003), German (Behrent 2002;Granget 2004), Dutch (Dewaele 2002b;Dewaele & Regan 2002), Japanese (Ishikawa 2001;Klingler & Véronique 2002;Trévisiol 2006), Korean (Kim 2002;Mitchell & Lee 2003), Lebanese Arabic (Diab 2006), Moroccan Arabic , Polish (Lambert 2003;Demagny & Paprocka-Piotrowska 2004), Serbo-Croatian (Pichette, Segalowitz & Connors 2003), Spanish (Costa-Galligani 2001;Rodríguez & Abreu 2003), Swedish (Schlyter 2003;Granfeldt 20...…”

Section: Introductionmentioning

confidence: 99%

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Evans

2007

Lang. Teach.

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The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).

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Section: Introductionmentioning

confidence: 99%

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Evans

2007

Lang. Teach.

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“…The acquisition of information structure by adult L2 learners has previously been examined as it relates to the syntactic constructions employed by L2 learners in discourse and narrative (e.g., Carroll et al 2000). Some previous studies have used production data to examine the acquisition of finiteness in L2 learners of French (Schlyter 2003) and German (Dimroth et al 2003;Dimroth 2008); others have studied anaphora in narrative (Carroll and Lambert 2003), the production of topic markers (Ferdinand 2002), and the grammatical means used to organize information in learner varieties of German and English (Carroll & von Stutterheim 2003). While many existing studies have examined the assignment of information structure to sentences, fewer studies have looked at L2 learners' ability to identify and process anomalies in the information structure of a sentence, and those that have looked at this have targeted L2 learners' sensitivity to information structure distinctions communicated by word order (e.g., Wilson et al 2007 for German; Kaiser & Trueswell 2004 for Finnish).…”

Section: Introductionmentioning

confidence: 99%

Judgments of information structure in L2 French: Nativelike performance and the Critical Period Hypothesis

Reichle¹

2010

IRAL - International Review of Applied Linguistics in Language Teaching

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“…Table 2 summarizes the number and percentage of periphrastic clauses produced by each child, according to the phonetic form of the auxiliary. age 1 ;11), contra previous studies (Wijnen 1996/1997, Schlyter 2003. As seen in Table 2, (overt) auxiliaries were produced by even the youngest children (e.g.…”

Section: Resultsmentioning

confidence: 58%

“…It is claimed that (5) has a finite/adult-like syntactic representation, whereas (6) has a non-finite/non-adult-like syntactic representation. Wijnen (1996Wijnen ( / 1997 and Schlyter (2003) claimed that auxiliaries were absent during the first recordings of their German or French children aged 1 ;9, 1;11, 2;0, 2 ;7 and 2 ;0, 2 ;2, 2 ;3, respectively. Wexler 1994, Hoekstra & Hyams 1996.…”

Section: B a C K G R O U N Dmentioning

confidence: 99%

Reduced auxiliaries in early child language: Converging observational and experimental evidence from French

DYE

2010

J. Ling.

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Since early studies in language development, scholars have noticed that function words, in particular auxiliaries, often appear to be missing in early speech, with the result that child utterances sometimes exhibit verbs with non-finite morphology in seemingly matrix clauses. This has led to the idea of a ‘deficit’ in the child's syntactic representations. In contrast with previous studies, this article explores the possibility that the child's phonology may considerably impact her overt realization of auxiliaries. Specifically, it examines the hypothesis that non-finite verbs in early speech are in fact attempted periphrastics (i.e. auxiliary/modal+non-finite verb) in which the auxiliaries are just reduced phonetically, often to the point where they remain unpronounced. We studied 28 normally developing French-speaking children aged between 23 and 37 months. New observational data uncovered a continuum in a given child's phonetic realizations of auxiliaries. Children showed various levels of auxiliary reduction, suggesting that their non-finite verbs are best analyzed as being part of periphrastics involving an auxiliary form that represents the endpoint on this continuum, i.e. is (completely) deleted. Further examination of these verbs revealed that their semantics corresponds to the semantics of adult periphrastics. Additionally, the results of an experiment where children imitated sentences with either periphrastic or synthetic verbs showed that responses with non-finite verbs were predominantly produced when the target sentence involved a periphrastic, rather than a synthetic verb.

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Development of verb morphology and finiteness in children and adults acquiring French

Cited by 17 publications

References 0 publications

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

Judgments of information structure in L2 French: Nativelike performance and the Critical Period Hypothesis

Reduced auxiliaries in early child language: Converging observational and experimental evidence from French

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