Effets de l'âge d’immersion sur la compréhension initiale d’expressions modales épistémiques en français L2

Abstract

Alors qu'il est établi qu'à l'âge adulte le locuteur précoce d'une langue seconde dépasse dans de nombreux tests de performance le locuteur tardif, une question majeure reste de savoir si dès le stade initial l'enfant dispose d'une forte capacité acquisitive ou d'une marge de progression plus large. Notre étude observe si dans les 15 premiers mois d'exposition au français, des locuteurs enfants, adolescents et adultes de l'arabe syrien (L1) comprennent la valeur d'épistémicité de différentes expressions modales. Cet effet de loupe sur la compréhension d'expressions modales épistémiques dans les stades initiaux par des apprenants d'âges différents montre des avantages comparatifs du groupe adulte sur les groupes adolescents et enfants. Abstract.Whereas it is well known in second language acquisition that adults who started learning early have better scores in several performance tests than those starting later, a central issue is to know if children have advantages right from the beginning. Our study deals with this issue by looking at the understanding of epistemic modal expressions by children, adolescents et adult learners of French L2 during the first months of intensive exposure to French. We have shown that the well known advantages of early learners are not true for the epistemic domain right from the beginning. Adults have advantages over children and adolescents by understanding epistemic expressions at the initial states.

Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading

“…Use of basic formulaic expressions such as non (lo)so ("I don't know") was also observed as a substitute for a modal, indicating "zero probability" (p. 312). In a more recent study, Granget et al (2018) confirmed the comprehension advantage for adult learners of L2 French epistemic modality in comparison with child and adolescent L2 learners.…”

“…A possible factor here is the late acquisition of epistemic meaning individually in both L1 and in L2 (Giacalone Ramat, 1992;Granget et al, 2018;Ozturk & Papafragou, 2015;Traugott & Dasher, 2004) and diachronically from pragmatic and lexical means to grammaticalized forms (Bybee et al, 1994). If Giacalone-Ramat's hypothesis regarding L2 modal acquisition is correct, longitudinal studies following L2 learners from their beginner to more advanced stages would be able to show in what ways L2 acquisition takes place.…”

Postprint: Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading

“…Use of basic formulaic expressions such as non (lo)so ('I don't know') was also observed, as a substitute for a modal, indicating "zero probability" (p. 312). In a more recent study, Granget et al (2018) In short, studies on grammaticalisation and individual development suggest that modality in both L1 and L2 language acquisition, as well as in diachronic processes, develops from pragmatic and lexical means to grammaticalised verb forms. This is explained by the fact that at early stages of acquisition language users do not have the grammatical (morphological) means to mark temporal and modal relations.…”

“…A possible factor is related to the late acquisition of epistemic meaning individually in both L1 and in L2 (Giacalone Ramat, 1992;Granget et al, 2018;Ozturk & Papafragou, 2015;Traugott & Dasher, 2004) and diachronically from pragmatic and lexical means to grammaticalised forms (Bybee et al, 1994). If Giacalone-Ramat's hypothesis regarding L2 modal acquisition is correct, longitudinal studies following L2 learners from their beginner to more advanced stages would be able to show in what ways L2 acquisition takes place.…”