Examining Processability Theory's predictions for grammatical gender agreement in intermediate L2 French

Côté, Stephanie

doi:10.1111/ijal.12287

Cited by 1 publication

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References 25 publications

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“…Harley 1984). It is reasonable to assume that some phenomena were learned more successfully than others, as was already noted for older L2 French learners (e.g., Côté 2020;De Clercq and Housen 2019). A longitudinal study following children from preschool to the end of their school career would allow valuable insights into how the production of grammatical phenomena may change over time in programs with differing L2 intensity (Uhl and Piske 2023).…”

Section: First Graders' Productive L2 French Grammarmentioning

confidence: 92%

Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs

2023

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This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 elementary school children learning French in bilingual (CLIL) or in regular school programs in Germany. The children completed a picture description task to assess their productive oral L2 French grammar skills and two standardized cognitive tests on nonverbal intelligence and sustained attention. The results did not indicate any significant effects of the cognitive tests or of child-internal variables (in this case gender, language background and educational background). However, children in the regular French program unexpectedly outperformed their peers in the bilingual French program. Classroom observations and information provided by teachers suggest that this finding may, at least in part, be due to the fact that in grade 1 there were only minor differences between the two programs in terms of L2 exposure time and teaching methodology.

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Section: First Graders' Productive L2 French Grammarmentioning

confidence: 92%

Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs

2023

View full text Add to dashboard Cite

show abstract

Examining Processability Theory's predictions for grammatical gender agreement in intermediate L2 French

Abstract: The current study investigates Processability Theory's PT) predictions for grammatical gender agreement in L2 French.

Cited by 1 publication

References 25 publications

Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs

Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs

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