French Grammar in Context

Jubb, Margaret; Rouxeville, Annie

doi:10.4324/9780203784730

Cited by 1 publication

(3 citation statements)

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“…The textbooks analyzed here have been frequently used in the United States in first‐ and second‐year university French courses and in the so‐called bridge grammar courses, which serve as prerequisites for upper‐level French content courses focusing on literature, film, and civilization. I analyzed three elementary (Flumian, Labascoule, Lause, & Royer, ; Mitchell, Mitschke, & Tano, ; Wong, Weber‐Fève, Ousselin, & VanPatten, ), one intermediate (Mitschke, ), and three grammar textbooks (Jubb & Rouxeville, ; Ollivier & Beaudoin, ; Rochat, ). All textbooks were published in North America or, in the case of one elementary textbook, have been specifically adopted “to be used in U.S. colleges and universities” (Flumian et al., , p. 3).…”

Section: Review Of Pedagogical Materialsmentioning

confidence: 99%

“…One textbook treated them as an exception to the rules governing the distribution of the adverbial clitics y and en (Wong et al., ), another introduced them along with prepositions of location (Mitchell et al., ), another presented them as an exception to the rules governing the distribution of dative clitics (Flumian et al., ), and another dedicated a special section to strong pronouns in its appendix‐like section Fiches de grammaire (“Grammar note cards”) (Mitschke, ). Two grammar textbooks grouped them with other personal pronouns (Ollivier & Beaudoin, ; Jubb & Rouxeville, ), while one dedicated a separate chapter to strong pronouns (Rochat, ). The review also revealed the existence of different terms to refer to strong pronouns: disjunctive pronouns or pronoms disjoints , stressed pronouns/forms, pronoms toniques , or a combination of several terms.…”

Section: Review Of Pedagogical Materialsmentioning

confidence: 99%

“…For example, Rochat () insisted that strong pronouns “replace exclusively human nouns” (p. 50). Jubb and Rouxeville () provided students with the already familiar formula “ à + person” (p. 61).…”

Section: Review Of Pedagogical Materialsmentioning

confidence: 99%

See 2 more Smart Citations

On the Role of Input in Second Language Acquisition: The Case of French Strong Pronouns

Shimanskaya

2018

Language Learning

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This study examined the acquisition of a linguistic property that is underrepresented in the input available to second language (L2) learners, namely, interpretation of French strong pronouns as [–animate]. To understand how pronouns are used and interpreted and how this topic is treated in pedagogical grammars, three types of analyses were conducted: corpus analysis, review of pedagogical materials, and experimental study with native and L2 speakers of French. Corpus data suggested that French strong pronouns were not inherently specified as [+animate] and that native speakers used these forms to refer to inanimate objects, at least when strong pronouns were used as objects of prepositions. Additionally, experimental data revealed that advanced L2 speakers also accepted inanimate interpretations. Taken together, the findings suggested that targetlike interpretation of pronouns can be acquired despite the scarcity of input, negative transfer from learners’ first language, and lack of explicit instruction of the target property.

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Section: Review Of Pedagogical Materialsmentioning

confidence: 99%

Section: Review Of Pedagogical Materialsmentioning

confidence: 99%