Grammatical gender assignment in French: dispelling the native speaker myth

Ayoun, Dalila

doi:10.1017/s095926951700014x

Cited by 17 publications

(8 citation statements)

References 88 publications

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“…This topic is widely debated in research papers and books. The major part of the difficulties are connected with the grammar of the second language and its syntactic structures: passive constructions and progressive forms in English (Yalçın, Spada 2016); constructing interrogative sentences (Famularsih, 2014); the correct perception of -ed forms (Ellis et al, 2006); dative clitics in clitic doubling structures in Spanish (Escobar-Álvarez, 2017); the issues of grammatical gender in French (Ayoun, 2017). The academic literature reveals the linguistic challenges related to specific settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Language for students without interest in languages: challenges of foreign language grammar

Belenkova¹,

Kruse²,

Davtyan³

et al. 2018

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The importance of the paper is provided by the fact that multilingualism being one of the most important characteristics of the contemporary society envisages the study of two and more foreign languages at non-language higher education institutions. The present research aims to examine and reveal grammatical difficulties the students face while learning English as the first foreign language and Spanish and German as the second ones. The difficulties learners experience are mostly connected with interlanguage interference, in particular, Russian students' grammar interference. The methods used to achieve the goal focus on the analytical review of the contemporary research of the issue under study, the survey of the participants of the teaching experiment, and the method of mathematical statistics. The paper presents the findings of the experiment held by the Department of Foreign Languages at Law Institute of RUDN University (Peoples' Friendship University of Russia). The findings of the research can be used in teaching foreign languages for specific purposes in higher education institutions and as a ground for further development of the issue.

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Section: Literature Reviewmentioning

confidence: 99%

Language for students without interest in languages: challenges of foreign language grammar

Belenkova¹,

Kruse²,

Davtyan³

et al. 2018

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“…je pense que ça sera une bonne expérience 'I think that it will be a good experience' je pense que ça sera une bonne expérience 'I think that it will be a good experience' Ayoun (2018) for an account of variability in native-speaker gender assignment.…”

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A Longitudinal Study of Grammatical-Gender Marking in French as an Additional Language

Edmonds

Gudmestad

Metzger

2019

Applied Linguistics

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This investigation responds to the need for longitudinal data-driven research on additional-language (AL) acquisition by examining grammatical-gender marking among AL learners of French during a 21-month period, which included an academic year abroad (LANGSNAP corpus). The analysis of oral production consists of a generalized linear mixed model that examines a range of linguistic and extralinguistic factors shown to be important for gender marking in previous research, as well as a random effect for participant. Results show evidence of both change across time and consistency in the interlanguage. Drawing on variationism and usage-based approaches, we argue that longitudinal investigations that are focused on how learners use their additional language have much to offer our understanding of AL acquisition processes.

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“…While grammatical gender systems tend to have regular aspects, they also have irregular and arbitrary aspects (as in the current study). In French, for example, a recent study documented adults' difficulty to use morpho-phonological cues for the assignment of grammatical gender, suggesting at least some cases are acquired on an item-by-item basis (Ayoun, 2018). In addition, any regularity in gender class assignment must be learned from specific examples or prototypes, which may be more easily mastered when learning from article-noun pairs.…”

Section: Discussionmentioning

confidence: 99%

Starting Big: The Effect of Unit Size on Language Learning in Children and Adults

Havron

Arnon

2020

J. Child Lang.

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Multiword units play an important role in language learning and use. It was proposed that learning from such units can facilitate mastery of certain grammatical relations, and that children and adults differ in their use of multiword units during learning, contributing to their varying language-learning trajectories. Accordingly, adults learn gender agreement better when encouraged to learn from multiword units. Previous work has not examined two core predictions of this proposal: (1) that children also benefit from initial exposure to multiword units, and (2) that their learning patterns reflect a greater reliance on multiword units compared to adults. We test both predictions using an artificial-language. As predicted, both children and adults benefit from early exposure to multiword units. In addition, when exposed to unsegmented input – adults show better learning of nouns compared to article-noun pairings, but children do not, a pattern consistent with adults’ predicted tendency to focus less on multiword units.

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Grammatical gender assignment in French: dispelling the native speaker myth

Cited by 17 publications

References 88 publications

Language for students without interest in languages: challenges of foreign language grammar

Language for students without interest in languages: challenges of foreign language grammar

A Longitudinal Study of Grammatical-Gender Marking in French as an Additional Language

Starting Big: The Effect of Unit Size on Language Learning in Children and Adults

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