Patterns of second language development in French immersion

Harley, Birgit

doi:10.1017/s0959269500001289

Cited by 104 publications

(107 citation statements)

References 11 publications

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“…Harley and King (1989) found that, compared to native speakers of French of the same age, L2 learners of French in an immersion program underused derived verbs such as affoler and encercler, while Harley (1992) noted their underuse of productive prefixes such re-for expressing the notion of doing something again (e.g., saying dormir encore instead of the more idiomatic se rendormir to express the idea of going back to sleep). These findings were explained in the light of observational research that revealed considerable emphasis in immersion classrooms on learning the meaning of difficult words but with little attention drawn to the structural properties words and how the productive use of affixes can generate many new words (Allen, Swain, Harley, & Cummins, 1990).…”

Section: Why Focus On Derivational Morphology?mentioning

confidence: 99%

Using form-focused tasks to integrate language across the immersion curriculum

Lyster

2015

System

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a b s t r a c tThis article reports on two form-focused quasi-experimental intervention studies conducted in French immersion classrooms in the Montreal area, each of which involved a different task-based approach that crossed borders either between content areas or between languages. The first study integrated a focus on grammatical gender across 5th-grade students' (10 e11 years old) language arts, social studies, and science classes. Students engaged in formfocused tasks that were related to these different content areas and that also drew their attention to noun endings that reliably predict grammatical gender. The content focus then provided contexts for practice in associating gender attribution with noun endings. The second study integrated a linguistic focus on derivational morphology that crossed borders between the English and French classes of 2nd-grade students (7e8 years old). Their teachers co-designed and implemented biliteracy tasks associated with the French and English editions of illustrated storybooks that they read aloud in their respective French and English classes. The storybooks and related tasks were employed to highlight cross-lingual connections between languages and to enhance students' awareness of derivational morphology. In addition to reporting the positive outcomes of both interventions, the article addresses some of the challenges that arise when tasks are extended across languages and content areas.

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Section: Why Focus On Derivational Morphology?mentioning

confidence: 99%

Using form-focused tasks to integrate language across the immersion curriculum

Lyster

2015

System

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“…Cesétudes, dont le lecteur peut trouver un exemple dans Harley (1992), ont constaté que si lesélèves d'immersion ont une bonne maîtrise du français parlé, elle est 'moins que native'. On observe notamment dans leur discours oral un nombre non négligeable d'erreurs récurrentes.…”

Section: Bref Ré Sumé Des Objectifs De Not Re P Roj Et De Re C H E Rcheunclassified

Emploi du ‘futur’ dans le français parlé des élèves d'immersion française

Nadasdi

Mougeon

Rehner

2003

French Language Studies

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ab st rac tNotreétude porte sur l'acquisition des variantes du futur par lesélèves d'immersion. Tous comme les locuteurs L1, cesélèves emploient trois variantes (le futur périphrastique; le futur fléchi et le présent de l'indicatif ) et ils le font au même niveau de fréquence: le futur périphrastique est de loin la plus fréquente. Nous discutons des facteurséducatifs et sociologiques auxquels on peut attribuer ces résultats inattendus. Ceci dit, lesélèves d'immersion expriment aussi parfois le futur avec des formes verbales non natives qui font l'objet d'uneétude spéciale. Nous terminons par une micro-étude des variantes du futur périphrastiqueà la 1`e re personne du singulier. introduc t i onLa présenteétude s'inscrit dans le cadre d'un projet de recherche centré sur l'apprentissage de la variation sociostylistique du français parlé par lesélèves d'immersion française en Ontario. Notreétude porte sur les différentes constructions verbales qu'emploient cesélèves pour exprimer la notion grammaticale de futur. Dans la première partie de notre article, nous passons en revue les variantes du futur que l'on trouve en français canadien L1 et nous vérifions si lesélèves d'immersion utilisent ces variantes. Nous vérifions aussi si cesélèves respectent les contraintes linguistiques et sociales qui sont associéesà ces variantes en français L1. La deuxième partie est consacrée aux «variantes» non natives employées par cesélèves pour exprimer la notion de futur. La troisième partie est centrée sur les formes du futur périphrastique employéesà la 1`e re personne du singulier (par ex.: je vais, je vas, m'as). Nous vérifions, entre autres, si lesélèves d'immersion emploient deux variantes informelles typiques du parler des locuteurs L1 du français canadien. 195

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“…IMP marking began with states spreading next to other verb classes while PC had an early strong association with achievements, followed respectively by accomplishments, activities and sates. As in Harley (1992), IMP was also found to be lexically restricted to some durative verbs (Fan 2005). Kaplan (1987) conducted an error analysis in a study on patterns of development of PC and IMP acquisition by freshman and sophomore learners of French at university.…”

Section: Discourse Hypothesismentioning

confidence: 86%

“…Thus the ESF project in which the acquisition of temporality by immigrant workers was investigated in target languages such as English, German, Dutch, French and Swedish had some cross-sectional studies beside longitudinal ones (Bhardwaj, Dietrich & Noyau 1988). There are several cross-sectional studies in literature that focused on tense, grammatical and lexical aspect and narrative structure (see, for example, Harley 1992;Hasbún 1995;Kaplan 1987;Salaberry 1999;Schlyter 1990). …”

Section: Methodsmentioning

confidence: 99%

Tense, aspect and narrative structure in oral narratives of students and native speakers of French: A comparative study

Mavasoglu

2017

Pegegog

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This study aims to comparatively examine features of tense, aspect and narrative structure in oral narratives of Turkish L1 learners of French as a foreign language and native speakers of French. The sample of the study included 93 students enrolling in first, second, third and fourth years of French Language Teaching Department at Çukurova University as well as 16 native speakers of French. Participants were first asked to watch French dubbed versions of Lion King and A Christmas Carol, both Walt Disney productions, then to orally retell these movies. Data were analyzed in terms of the aspect and discourse hypotheses. Results indicated that both students and native speakers of French highly structured their oral narratives by prÃ©sent. Oral narratives with high use of prÃ©sent indicate that students began to dispose of the effects of both narrative structure and inherent semantic properties of verbs. However, students did not have same levels of getting rid of the effects of narrative structure and lexical aspect. Namely, junior and senior students found to be more influenced by narrative structure and lexical aspect compared with freshman and sophomore ones.

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Patterns of second language development in French immersion

Cited by 104 publications

References 11 publications

Using form-focused tasks to integrate language across the immersion curriculum

Using form-focused tasks to integrate language across the immersion curriculum

Emploi du ‘futur’ dans le français parlé des élèves d'immersion française

Tense, aspect and narrative structure in oral narratives of students and native speakers of French: A comparative study

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