The Morphosyntax of French Personal Pronouns and the Acquisition/Learning Dichotomy

Connors, Kathleen; Nuckle, Lucie

doi:10.1515/9783110878516-016

Cited by 3 publications

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“…Cases of placement errors similar to those found in the experiment (i.e. with clitics placed in an intermediate position between two verbs) have been reported by several authors as typical of L2 learners, especially those with a Germanic L1 (Gundel & Tarone 1983;Connors & Nuckle 1986;Zobl 1992;Towell & Hawkins 1994;Grondin & White 1996;Hulk & Müller 2000;Herschensohn 2004;Ferrari 2006;Maffei 2009;Corino 2012). Such errors are part of the following sequence of acquisition of pronominal placement identified by Towell & Hawkins (1994) and Herschensohn (2004) for English-speaking learners of French and by Schlyter (1997) for Swedish-speaking learners of French: Even though in the previous examples the intermediate position of the clitic involves an auxiliary verb and a past participle of a lexical verb, clitics found between a finite verb and the infinitive in the corpus of this study might also belong to the third stage of the acquisition process.…”

Section: Pronominal Placementsupporting

confidence: 81%

Third Language Acquisition

Cenoz¹

2012

The Encyclopedia of Applied Linguistics

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The conceptualisation of knowledge about aspect: From monolingual to multilingual representations Rafael Salaberry 4 The mental lexicon of multilingual adult learners of Italian L3: A study of word association behavior and cross-lingual semantic priming Anna Gudmundson 5 The acquisition of clitic pronouns in complex infinitival clauses by German-speaking learners of Italian as an L3: The role of proficiency in target and background language(s) Sandro Sciutti 6 Cognate recognition by young multilingual language learners: The role of age and exposure Carmen Muñoz 7 Age meets multilingualism: Influence of starting age on L3 acquisition across different learner populations Simone E. Pfenninger 8 From L2 to L3, verbs getting into place: A study on interlanguage transfer and L2 syntactic proficiency Laura Sánchez 9 L1 Dutch vs L2 English and the initial stages of L3 French acquisition

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Section: Pronominal Placementsupporting

confidence: 81%

Third Language Acquisition

Cenoz¹

2012

The Encyclopedia of Applied Linguistics

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“…Nous verrons dans la section suivante qu'il y a des raisons de croire qu'Anouk a des problemes avec le statut des pronoms objets francais. Les enonces (37) et (38) ressemblent a des erreurs rapportees par Connors et Nuckle (1986) Une telle explication n'est pas possible pour (39) ou le clitique objet suit 1' infinitif, ce qui n'est jamais possible en fran?ais. Les autres erreurs non plus ne se pretent pas facilement a une telle explication.…”

Section: Anouk Et Les Enfants Discutes Dans La Litteratureunclassified

“…Ce genre d'erreurs est mentionne plus frequemment dans le cas de l'acquisition du francais langue etrangere. Voici quelques-unes de ces erreurs, empruntees a Connors et Nuckle (1986), Zobl (1980), Gundel et Tarone (1983), Grondin et White (1996) et van der Linden (1985): f. II n'est pas prend le.…”

Section: Anouk Et Les Enfants Discutes Dans La Litteratureunclassified

L’acquisition des pronoms clitiques français par un enfant bilingue français-néerlandais

Hulk¹

2000

Can. J. Linguist.

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In this article, the acquisition of French subject and object pronouns by Anouk, a French-Dutch bilingual girl is studied and compared with the acquisition by monolingual French children. At first sight there are no major differences between Anouk and the children discussed in the literature. There are however some indications that the status of the pronouns in Anouk’s data is not the same as that in the monolingual data. In Anouk’s data, there are no utterances where a quantified nominal subject is doubled by a subject clitic. Consequently, it is impossible to argue that her subject pronouns have the status of agreement markers which they are claimed to have in the case of monolingual children. Moreover, Anouk acquires both subject and object pronouns at roughly the same moment—to what is found for the monolinguals. Finally, Anouk makes position errors with object pronouns which are similar to those found in French L2 acquisition data. It is proposed that this may be due to the (indirect) influence of Dutch, her other language.

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Les pronoms objets directs de la 3^e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion

Poirier¹,

Lyster²

2014

The Canadian Modern Language Review

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Les pronoms objets directs de la 3 e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion James Poirier et Roy Lyster Résumé : La présente étude examine la fréquence et la répartition des pronoms objets directs de la 3 e personne (le, la, les, l') ainsi que leur propension à indiquer le genre grammatical dans deux corpus oraux, l'un de 37,7 heures et l'autre de 33 heures. Le corpus principal provient du discours de six enseignants de six classes d'immersion différentes dans la région de Montréal alors que le corpus secondaire utilisé de façon complémentaire a été tiré de dialogues familiaux. Dans les deux contextes, la répartition des pronoms se lit comme suit en ordre décroissant : le > l' > les > la. Par rapport à tous les pronoms clitiques objets directs à la 3 e personne, 71 % de ceux utilisés par les enseignants et 54 % de ceux utilisés par les parents ne portent aucun indice du genre grammatical. Les résultats laissent entendre un lien possible entre le discours des enseignants et les difficultés qu'éprouvent les élèves en immersion à utiliser correctement le genre grammatical. En guise de conclusion, nous proposons des techniques pédagogiques centrées sur la forme qui mettraient l'accent sur le lien entre le genre grammatical et certaines terminaisons nominales.Mots clés : pronoms clitiques, genre grammatical, discours de l'enseignant, immersion française Abstract: This study investigates the frequency and distribution of thirdperson direct object pronouns in French (le, la, les, l') and the extent to which they indicate grammatical gender in two oral corpora. The primary corpus (37.7 hours) involves six teachers of six different immersion classes in the Montreal area while the secondary corpus (33 hours) involves parent-child interaction. In both contexts, the pronouns were distributed in descending order as follows: le > l' > les > la. Of all instances of direct object third-person clitic pronouns, 71% of those used by teachers and 54% of those used by parents were not marked for grammatical gender. These results suggest a possible link between classroom input and the difficulties immersion students have in accurately using grammatical gender. By way of conclusion, we call for form-focused instructional techniques that would highlight the relationship between grammatical gender and certain noun endings.

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The Morphosyntax of French Personal Pronouns and the Acquisition/Learning Dichotomy

Cited by 3 publications

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Third Language Acquisition

Third Language Acquisition

L’acquisition des pronoms clitiques français par un enfant bilingue français-néerlandais

Les pronoms objets directs de la 3^e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion

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The Morphosyntax of French Personal Pronouns and the Acquisition/Learning Dichotomy

Cited by 3 publications

References 0 publications

Third Language Acquisition

Third Language Acquisition

L’acquisition des pronoms clitiques français par un enfant bilingue français-néerlandais

Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion

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Les pronoms objets directs de la 3^e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion