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Subjunctive use and development in L2 French

Subjunctive use and development in L2 French

 McManus, Kevin.
 2015
 p42-73 John benjamins publishing company English ISSN: 18797865
Mood.Speech.Study abroad.Subjunctive.Writing.
Tác giả CN McManus, Kevin.
Nhan đề Subjunctive use and development in L2 French / Kevin McManus and Rosamond Mitchell.
Thông tin xuất bản 2015
Mô tả vật lý p42-73
Tùng thư John benjamins publishing company
Tóm tắt We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
Từ khóa tự do Mood.
Từ khóa tự do Speech.
Từ khóa tự do Study abroad.
Từ khóa tự do Subjunctive.
Từ khóa tự do Writing.
Tác giả(bs) CN Mitchell, Rosamond.
Nguồn trích LIA.- 2015, Vol. 6, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent nine months in France, and ten native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
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