Subjunctive use and development in L2 French: a longitudinal study
Subjunctive use and development in L2 French: a longitudinal study
We investigated Subjunctive use and development in French L2. Participants were 29 university learners of French, studying French at a UK university who additionally took part in a 9-month stay abroad in France, and 10 native speakers of French. Data were collected from two production tasks (speaking and writing) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive from the beginning, with only limited development in its use in the course of the study. It is more frequently used in writing than in speaking, 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
42-73
McManus, Kevin
5121f4f4-bbef-4508-b07c-becf6928b1e3
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
2015
McManus, Kevin
5121f4f4-bbef-4508-b07c-becf6928b1e3
Mitchell, Rosamond
de2eabed-7903-43fa-961a-c16f69fddd7e
McManus, Kevin and Mitchell, Rosamond
(2015)
Subjunctive use and development in L2 French: a longitudinal study.
Language, Interaction and Acquisition, 6 (1), .
(doi:10.1075/lia.6.102mcm).
Abstract
We investigated Subjunctive use and development in French L2. Participants were 29 university learners of French, studying French at a UK university who additionally took part in a 9-month stay abroad in France, and 10 native speakers of French. Data were collected from two production tasks (speaking and writing) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive from the beginning, with only limited development in its use in the course of the study. It is more frequently used in writing than in speaking, 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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Published date: 2015
Organisations:
Modern Languages
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Local EPrints ID: 381254
URI: http://eprints.soton.ac.uk/id/eprint/381254
ISSN: 1879-7865
PURE UUID: 1b199f09-f6fc-4827-98a5-418c9e9493f6
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Date deposited: 01 Oct 2015 10:20
Last modified: 15 Mar 2024 02:33
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Author:
Kevin McManus
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