An investigation into the acquisition and processing of the subjunctive by English-speaking second language learners of French

Abstract

Learning how to express grammatical mood (indicative/subjunctive) in a second language has been shown to be problematic for learners whose first language (e.g., English) does not fully grammaticalise this distinction. Based on these findings, the current thesis presents a series of eye-tracking studies investigating the extent to which second language learners can acquire target-like knowledge of the French subjunctive and apply it during real-time processing, particularly in contexts where the first and second language exhibit crosslinguistic differences. A secondary aim of this thesis is to explore whether this ability is influenced by proficiency, residence in a French-speaking country and reading goals.

A combination of eye movement and judgement data revealed that second language learners consistently exhibited target-like knowledge of the French subjunctive in obligatory contexts, but this knowledge did not always translate into target-like processing patterns. In particular, we found that the ability to process mood-modality mismatches depended, in large part, on the first language properties, proficiency and residence in a French-speaking country among the second language learners. In contrast, both first and second language speakers exhibited an absence of sensitivity to the discourse-pragmatic constraints of the polarity subjunctive. This ability, however, was not constrained by either proficiency and/or residence abroad among the second language group. Finally, reading goals played an important role in modulating second language sensitivity to verbal mood, with more target-like performance in tasks requiring a focus on form rather than function.

In a nutshell, the current thesis shows that target-like knowledge of the French subjunctive is attainable for second language learners, at least in obligatory contexts. However, multiple factors, including first language properties, residence abroad and residence goals, play a crucial role in modulating second language learners’ ability to apply this knowledge during real-time processing. In contrast, it would appear that inconsistent input from the first language speakers prevents second language learners from acquiring target-like knowledge of the subjunctive in polarity contexts.

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Identifiers

ORCID for Amber Dudley: orcid.org/0000-0003-2904-9150

ORCID for Roumyana Slabakova: orcid.org/0000-0002-5839-460X

ORCID for Jaine Beswick: orcid.org/0000-0002-1866-939X

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