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Syntactic development in the second language acquisition of French by instructed English learners / Vivienne, Rogers

Swansea University Author: Vivienne, Rogers

Abstract

This thesis empirically examines six theories of language acquisition by considering the acquisition of French word order by instructed English-speaking learners. French and English differ in terms of word order with negation, adverbs and object clitics. These structures are examined to determine po...

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Published: 2010
URI: https://cronfa.swan.ac.uk/Record/cronfa12347
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last_indexed 2019-06-12T19:26:51Z
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spelling 2019-06-12T15:54:20.3283242 v2 12347 2012-08-15 Syntactic development in the second language acquisition of French by instructed English learners 7685a0d18ca86058903345ccc1b2f89d 0000-0002-6871-6860 Vivienne Rogers Vivienne Rogers true false 2012-08-15 APLI This thesis empirically examines six theories of language acquisition by considering the acquisition of French word order by instructed English-speaking learners. French and English differ in terms of word order with negation, adverbs and object clitics. These structures are examined to determine potential parameter re-setting and empirically test three Initial State theories (Organic Grammar, Full Transfer/Full Access and Modulated Structure Building) and three L2 development theories (Missing Surface Inflection, Representational Deficit Hypothesis and Feature Reassembly). Oral production, comprehension and judgement data from five groups of 15 instructed English speaking learners of French ranging from beginners aged 12-13 to the high advanced group aged 21-23 are presented. The results show significant levels of L1 transfer in the Initial State and gradual development of sentence structure. This thesis concludes that parameter re-setting is possible for instructed English speaking learners of French. However, learners build their syntactic representation gradually and transfer their L1 knowledge at each stage before re-setting the parameter to the French values. Thesis 31 12 2010 2010-12-31 Published by VDM in 2010. Supervisor was Prof Florence Myles COLLEGE NANME Department of Applied Linguistics COLLEGE CODE APLI Swansea University 2019-06-12T15:54:20.3283242 2012-08-15T11:04:56.9936001 College of Arts and Humanities English Language and Literature Vivienne Rogers 0000-0002-6871-6860 1
title Syntactic development in the second language acquisition of French by instructed English learners
spellingShingle Syntactic development in the second language acquisition of French by instructed English learners
Vivienne, Rogers
title_short Syntactic development in the second language acquisition of French by instructed English learners
title_full Syntactic development in the second language acquisition of French by instructed English learners
title_fullStr Syntactic development in the second language acquisition of French by instructed English learners
title_full_unstemmed Syntactic development in the second language acquisition of French by instructed English learners
title_sort Syntactic development in the second language acquisition of French by instructed English learners
author_id_str_mv 7685a0d18ca86058903345ccc1b2f89d
author_id_fullname_str_mv 7685a0d18ca86058903345ccc1b2f89d_***_Vivienne, Rogers
author Vivienne, Rogers
format Staff Thesis
publishDate 2010
institution Swansea University
college_str College of Arts and Humanities
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hierarchy_top_id collegeofartsandhumanities
hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str English Language and Literature{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}English Language and Literature
document_store_str 0
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description This thesis empirically examines six theories of language acquisition by considering the acquisition of French word order by instructed English-speaking learners. French and English differ in terms of word order with negation, adverbs and object clitics. These structures are examined to determine potential parameter re-setting and empirically test three Initial State theories (Organic Grammar, Full Transfer/Full Access and Modulated Structure Building) and three L2 development theories (Missing Surface Inflection, Representational Deficit Hypothesis and Feature Reassembly). Oral production, comprehension and judgement data from five groups of 15 instructed English speaking learners of French ranging from beginners aged 12-13 to the high advanced group aged 21-23 are presented. The results show significant levels of L1 transfer in the Initial State and gradual development of sentence structure. This thesis concludes that parameter re-setting is possible for instructed English speaking learners of French. However, learners build their syntactic representation gradually and transfer their L1 knowledge at each stage before re-setting the parameter to the French values.
published_date 2010-12-31T03:25:38Z
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score 10.735158