L’émergence de moyens grammaticaux pour exprimer les relations temporelles en L2

Cet article se focalise sur la transition entre l’expression lexicale et l’expression grammaticale des relations temporelles, en discutant les résultats de recherches récentes basées sur une partie des données ESF, notamment en français et en néerlandais L2. Les données prises en compte révèlent deux parcours acquisitionnels à première vue très différents : en néerlandais L2 (apprenants turcs et marocains) l’émergence d’une morphologie verbale fonctionnelle conduit à une étape intermédiaire caractérisée par la combinaison de deux morphèmes libres qui encodent séparément les valeurs de temps/aspect ; en français L2 (apprenants hispanophones), les premières formes d’auxiliaire semblent avoir une valeur temporelle, alors que certaines distinctions aspectuelles sont exprimées par l’adverbe de contraste temporel déjà. Nous suggérons que les deux parcours reflètent une tendance dévelop­pementale commune, spécifique à l’apprenant, à traiter séparément les valeurs complexes de la flexion verbale : les composantes temporelle et aspectuelle seraient encodées d’abord de manière analytique — soit par deux morphèmes libres, soit par une forme verbale associée à un marqueur lexical spécialisé — avant de pouvoir fusionner dans la morphologie verbale.This article focuses on the transition between lexical and grammatical expression of temporal relations, by discussing the results of recent research based on some of the ESF project, namely French and Dutch L2.Learner production reveals two acquisitional paths which are apparently very different : in Dutch L2 (Turkish and Moroccan Arabic learners) the emergence of a functional verb morphology leads to an intermediary stage where a combination of two free morphemes encodes separately tense and aspect oppositions ; in French L2 (Spanish-speaking learners), the first auxiliaries seem to have a temporal value, whereas some aspectual distinctions are expressed by the adverb of temporal contrast déjà.We suggest that both acquisitional paths can be accounted for by a learner-specific common tendency to deal separately with the complex values of verb inflection : the temporal and aspectual components would be encoded first in an analytic way – either by two free morphemes or by a verb form combined with a specialized lexical marker — before being packaged into one verbal form

Acquisition du marquage du progressif par des apprenants germanophones de l’italien et neerlandophones du français

Les concepts temporo-aspectuels permettent aux locuteurs d’envisager un événement comme ayant atteint son terme (perfectif), ou non (imperfectif), ou encore de le présenter explicitement en déroulement. Le concept du progressif est grammaticalisé à différents degrés selon les langues, et l’italien, le néerlandais et le français offrent un intérêt particulier en L2 dans la mesure où des traits sémantiques temporels entraînent ou excluent le recours à cet aspect. La question alors est de voir si des apprenants adultes d’une langue comme l’italien ou le français ont su découvrir les principes qui guident l’usage de l’aspect progressif à partir d’un input linguistique particulièrement complexe. L’utilisation du progressif en néerlandais et en français fonctionne globalement selon les mêmes critères temporels, mais les apprenants sont confrontés à des affinités plus ou moins prononcées selon les domaines sémantiques. Le problème n’est pas le même en allemand où le recours au progressif est particulièrement rare. L’analyse des variétés d’apprenants ouvre de nouvelles perspectives dans la mise en évidence de facteurs liés à des phénomènes de transfert en L2, mais aussi à l’utilisation du progressif.When talking about events, temporal-aspectual concepts allow speakers to say whether an event has reached a point of completion (perfective), or is not completed (im-perfective), or is still in progress in explicit terms (progressive aspect). The present study is based on a series of cross-linguistic analyses on the factors that warrant or exclude use of progressive aspect in languages in which the distinction is not fully grammaticalized – as in Modern Standard Arabic, Dutch, French, Italian. The nature of the underlying factors is represented in terms of (i) temporal properties of situations as well as (2) the types of verbs (1-time versus 2-times) implemented in mapping this concept into form. The languages in question pose an interesting case for the study of second language acquisition since Italian and Dutch show evidence of a gradual loss of selectional restrictions, compared to German and French. While all of the languages mentioned share a similar set of underlying temporal principles in determining conceptualization of this aspectual distinction, German learners of Italian and Dutch learners of French are confronted with differences in frequency of use across the relevant situation types, compared to their L1. The question is : are second language learners at an intermediate stage of acquisition sensitive to differences of this nature ? The analyses of the learner languages provide further insight into questions related to transfer in L2 acquisition as well as progressive aspect

English in product advertisements in non-english speaking countries in western europe: Product image and comprehension of the text

Although English has been shown to be the most frequently used foreign language in product advertisements in countries where it is not the native language, little is known about its effects. This article examines the response to advertisements in English compared to the response to the same ad in the local language in Western Europe on members of the target group for which the ad was intended: 715 young, highly educated female consumers. The use of English in a product ad does not appear to have any impact on image and price of the product, but it does affect text comprehension: the meaning of almost 40% of the English phrases was not understood. These results were the same for all countries involved in the study, irrespective of whether the respondents\u27 (self-) reported proficiency in English is high or low. © Taylor & Francis Group, LLC

The Impact of Grammar on the Construal of Discourse Alternatives in German and English

This paper investigates additive links to discourse alternatives in picture comparison dialogues produced by adult native speakers of English and German. Additive relations are established across turns when participants are confirming the presence of matching objects on both pictures (A: "I have X". B: "I also have X"). Speakers thereby describe their own picture and construe the interlocutor (or rather: the interlocutor’s picture) as a discourse alternative. Whereas the vast majority of the confirming descriptions in German contain an additive particle (auch), less than half of the corresponding confirmations in the English data do ("also", "too", etc.). Numbers differ even more drastically in polarity questions ("Do you (also) have X?") that are equally typical for the dialogue task. Such frequency differences are at odds with recent accounts treating additive particles as being quasi obligatory when their presupposition is satisfied. An in-depth contrastive analysis of lexical, syntactic and information structural properties reveals that the default mapping of information units on syntactic functions (subject) in conjunction with the SVO word order of English leads to a structure in which subject, initial (topic) position and the particle’s associated constituent coincide. This would make the relation to its discourse alternative more prominent than warranted by the dialogue task and speakers of English leave this relation unmarked or resort to alternative constructions instead. The V2 syntax of German, on the other hand, allows for a dissociation of discourse topic and associated constituent. It allows the speaker to topicalize reference to the matching object, to highlight the confirmation of its presence on the speaker’s picture, and to relate the changing information to its discourse alternative in a non-contrastive way

Processing morpho-syntax at first exposure: The role of source language, input and learner variability

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L’influence du type d’enseignement sur l’appropriation de la morphologie au début de l’apprentissage d’une langue étrangère

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