Reflections on tracking language development during a year abroad

International audienc

Grammaticalisation and L2 Acquisition of Evidentiality: a corpus-based pilot study on English and French

International audienc

L’influence de la langue maternelle chez les apprenants adultes quasi-bilingues dans une tache contrainte de verbalisation

Dans cet article, nous étudions l’influence de la langue maternelle chez des apprenants quasi-bilingues francophones de l’anglais et anglophones du français sur l’expression en L2, à partir d’un dispositif expérimental suscitant l’expression de l’aspect « en déroulement ». Nous montrons que les apprenants quasi-bilingues sont toujours influencés par la structuration informationnelle de leur langue maternelle, même à un niveau très avancé ; par ailleurs, notre étude nous permet d’analyser les conditions d’emploi de « en train de », la périphrase aspectuelle du français exprimant le déroulement, dans le contexte fourni par notre dispositif expérimental.This study focuses on the way near-native French learners of English and English learners of French are influenced by their L1 when speaking in L2. It is based on an experimental setting eliciting the expression of ongoingness. Results show that even at a very advanced level, learners are still influenced by the informational structure of their L1. Moreover, we provide a detailed analysis of the way French speakers use « en train de », the French aspectual periphrasis expressing ongoingness, in the context of our experimental setting

Présentation des travaux sur l'acquisition de la L2 des membres de l'équipe EMMA - UPVM3

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Measuring L2 Proficiency: Perspectives from SLA

The book, Measuring L2 Proficiency: Perspectives from SLA gets its distinctive flavour from being written in the context of language learning in France within the Common European Reference Framework. This gives a bilingual flavour to the book that is quite different from the Anglo-centric perspectives found in most books on language acquisition and measurement of its proficiency. In addition, the flavour of French comes out through two articles—one deals with the acquisition of the French subjunctive and the other with elicited imitation in French as a test of listenin

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation

Interpreting language-learning data

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation