Past issues

2016-2Acquisition des langues secondes : diversité des approches
(Second Languages Acquisition: Diversity of approaches and methods)
Click the book to abstract!This issue has been put on line in its integrality on the Cairn portal:
  • Marzena WATOREK & Sophie WAUQUIER (Université Paris 8 / CNRS)
    Diversité d’approches et de méthodes en acquisition des langues secondes
    (Diversity of approaches and methods in Second Language Acquisition)
    pp. 5-17

    This presentation paper introduces the reader to a variety of representative studies in the field of second language acquisition (SLA). Focus in this special issue is on the diversity of theoretical approaches and on the specific methodologies in L2 data collection they require. An overview of the evolution of the field of SLA and related theoretical controversies is followed by a brief account of the questions addressed such as the role of input, L3 acquisition, age factors in L2 acquisition by children, and a short presentation of the different papers in this volume.

  • Frida SPLENDIDO (Lund University)
    Phonetic-phonological development of early second language French Support for a child second language (cL2) mode of acquisition in phonology
    pp. 19-32

    This multiple case study focuses on phonetic-phonological development of L2 French in early Swedish-speaking learners. More specifically it describes the development of Voice Onset Time (VOT) and liaison in early L2 learners as compared to simultaneous Swedish-French bilinguals and monolingual French children. The results indicate that although the L2 learners present initial similarities with adult L2 learners, more advanced productions resemble those of simultaneous bilinguals. The data from this multiple case study thus appear to support the idea of a cL2 mode of acquisition also in the domain of phonology.

  • Jonas GRANFELDT (Lund University)
    Rôles de l'âge, de l'input et de la L1 dans le développement du français par des enfants L2
    (On the respective roles of age, input and the L1 in the development of French by childs L2 learners)
    pp. 33-48

    In this paper we summarize the main results from a project on Age of onset of acquisition (AoA) and linguistic development in French by child L2 learners (L1 Swedish) where AoA varies between 3;5 years and 6;5 years. The results for several grammatical structures are presented, finiteness, object pronouns, gender, subject-verb agreement and past tense forms. The results show a development which sometimes resembles that of adult L2 learners and sometimes that of bilingual or monolingual children. Against Meisel (2008) we conclude that AOA cannot in itself explain all of the results. Our conclusion rather points to a development influenced by a number of different factors, including the level of development of the L1, properties of the target structures and input.

  • Helen ENGEMANN (Goethe-University Frankfurt)
    Learning to think for speaking about space in child bilingualism
    pp. 49-64

    An unresolved question in early child bilingualism research concerns the extent to which the acquisition of semantic and conceptual domains is affected by age of onset. This paper compares how reference to caused motion events (Talmy 2000) is acquired in French by early successive and simultaneous bilingual children. Elicited event verbalizations reveal that both bilingual groups diverge considerably from monolingual children and manifest response tendencies mid-way between English and French monolinguals. The effect of age of onset is outweighed by language-specific factors that give rise to convergence strategies. This result is argued to be motivated by the lack of transparency associated with the French system and the partial overlap with English.

  • Heather E. HILTON, Ewa LENART & Nawel ZOGHLAMI (Université Lyon 2 / Université Paris 8)
    Compréhension et production en anglais L2 à l’école primaire
    (Listening and speaking by primary school learners of L2 English)
    pp. 65-80

    A study focusing on two groups of French children (6 and 8 years old) during their first year learning English as a foreign language produced some unexpected results in measure of English listening and speaking skill. Six-year-olds performed as well in L2 listening as the eight-year-olds (which they do not in L1), but they are less productive (in numbers and length of utterances produced in a speaking task). There is an interesting disparity at the individual level in listening and speaking skills: the most productive children are not the best at listening, and vice versa. The article investigates emergent listening and production skill in L2 English, with a focus on this listening-speaking discrepancy.

  • Büsra HAMURCU-SÜVERDEM & Mehmet-Ali AKINCI (Université de Rouen)
    Etude du développement langagier d’enfants d’origine turque en maternelle
    (Study on language development of Turkish preschool children)
    pp. 81-93

    The aim of our study is to understand the role of home language practices in the language development of 6 Turkish-French early bilingual preschool children (3-5 years old) from immigrant background and having different home language practices such as essentially Turkish and a mix of Turkish and French. The data consists of verbal interactions between the adults and the children in which we have studied the diversity of discourse genres. The results show that home language practices have an impact on the interactional and language competences of children. As indicated by some of the results, children who mostly practice Turkish at home are dominant in Turkish whereas those who practice more French at home are dominant in French which is reinforced by school. However, at the end of the second year of preschool (5 years old), there are few differences in French among the groups, which shows that French, as the school language, is acquired more or less at the same degree by all children, independently of their home language practices.

  • Malin ÅGREN (Lund University)
    Apprendre l’orthographe profonde du français langue étrangère
    (Learning the deep orthography of French as a second language)
    pp. 95-108

    French is characterized by major differences between phonology and orthography. Consequently, learning the deep orthography of written French is a challenge to both first (L1) and second (L2) language learners. This empirical study focuses on the production of silent number morphology in written French and illustrates that a group of L2 learners, exposed to limited amounts of spoken French in a typical L2 classroom in Sweden, outperform both L1 children and L2 children learning French through immersion. The aim of the study is to discuss the impact of learning context, age of onset and complexity of written number agreement on the learning of the deep orthography of French as a second language.

  • Anita FERREIRA CABRERA, René OPORTUS TORRES & Karina FUENTES RIFF (Universidad de Concepción, Chile)
    Tiempos de respuesta y feedback correctivo escrito en aprendientes de ELE
    (Response time and written corrective feedback effectiveness in learners of Spanish as a FL)
    pp. 109-122

    In this article we present an experimental study with a cognitive approach to Spanish as a Foreign Language (SFL). Its aim was to examine response time (rt) during error repair in the use of prepositions a, de, en, por and para following the introduction of a modality of metalinguistic Written Corrective Feedback (WCF) (direct and indirect). Rt’s were measured in 2 instances: (1) when subjects answered ítems correctly the first time, (2) when they answered correctly after a strategy of WCF. Results indicate that rt’s of correct answers in the firs tinstance are higher tan rt’s that follow WCF, and that competence level is a key factor that has an impact in higher or lower correction and rt’s.

  • Laura SÁNCHEZ & Camilla BARDEL (Stockholms Universitet)
    Cognitive factors, linguistic perceptions and transfer in third language learning
    (Cognitive factors, linguistic perceptions and transfer in third language learning)
    pp. 123-138

    The study attempts to investigate whether there is a relationship between individual differences in cognitive abilities, learners’ perceptions about typology relations, and negative transfer in written production. To this aim, data were analyzed from Spanish/Catalan bilingual learners of L3 English (n= 47) aged 10-15, with German as L2. The cognitive abilities measured were working memory, attention control, and attention switching. Furthermore, proficiency in the L3 was also controlled, based on the resultsof the participants’ performance in the Oxford Placement Test. It was found that learners with lower attention alabilities had a hardertime in identifying areas of structural contrast between the L2 and the L3, which, in turn, resulted in a higher rate of transfer from this language.

  • Giuliano BERNINI (Università degli Studi di Bergamo)
    La réalisation phonique des mots en début d’apprentissage de langues secondes
    (Word pronunciation in L2 initial varieties)
    pp. 139-151

    This contribution aims at defining the learner varieties of the phonological component of a second language, correlating them to the development of morphology and syntax. The forms of the Polish words found in the output of the learners of the VILLA project with Italian as the first language after fourteen hours of exposure to a controlled input, are considered with respect to their (allo)phonic dispersion. The reduction of the phonetic instability is related to the establishment of a pre-phonological structure of the learner variety. The reduction of the syllabic instability anticipates the establishment of a pre-morphological structure as in post-basic varieties. The investigation of the phonetic component allows a more precise definition of the variety of L2 Polish of the VILLA learners with respect to the Basic Variety.