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A longitudinal study of advanced learners' linguistic development before, during and after study abroad
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Signatures of automaticity during practice : Explicit instruction about L1 processing routines can improve L2 grammatical processing.
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Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning : Evidence from oral production in L2 French.
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Online and offline effects of L1 practice in L2 grammar learning : a partial replication
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Special Issue : Tense, Aspect, and Modality in L2 (TAML2)
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In: ISSN: 0019-042X ; EISSN: 1613-4141 ; International Review of Applied Linguistics in Language Teaching ; https://hal.archives-ouvertes.fr/hal-02133196 ; International Review of Applied Linguistics in Language Teaching, 55 (3), pp.221-345, 2017 (2017)
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L1 explicit instruction can improve L2 online and offline performance
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Anglophone students abroad: Identity, social relationships and language learning
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L1/L2 Differences in the Acquisition of Form-Meaning Pairings: A Comparison of English and German Learners of French
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In: The Canadian Modern Language Review/La Revue canadienne des langues vivantes 71 (2015) 2, 155-181
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IDS Bibliografie zur deutschen Grammatik
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Placement type and language learning during residence abroad
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Subjunctive use and development in L2 French: a longitudinal study
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Residence abroad, social networking and second language learning
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Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
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“Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2
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Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
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“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
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Prototypical influence in second language acquisition: what now for the Aspect Hypothesis?
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The Development of Aspect in a Second Language: What Role for the First Language?
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Abstract:
This book presents an empirical study on the acquisition of aspect by second language learners of French. Kevin McManus provides a critical assessment of previous research on the acquisition of aspect, turning both to conceptual and empirical work. As a consequence, this book sheds new light on the long-standing question of the contribution of a learner's first language (L1) on their acquisition of a second. Alongside the role of the L1, language universals are also addressed in this study, in which the claims of the Aspect Hypothesis are carefully examined. Data are collected from 75 English- and German-speaking university learners of French. Participants undertook three tasks: two production tasks and a sentence interpretation task. The results show that L1 form-meaning pairings for aspect significantly influence acquisition at the early stages of development. However, as proficiency increases L1 influence begins to recede. Prototypical effects appear to increase with proficiency, contrary to the Aspect Hypothesis.
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URL: https://eprints.soton.ac.uk/197437/
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