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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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Abstract:
This paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. This analysis shows that contrary to the Aspect Hypothesis’s predictions, increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis. It is proposed that the route of L2 development found in the data can be accounted for by considering the influence of L1 background and input effects on L2 development.
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URL: https://eprints.soton.ac.uk/337405/
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The Development of Aspect in a Second Language: What Role for the First Language?
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