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Crosslinguistic influence in L3 acquisition across linguistic modules
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Grammatical meaning and the second language classroom : introduction
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L3 sentence processing: Language-specific or phenomenon-sensitive?
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What attrites when and why: Implications of the Bottleneck Hypothesis
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Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars
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Grammatical meaning and the second language classroom: introduction
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L1–L2 differences in the L2 classroom:: anticipating Anglophone learners’ difficulties with French pronoun interpretation
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Abstract:
In this article, we address the issue of targeted instruction on interpretive contrasts between native and second-language grammatical meanings. Such mismatches are predicted to create challenges for learners. We illustrate this with French and English pronouns. In French, clitic pronouns (le, la) point to human as well as inanimate referents, while English pronouns distinguish between human (him, her) and inanimate (it) referents. While other grammatical differences between English and French pronouns are taught, this interpretive mismatch attracts less attention in instructional materials. We review the pedagogical literature and report the results of a study investigating this knowledge in Anglophone learners of French as a second language (L2). We document that the mismatch is indeed challenging, particularly to beginning learners, and propose ways to overcome this difficulty.
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URL: https://eprints.soton.ac.uk/415468/ https://eprints.soton.ac.uk/415468/1/LTR2017FINAL_accepted_copy_2.docx
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Choice of words matters, but so does scientific accuracy: Reply to peer commentaries
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The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English
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The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish
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Multisite replication in second language acquisition research : Attention to form during listening and reading comprehension
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