Annie-Claude Demagny, Urszula Paprocka-Piotrowska: The acquisition of the verbs and adverbs lexicon in French Ll and L2.
We present research about the lexicon of verbs and temporal adverbs in French Ll and L2 in narrative discourse. The data come from French and Polish children (4, 7 and 10 years old) Ll, French and Polish adults Ll and Polish adults who learn French as a second language. One of the questions, which guides our research, was if the development of the verbal and adverbial lexicons is the same for the children (Ll) and the adults (L2)? Our analysis of the discourse construction brings to the fore the differences of the acquisition of the Ll and the L2 and the strategies of the learners for a complex task. The results show that the developments are not similar: the children have to manage the concept of temporality and the linguistic means even when the adults have to manage only the linguistic means. The latter present transfers of the aspectual features from their Slavonic mother tongue.
Parataxis and hypotaxis in the acquisition of French as a secondlanguage by Polish speakers. Longitudinal approach.This paper focuses on the acquisition of the second language (L2) and the development of syntactic competence in communication. The topic is discusses in relation to syntactic structure of narratives produced by Polish learners of French L2. The author observes in detail how language learners build simple and complex sentences (coordinating/subordinating conjunctions, complex/simple sentences ratio, para-and hypotactic sentence structures) at the three different moment of SLA: 6 th , 12 th and 35 th month of their classroom learning/teaching (developmental and comparative approach).
The following text presents part of a trans-lingual research project which aims at the comparison of the acquisition of French and Polish as second languages. The empirical research presented below attempts to answer questions about the extent of language categorisation (semantic/syntactic structures), characteristics of the mother tongue, and influences of the representation of the objective world in the moment when an adult who is learning a (typologically different) foreign language starts to use it in actual communication.
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