L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2

Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French

“…In other words, in contrast with the UG-based Michael Evans ■ morpho-syntactic approach, functionalists see grammatical development of L2 as being fundamentally driven by communicative needs. Demagny & Paprocka-Piotrowska (2004) researched the acquisition of verbs and adverbial lexicon and found that the adult L2 French learners' narratives resembled more those of the adult French L1 control group than those of the French L1 children. L1 data were elicited from child and adult L1 speakers of French, Polish, English, German, Italian and Greek.…”

“…Among the texts cited in this review, L1 backgrounds other than English include Chinese (Sun 2003), German (Behrent 2002;Granget 2004), Dutch (Dewaele 2002b;Dewaele & Regan 2002), Japanese (Ishikawa 2001;Klingler & Véronique 2002;Trévisiol 2006), Korean (Kim 2002;Mitchell & Lee 2003), Lebanese Arabic (Diab 2006), Moroccan Arabic , Polish (Lambert 2003;Demagny & Paprocka-Piotrowska 2004), Serbo-Croatian (Pichette, Segalowitz & Connors 2003), Spanish (Costa-Galligani 2001;Rodríguez & Abreu 2003), Swedish (Schlyter 2003;Granfeldt 2005), and Vietnamese (Leung 2005). Among the texts cited in this review, L1 backgrounds other than English include Chinese (Sun 2003), German (Behrent 2002;Granget 2004), Dutch (Dewaele 2002b;Dewaele & Regan 2002), Japanese (Ishikawa 2001;Klingler & Véronique 2002;Trévisiol 2006), Korean (Kim 2002;Mitchell & Lee 2003), Lebanese Arabic (Diab 2006), Moroccan Arabic , Polish (Lambert 2003;Demagny & Paprocka-Piotrowska 2004), Serbo-Croatian (Pichette, Segalowitz & Connors 2003), Spanish (Costa-Galligani 2001;Rodríguez & Abreu 2003), Swedish (Schlyter 2003;Granfeldt 20...…”

“…A noteworthy feature of the studies that are now appearing is the range of L1 perspectives from which L2 French learning is studied. Among the texts cited in this review, L1 backgrounds other than English include Chinese (Sun 2003), German (Behrent 2002;Granget 2004), Dutch (Dewaele 2002b;Dewaele & Regan 2002), Japanese (Ishikawa 2001;Klingler & Véronique 2002;Trévisiol 2006), Korean (Kim 2002;Mitchell & Lee 2003), Lebanese Arabic (Diab 2006), Moroccan Arabic , Polish (Lambert 2003;Demagny & Paprocka-Piotrowska 2004), Serbo-Croatian (Pichette, Segalowitz & Connors 2003), Spanish (Costa-Galligani 2001;Rodríguez & Abreu 2003), Swedish (Schlyter 2003;Granfeldt 2005), and Vietnamese (Leung 2005). While most of these studies are set within the context of residence in France, there are a few, though many more will be needed in the future, that are carried out in the foreign language context (e.g.…”

Il saute dehors/ Il grimpe dessus : particules adverbales de trajectoire en français L1 et L2

“…e.g. De Lorenzo, 2002 ;Demagny & Paprocka, 2004) montrent que la structure conceptuelle du système linguistique de la L1 exerce son influence sur la conceptualisation du message verbal exprimé en langue seconde, y compris dans la production d'apprenants au stade ultime de l'acquisition de la L2. M. Caroll & C. Von Stutterheim (2003) parlent dans ce cas de « Preferred patterns of information organisation ».…”

L’impact de propriétés typologiques de la L1 dans l’expression du mouvement en français L2

“…e.a. De Lorenzo 2002, Demagny & Paprocka 2004, Hendriks, Hickmann, & Demagny 2008) montrent que la structure conceptuelle du système linguistique de la L1 exerce son influence sur la conceptualisation du message verbal exprimé en langue seconde, y compris dans la production d'apprenants au stade ultime de l'acquisition de la L2. Caroll & von Stutterheim (2003) parlent dans ce cas de « Preferred patterns of information organisation ».…”