French L2 Learners: What They're Talking About  

Oleh:

Lightbown, Patsy M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 27 no. 2 (Dec. 1977), page 371-382.
Fulltext: 27_02_Lightbown.pdf (580.98KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/27 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The acquisition of French by two six-year old boys, native speakers of English, was observed longitudinally. Form-meaning relations in their spontaneous multi-word utterances were com- pared to the form-meaning relations observed, in previous research, in the speech of two-year old English L1 and French Ll children, at a similar level of linguistic development. The same fairly limited set of form-meaning relations accounted for the majority of both L1 and L2 learners’ utterances over the period of the longitudinal observations. However, in the speech of the L1 learners, a sequence of emergence of relations or groups of relations had been observed whereas, for L2 learners, no clear developmental sequence was apparent. This difference was seen as a reflection of the fact that L1 learners’ linguistic development is closely tied to cognitive development. L2 learners, cognitively more mature, encoded a greater variety of meanings even when their knowledge of the language was extremely limited. They achieved this variety by the use of pro-forms whose meanings they over-extended.

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