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摘要：Two experiments successfully trained novices to categorize French nouns by grammatical gender, resulting in high levels of performance after delay. Training with a frequent exemplar and training with a more diverse exemplar set led to equivalent learning. However, providing explicit rules with correctness feedback led to better generalization and retention than did correctness feedback alone or feature focusing without explicit rule information. This suggests that, at least for some grammar tasks, explicit information about form-function mappings improves learning. Moreover, the advantage of rule instruction was robust to testing and training under time pressure. Thus, rule instruction may be helpful even when speeded performance is required, supporting the prediction that practice leads to proceduralization of declarative grammatical knowledge. Adapted from the source document

摘要：In spoken French, the phonological processes of liaison and resyllabification can render word and syllable boundaries ambiguous (e.g., un air 'an air'/un nerf 'a nerve,' both [.nE]). Production data have demonstrated that speakers of French vary the duration of consonants that surface in liaison environments relative to consonants produced word initially. Further research has suggested that listeners exploit these durational differences in the processing of running speech, although no study to date has directly tested this hypothesis. The current study examines the exploitation of duration in word recognition processes by manipulating this single acoustic factor while holding all other factors in the signal constant. The pivotal consonants in potentially ambiguous French sequences (e.g., /n/ in un nerf) were instrumentally shortened and lengthened and presented to listeners in two behavioral tasks. The results suggest that listeners are sensitive to segmental duration and use this information to modulate the lexical interpretation of spoken French. Adapted from the source document

摘要：This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French. Adapted from the source document

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This article argues that the editorial should be a crucial object of research, both for the role it plays in constructing the ideological positioning of the newspaper syntagmatically (within a single issue) and paradigmatically (its coherence over time) but also as a prevalent example – one of the few examples in daily life – of text whose principal function is opinion formation and persuasion by argument. Drawing on linguistic analysis and specifically on the resources offered by Systemic Functional Linguistics, it contributes to the task of identifying key components of the generic structure of French editorials through the analysis of thematic progression, logical resources and evaluative meanings in the editorials of two French newspapers (Libération, Le Figaro) written at the time of the kidnapping of French journalists in Iraq.

 

摘要：The goal of this study was to test on a non-francophone population a repetition task of non-words created for a francophone population. A group of heritage language speakers (n = 27) was paired with a group of native speakers of French (n = 27) with a corresponding level of receptive lexical knowledge. The scores of both groups on a task consisting of the repetition of nonwords were compared. An analysis of variance showed that heritage language participants scores were similar to those of native speakers of French, even though their first language was not the one from which the non-words had been formed. The results highlight the potential of using a non-word repetition task with a linguistically heterogeneous population. The findings also suggest that the best measurement of phonological memory may be the number of correct syllables produced, as this may limit the influence of various factors on the task. Adapted from the source document

摘要：The purpose of this article is to offer contextual linguistic explanations for morphosyntactic deviances (MSDs) in high-level second language (L2) French (30 nonnative speakers vs. 10 native speakers). It is hypothesized that the distribution of formulaic sequences (FSs) and the complexity of information structure will influence the occurrence of MSDs. The study reports that MSDs rarely occur within FSs, and if they do, they occur within sequences containing open slots for creative rule application. The rhematic part of the utterance attracts more MSDs due to the fact that this part is more syntactically complex than the preamble (the thematic part). An additional explanation is the mean length of the rhematic part, which is longer than the preamble and implies a higher processing load. A final explanation of MSD occurrence in the rheme is linked to the distribution of FSs in the information structure. The results are discussed in relation to the ongoing debate on the constructs of complexity, accuracy, and fluency -- a promising area of study. Adapted from the source document

摘要：This study examines aspects of the syntax-discourse interface in near-native French. Two cleft structures-c'est clefts and avoir clefts-are examined in experimental and spontaneous conversational data from 10 adult Anglophone learners of French and ten native speakers of French. C'est clefts mark focus, and avoir clefts introduce new discourse referents. Although previous research on the syntax-discourse interface has revealed residual difficulties in near-native speakers, the near-natives in the present study evinced nativelike behavior on a range of measures, a finding that suggests complete acquisition of aspects of the syntax-discourse interface. Adapted from the source document

摘要：The aim of this study was to use crosslinguistic data from French-English bilinguals to test two models of past tense acquisition: (a) single route (all past tense forms rely on morphophonological schemas) and (b) dual route (irregular forms are learned as words, regulars through rules). These models make similar predictions about English acquisition, the focus of most previous research. French irregular verbs are often low in token frequency but high in family resemblance. Past tense forms of regular and irregular verbs in English and French were elicited from children between 3 and 5 years of age. Both models could explain most results. Two findings with French were more compatible with a single-route model, suggesting that this is a stronger explanation for crosslinguistic data. Adapted from the source document

摘要：This article reports on a study on learning new and relearning forgotten words of French as a foreign language in young (mean age 22.4), middle-aged (mean age 50.3), and elderly speakers (mean age 76.0). The three age groups performed similarly on relearning old words, but the younger learners were significantly better at learning new words. Data from a questionnaire on contact with French and a working-memory test showed that neither diminished language contact nor age-related decline in working memory can be seen as single factors explaining differences between learning and relearning. The decline in older adults' ability to learn new lexical information is discussed in terms of theories explaining age-related memory deficits and conceived of as an age-related deficiency to form associations between unrelated concepts. Adapted from the source document

摘要：Because of less exposure to either language, bilingual children's language acquisition can be delayed relative to monolingual children in domains related to input frequency. This study predicted that the acquisition of gender agreement with adjectives in French would be delayed in bilingual children on a picture description task. The results showed that French-English bilingual preschoolers were less accurate with feminine noun-adjective agreement than monolinguals, a difference attributable to the differences in vocabulary scores, but not significantly less accurate with feminine determiner-adjective agreement. The bilinguals were significantly less accurate with determiner-noun agreement, a difference not attributable to vocabulary score differences. We argue that fewer input tokens lead to delayed gender agreement and fewer input types lead to delayed gender assignment.

摘要：Canada's federal policy of multiculturalism within a bilingual framework (1971) means that in British Columbia French remains a modern language with a certain degree of privilege. While in BC only 1.3% of the population describe their first language as French (Statistics Canada, 2006), French immersion education is growing, with 7.6% of children studying in French immersion schools between kindergarten and grade 12 (BC Ministry of Education, 2010). Many studies have analyzed the learning of French in Canadian French immersion schools (Cummins, 1983; Dagenais & Day, 1999; Dagenais & Moore, 2008; Heller, 2001, 2006; Swain, 1974, 2000). However, there has been a lack of research into the language and literacy practices of French immersion graduates enrolled in anglophone universities. We address this issue by presenting data from an ongoing three-year longitudinal study, funded by the Social Sciences and Humanities Research Council of Canada, into the language and literacy practices of French immersion graduates studying at an English-medium university in Vancouver, Canada. In this context, the study focuses on the complex interaction between language practices, processes of identity construction, and discourses around the French language which the participants in the study encounter in their social and educational spaces. Adapted from the source document

摘要：Four out of five immigrants to Canada speak a language other than English or French as a first language. Immigration is increasingly transforming francophone minority communities. Allophone children acquire minority status on multiple levels within French-language schools, where they can become both a linguistic minority and a cultural minority within an official francophone minority in Canada. This article examines how culturally and linguistically diverse (CLD) allophones have been constructed historically through official language and multiculturalism policies in Canada and how this political framing limits language rights and schooling for allophone immigrant children. By examining recent language policies, this article argues that the ways in which policy makers, educators, and researchers conceptualize CLD children shape their integration into Canada. This article draws upon a case study of teachers' practices with allophone learners in one French-language school to highlight the potential for transformative third-space practices to support CLD children in French-language schools. Adapted from the source document

摘要：This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment, notably the assessment modes fit to a competence-based approach (CBA), the implementation of qualification procedures (conception, application, marking) and their affordances and limits from the point of a curriculum designed to provide bilingual education. Adapted from the source document

摘要：Previous studies have shown that preschool bilingual children lag behind same-aged monolinguals in their production of correct past tense forms. This lag has been attributed to bilinguals' less frequent exposure to either language. If so, bilingual children acquire the past tense like monolinguals, only later. In this study, we compared the English past tense production of Chinese-English bilingual children with a matched sample of French-English bilinguals (5-12 years old). The results showed small but reliable differences in the children's past tense production (e.g., the kinds of errors the children made) that could be attributed to knowledge of the other language. Both groups of children showed equivalent rates of accuracy, suggesting that bilinguals exposed to naturalistic speech acquire the past tense much like monolinguals do, only later and with some effects, most likely morphophonological, from their other language. Adapted from the source document

摘要：Morphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as chat-ure (cat-ish) composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real derivational suffix (e.g., chot-ure) or a pseudostem and a pseudosuffix (e.g., chot-ore). More, the chot-ure items were read faster and more accurately than the chot-ore items. These results suggest that beginning French readers are able to use morphological units (both stems and derivational suffixes) to decode new words. The second experiment compared the impact of display format on reading time. Suffixed words were presented in four segmentation formats: syllabic (ma lade), morphological (mal ade), morphological + 1 grapheme (mala de), or unsegmented (malade). For both groups of readers, the morphological + 1 condition generated the longest reading times but there was no difference between the other three conditions. It was concluded that syllables, morphemes, and whole word forms contribute to a similar extent to word reading for low-frequency words. Morphological processing may therefore be used early by French children to identify both new words and low-frequency words. Adapted from the source document

摘要：This study examined whether high-variability auditory training on natural speech can benefit experienced second-language English speakers who already are exposed to natural variability in their daily use of English. The subjects were native French speakers who had learned English in school; experienced listeners were tested in England and the less experienced listeners were tested in France. Both groups were given eight sessions of high-variability phonetic training for English vowels, and were given a battery of perception and production tests to evaluate their improvement. The results demonstrated that both groups learned to similar degrees, suggesting that training provides a type of learning that is distinct from that obtained in more naturalistic situations. Adapted from the source document

摘要：This study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and spelling seems to be general, given that morphological awareness correlated with multiple spelling scores, including those that did not involve morphology. Further, the relationship between spelling and morphological awareness seems to be affected by both the developmental level of the child and the phonological structure of the items in the morphological awareness task. We discuss the implications of this research for clarifying the relationship between morphological awareness and spelling. Adapted from the source document

摘要：In light of the numerous studies on the detection of target letters among adults, it is generally accepted that the missing-letter effect depends both on a given word's frequency in its language and on its role (function vs. content) in a sentence. Following a presentation of several models explaining these observations we analyze the results of a letter-detection task given to 886 French students from kindergarten to second grade. The purpose of the present study is to determine the moment when the sensitivity to content/function word distinction emerges. The results of this study reveal that even if word frequency plays a role in letter detection, the emergence of an ability to extract sentence structure, along the lines of the structural model of reading, is significantly linked to the initial stages of explicit reading instruction. Adapted from the source document

摘要：This study examined the relationships between decoding ability (the ability to relate graphemes to phonemes) in French as a foreign language, self-reported use of such decoding, and dimensions of motivation, specifically self-efficacy and attribution, among young-beginner learners in England. It investigated whether these factors were related to a desire to continue studying the language beyond the compulsory learning age of 14. Previous research has found low levels of motivation for learning the language after only a few years of instruction and a number of authors have called for research to discover why this should be. With a large stratified sample of participants aged 11-14, decoding ability was elicited via written rhyme and word segmentation tests. Self-efficacy, attribution, perceptions of learning French and use of decoding were elicited via self-reported statements. Findings suggest that, after 3 years of studying French, students were unable to decode accurately even though they claimed to use decoding regularly in a range of language learning tasks. At all stages of learning, students' ability to decode, together with their belief that they could do it, appeared to contribute to the likelihood of their continuing with French study. They attributed inability to decode not to the teacher or teaching method but to the "strangeness" of French. Given the potential generalizability of these results, important implications for teaching and for curriculum review are drawn. Adapted from the source document