LEADER 05859nam 2200685 450 001 9910811899003321 005 20200520144314.0 010 $a90-272-7007-4 035 $a(CKB)3710000000107827 035 $a(EBL)1684232 035 $a(SSID)ssj0001214990 035 $a(PQKBManifestationID)11692203 035 $a(PQKBTitleCode)TC0001214990 035 $a(PQKBWorkID)11175285 035 $a(PQKB)11063764 035 $a(MiAaPQ)EBC1684232 035 $a(Au-PeEL)EBL1684232 035 $a(CaPaEBR)ebr10866700 035 $a(CaONFJC)MIL604246 035 $a(OCoLC)879279915 035 $a(PPN)193817012 035 $a(EXLCZ)993710000000107827 100 $a20140516h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe acquisition of French as a second language $enew developmental perspectives /$fedited by Christina Lindqvist, Camilla Bardel 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (174 p.) 225 1 $aBenjamins Current Topics ;$vVolume 62 300 $aDescription based upon print version of record. 311 $a90-272-4250-X 320 $aIncludes bibliographical references and index. 327 $aThe Acquisition of French as a Second Language; Editorial page; Title page; LCC data; Table of contents; Introduction; The acquisition of French as a second language; L'acquisition du franc?ais langue seconde; Synthe?se re?trospective et nouvelles perspectives de?veloppementales; 1. Introduction; 2. Synthe?se re?trospective; 2.1 Le corpus InterFra 1989-2010; 2.2 La perspective de?veloppementale en RAL et les stades de Bartning et Schlyter (2004); 2.2.1 Les stades de Bartning et Schlyter (2004); 2.2.2 Les stades avance?s 4-6 de Bartning et Schlyter (2004) - synthe?se; 2.2.3 Confirmation des stades 327 $a2.3 Bilan des the?ses d'InterFra 2.4 Hypothe?ses explicatives; 3. Recherches actuelles: le projet High-level proficiency in second language use ou 'Acquisition tre?s avance?e en langues secondes' - nouvelles perspectives de?veloppementales; 3.1 Vers le locuteur natif - projets actuels; 3.1.2 Trois domaines 'tardifs' - morpho-syntaxe, se?quences pre?fabrique?es et structure informationnelle; 3.1.3 Interaction entre les trois domaines; 3.1.4 Bilan; 4. En guise de conclusion - l'avenir; Remerciements; References; Abstract; Pragmatic use of temporal adverbs in L1 and L2 French; 1. Introduction 327 $a2. Discourse markers: Polysemy and pragmaticalization 3. Data; 4. Results; 4.1 Textual use of the adverbs in the corpus; 4.1.1 De?ja?; 4.1.2 Encore; 4.1.3 Toujours; 4.1.4 Alors; Inferential use; Reorienting/topic change marker; Comparative connective; 4.1.5 Apre?s; 4.1.6 Maintenant; 4.2 Distribution of temporal (TM) and textual (TX) markers across the different speaker groups: The degree of pragmatic use; 4.3 Positions of the markers; 4.4 Positions and functions; 4.5 Textual markers: A feature of the highly advanced speaker?; 5. Summary of results and conclusion; Acknowledgements; References 327 $aRe?sume? Appendix. Transcription conventions; La dislocation dans le franc?ais oral d'apprenants sue?dophones; 1. Introduction; 2. E?tudes ante?rieures sur la dislocation en franc?ais L2; 3. Cadre the?orique; 3.1 Dislocation et acquisition L2; 3.2 Formes et fonctions de la dislocation; 3.3 Emploi des dislocations et type de ta?che; 4. Me?thodologie et donne?es; 4.1 Informateurs; 4.2 Ta?ches et types de discours; 5. La dislocation dans les re?cits et les entretiens : analyse des donne?es; 5.1 Questions de recherche et hypothe?ses; 5.2 Me?thode d'analyse; 5.3 De?veloppement de la dislocation en franc?ais L2 327 $a5.3.1 De?veloppement formel 5.3.2 De?veloppement fonctionnel; 5.4 L'impact de la ta?che sur l'emploi des dislocations; 6. Discussion et conclusion; Re?fe?rences; Abstract; Vocabulary aspects of advanced L2 French; 1. Introduction; 2. Background: Formulaic language and lexical richness in advanced L2 French; 2.1 L2 Formulaic language and the advanced L2 learner of French; 2.2 Lexical richness and the advanced L2 learner of French; 3. Formulaic language, lexical richness and correlations with other linguistic measures; 4. This study; 4.1 Participants and task; 4.2 Methods 327 $a4.2.1 Identification and classification of lexical formulaic sequences 330 $aIt has been argued that the study of child L2 development can inform different maturational accounts of language acquisition. One such specific proposal was put forward by Meisel (2008), arguing for a cut-off point for monolingual or bilingual first language acquisition - (2)L1 - type of development at 3-4 years. The paper analyses the longitudinal development of object clitics in child L2 French (L1 Swedish) and compares the developmental sequence in child L2 learners (n?=?7) with different Ages of onset of Acquisition (AoA) (from 3;0 to 6;5) to the adult L2 sequence that was found in previou 410 0$aBenjamins current topics ;$vVolume 62. 606 $aSecond language acquisition 606 $aFrench language$xGrammar$xStudy and teaching 606 $aFrench language$xStudy and teaching$xForeign speakers 615 0$aSecond language acquisition. 615 0$aFrench language$xGrammar$xStudy and teaching. 615 0$aFrench language$xStudy and teaching$xForeign speakers. 676 $a448.0071 702 $aLindqvist$b Christina 702 $aBardel$b Camilla 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811899003321 996 $aThe acquisition of French as a second language$93933732 997 $aUNINA