L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language

Autor/in	McManus, Kevin
Titel	L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language
Quelle	In: Canadian Modern Language Review, 71 (2015) 2, S.51-77 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.2070.51
Schlagwörter	Second Language Learning; French; Language Proficiency; Native Language; Grammar; Cognitive Mapping; Role; English; German; Second Language Instruction; Morphology (Languages); Transfer of Training; Contrastive Linguistics; Computational Linguistics; Undergraduate Students; Foreign Countries; Statistical Analysis; Germany; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Französisch; Language skill; Language skills; Sprachkompetenz; Grammatik; Rollen; English language; Englisch; Deutscher; Fremdsprachenunterricht; Morphology; Morphologie; Training; Transfer; Ausbildung; Linguistics; Kontrastive Linguistik; Computerlinguistik; Ausland; Statistische Analyse; Deutschland
Abstract	This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01