L1-L2 Differences in the L2 Classroom: Anticipating Anglophone Learners' Difficulties with French Pronoun Interpretation

Autor/inn/en	Shimanskaya, Elena; Slabakova, Roumyana
Titel	L1-L2 Differences in the L2 Classroom: Anticipating Anglophone Learners' Difficulties with French Pronoun Interpretation
Quelle	In: Language Teaching Research, 23 (2019) 2, S.259-277 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817739650
Schlagwörter	Second Language Learning; Second Language Instruction; French; Form Classes (Languages); Grammar; Contrastive Linguistics; Instructional Materials; Difficulty Level; English; Native Language; Teaching Methods; Undergraduate Students; Task Analysis; Pictorial Stimuli + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Analytischer Sprachbau; Grammatik; Linguistics; Kontrastive Linguistik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schwierigkeitsgrad; English language; Englisch; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Fantasieanregung
Abstract	In this article, we address the issue of targeted instruction on interpretive contrasts between native and second-language grammatical meanings. Such mismatches are predicted to create challenges for learners. We illustrate this with French and English pronouns. In French, clitic pronouns (le, la) point to human as well as inanimate referents, while English pronouns distinguish between human (him, her) and inanimate (it) referents. While other grammatical differences between English and French pronouns are taught, this interpretive mismatch attracts less attention in instructional materials. We review the pedagogical literature and report the results of a study investigating this knowledge in Anglophone learners of French as a second language (L2). We document that the mismatch is indeed challenging, particularly to beginning learners, and propose ways to overcome this difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01