A Longitudinal Study of Grammatical-Gender Marking in French as an Additional Language

Autor/inn/en	Edmonds, Amanda; Gudmestad, Aarnes; Metzger, Thomas
Titel	A Longitudinal Study of Grammatical-Gender Marking in French as an Additional Language
Quelle	In: Applied Linguistics, 41 (2020) 5, S.733-755 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amz036
Schlagwörter	French; Longitudinal Studies; Second Language Learning; Grammar; Form Classes (Languages); Computational Linguistics; Study Abroad; Oral Language; Interlanguage; Second Language Instruction; Language Usage; Learning Processes + Suchen Sie Ihr Suchwort? Französisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Grammatik; Analytischer Sprachbau; Linguistics; Computerlinguistik; Studies abroad; Auslandsstudium; Oral interpretation; Mündlicher Sprachgebrauch; Zielsprache; Fremdsprachenunterricht; Sprachgebrauch; Learning process; Lernprozess
Abstract	This investigation responds to the need for longitudinal data-driven research on additional-language (AL) acquisition by examining grammatical-gender marking among AL learners of French during a 21-month period, which included an academic year abroad (LANGSNAP corpus). The analysis of oral production consists of a generalized linear mixed model that examines a range of linguistic and extralinguistic factors shown to be important for gender marking in previous research, as well as a random effect for participant. Results show evidence of both change across time and consistency in the interlanguage. Drawing on variationism and usage-based approaches, we argue that longitudinal investigations that are focused on how learners use their additional language have much to offer our understanding of AL acquisition processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01