Relevant bibliographies by topics / French language Acquisition Case studies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'French language Acquisition Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "French language Acquisition Case studies"

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Giacobbe, Jorge, and Marie-Ange Cammarota. "Learners' Hypotheses for the Acquisition of Lexis." Studies in Second Language Acquisition 8, no. 3 (October 1986): 327–42. http://dx.doi.org/10.1017/s0272263100006343.

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In this article the relationship between the source language (Spanish) and the target language (French) in the construction of lexis during the first phases of target language acquisition is examined from a psycholinguistic perspective. After an analysis of two case studies, it is hypothesized that there are two types of approaches to the construction of lexis used by Hispanophones learning French: systematic and non-systematic.
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Mather, Patrick-André. "Second language acquisition and creolization." Journal of Pidgin and Creole Languages 21, no. 2 (November 7, 2006): 231–74. http://dx.doi.org/10.1075/jpcl.21.2.01mat.

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There is increasing evidence that most European-lexifier plantation creoles developed over several generations, as successive waves of African slaves acquired increasingly basilectal varieties of the lexifier language, allowing shift-induced interference to play a central role in creole genesis. If in most cases the creators of creoles were adult learners of a second language, and if many of the creole features are the result of second language acquisition over several generations, the next step is to test the hypothesis and to see whether data from current case studies on second language acquisition can shed light on the gradual creolization process. This paper shows that many of the features found in French-lexifier creoles do occur in L2 French and other interlanguages, as a result of L1 transfer and other acquisition processes; examples discussed include word-order within the noun phrase, pronominal clitics, the absence of copula, reduplication, the reanalysis of articles, grammatical gender, verb movement and TMA markers. The major claim of the model of creole genesis advocated here, which can be called the ‘gradualist / second language acquisition model’, is that creole genesis does not involve any specific mental processes or strategies other than those found in ordinary second language acquisition. While in normal, successful second language acquisition, L1 transfer, relexification and reanalysis are relatively marginal in the end, they are nevertheless present, as illustrated in the examples provided here. It is the social and historical circumstances that accelerated the changes and allowed ?deviant? interlanguage structures to fossilize and to create a new language from the linguistic chaos of plantation societies.
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PETITTO, LAURA ANN, MARINA KATERELOS, BRONNA G. LEVY, KRISTINE GAUNA, KARINE TÉTREAULT, and VITTORIA FERRARO. "Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition." Journal of Child Language 28, no. 2 (June 2001): 453–96. http://dx.doi.org/10.1017/s0305000901004718.

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Divergent hypotheses exist concerning the types of knowledge underlying early bilingualism, with some portraying a troubled course marred by language delays and confusion, and others portraying one that is largely unremarkable. We studied the extraordinary case of bilingual acquisition across two modalities to examine these hypotheses. Three children acquiring Langues des Signes Québécoise and French, and three children acquiring French and English (ages at onset approximately 1;0, 2;6 and 3;6 per group) were videotaped regularly over one year while we empirically manipulated novel and familiar speakers of each child's two languages. The results revealed that both groups achieved their early linguistic milestones in each of their languages at the same time (and similarly to monolinguals), produced a substantial number of semantically corresponding words in each of their two languages from their very first words or signs (translation equivalents), and demonstrated sensitivity to the interlocutor's language by altering their language choices. Children did mix their languages to varying degrees, and some persisted in using a language that was not the primary language of the addressee, but the propensity to do both was directly related to their parents' mixing rates, in combination with their own developing language preference. The signing-speaking bilinguals did exploit the modality possibilities, and they did simultaneously mix their signs and speech, but in semantically principled and highly constrained ways. It is concluded that the capacity to differentiate between two languages is well in place prior to first words, and it is hypothesized that this capacity may result from biological mechanisms that permit the discovery of early phonological representations. Reasons why paradoxical views of bilingual acquisition have persisted are also offered.
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Zohra Athmani, Fatima, and Yasmine Boukhedimi. "Exploring Psychotypology as an Affective factor of Cross-Linguistic Influence: Case of Algerian Multilingual Learners." Arab World English Journal 12, no. 3 (September 15, 2021): 338–50. http://dx.doi.org/10.24093/awej/vol12no3.23.

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Multilingualism has established itself as a separate area of research in linguistic studies for the two last decades. Therefore, the present study aims at examining Algerian Multilingual students’ perceptions of linguistic distance i.e., psychotypology, between their first Language Arabic and Second language French and third language English. It focuses on the role of psychotypology as a constraining factor of cross-linguistic influence in third language acquisition that may lead to the activation of the background languages in the production of L3 English. Therefore, the researcher used a mixed research method to explore which typological or psychotypological languages L1 Arabic or L2 French would be the source of language transfer in L3 production. Forty students participated in this study, and data was gathered through a psychotypological questionnaire. The results of a qualitative and quantitative analysis showed students perceive French as a closed language to English in most the language aspects and they used it to fill a linguistic gap in their English production. It also showed that psychotypology is a complex concept that would affect students’ language choice in L3 production as well as a crucial factor in determining the source language of transfer. The findings indicated that further investigations of Psychotypology in L3 production are necessary.
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HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (November 2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.

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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and it underlies our capacity to acquire particular languages like English, French, Chinese and so on. Two questions that need to be asked immediately about Universal Grammar if it is to be of any interest in understanding the acquisition of French as a second language are: (i) What evidence is there that Universal Grammar is operating when people who have already acquired a native language learn French as a second language? (ii) What insight does the adoption of a theory of Universal Grammar bring to understanding the processes involved, the course of development over time and the nature of the end state grammars that learners achieve? The article presents empirical evidence from a selection of studies bearing on these questions. It will be argued that the assumption that humans have mental architecture dedicated specifically to language acquisition – Universal Grammar – even in the case of second language acquisition, has allowed considerable progress to be made in understanding second language French.
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Meisel, Jürgen M. "The acquisition of the syntax of negation in French and German: contrasting first and second language development." Second Language Research 13, no. 3 (July 1997): 227–63. http://dx.doi.org/10.1191/026765897666180760.

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The acquisition of negation is perhaps the best-studied syntactic phenomenon in early interlanguage research,and many of these publications concluded that first (L1) and second language (L2) development had much more in common than had previously been assumed. In the present paper, the problem of whether the same underlying principles and mechanisms guide L1 and L2 acquisition will be re-examined from the perspective of more recent grammatical theory. The empirical basis consists of longitudinal case-studies of the acquisition of French and German as first and second languages. The L2 learners' first language is Spanish. In L1 data one finds a rapid, uniform and almost error-free course of development across languages exhibiting quite different morphosyntactic means of expressing negation. This is explained in terms of Parameter Theory, primarily referring to functional categories determining the placement of finite verbal elements. L2 acquisition, on the other hand, is characterized by considerable variability, not only crosslinguistically, but also across learners and even within individuals. This can be accounted for by assuming different strategies of language use. More importantly, different kinds of linguistic knowledge are drawn upon in L1 as opposed to L2. It is claimed that adult L2 learners, rather than using structure-dependent operations constrained by Universal Grammar (UG), rely primarily on linear sequencing strategies which apply to surface strings.
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Benazzo, Sandra, and Aliyah Morgenstern. "A bilingual child’s multimodal path into negation." Gesture 14, no. 2 (December 31, 2014): 171–202. http://dx.doi.org/10.1075/gest.14.2.03ben.

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The study of the expression of negation in longitudinal adult-child data is a privileged locus for a multimodal approach to language acquisition. In the case of bilingual language acquisition, the necessity to enter two languages at once might have an influence on the management of the visual-gestural and the auditory modalities. In order to tackle these issues, we analyze the longitudinal data of Antoine, a bilingual French/Italian child recorded separately once a month for an hour with his Italian mother and with his French father between the ages of 1;5 and 3;5. Our analyses of all his multimodal utterances with negations show that Antoine has created efficient transitional systems during his developmental path both by combining modalities and by mixing his two native languages. The visual-gestural modality is a stable resource to rely on in all the types of linguistic environments Antoine experiences. His bilingual environment could be connected to the creation of his mixed verbal productions also addressed to both French speaking and Italian speaking interlocutors. Those two transitory creative systems are efficient elements of his communicative repertoire during an important period of his language development. Gesture might therefore have a compensatory function for that little boy. It is a wonderful resource to communicate efficiently in his specific environment during his multimodal, multilingual entry into language.
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Hulk, Aafke. "L’acquisition des pronoms clitiques français par un enfant bilingue français-néerlandais." Canadian Journal of Linguistics/Revue canadienne de linguistique 45, no. 1-2 (June 2000): 97–117. http://dx.doi.org/10.1017/s000841310001762x.

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AbstractIn this article, the acquisition of French subject and object pronouns by Anouk, a French-Dutch bilingual girl is studied and compared with the acquisition by monolingual French children. At first sight there are no major differences between Anouk and the children discussed in the literature. There are however some indications that the status of the pronouns in Anouk’s data is not the same as that in the monolingual data. In Anouk’s data, there are no utterances where a quantified nominal subject is doubled by a subject clitic. Consequently, it is impossible to argue that her subject pronouns have the status of agreement markers which they are claimed to have in the case of monolingual children. Moreover, Anouk acquires both subject and object pronouns at roughly the same moment—to what is found for the monolinguals. Finally, Anouk makes position errors with object pronouns which are similar to those found in French L2 acquisition data. It is proposed that this may be due to the (indirect) influence of Dutch, her other language.
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McLeod, Sharynne, and Kathryn Crowe. "Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1546–71. http://dx.doi.org/10.1044/2018_ajslp-17-0100.

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Purpose The aim of this study was to provide a cross-linguistic review of acquisition of consonant phonemes to inform speech-language pathologists' expectations of children's developmental capacity by (a) identifying characteristics of studies of consonant acquisition, (b) describing general principles of consonant acquisition, and (c) providing case studies for English, Japanese, Korean, and Spanish. Method A cross-linguistic review was undertaken of 60 articles describing 64 studies of consonant acquisition by 26,007 children from 31 countries in 27 languages: Afrikaans, Arabic, Cantonese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hungarian, Icelandic, Italian, Jamaican Creole, Japanese, Korean, Malay, Maltese, Mandarin (Putonghua), Portuguese, Setswana (Tswana), Slovenian, Spanish, Swahili, Turkish, and Xhosa. Results Most studies were cross-sectional and examined single word production. Combining data from 27 languages, most of the world's consonants were acquired by 5;0 years;months old. By 5;0, children produced at least 93% of consonants correctly. Plosives, nasals, and nonpulmonic consonants (e.g., clicks) were acquired earlier than trills, flaps, fricatives, and affricates. Most labial, pharyngeal, and posterior lingual consonants were acquired earlier than consonants with anterior tongue placement. However, there was an interaction between place and manner where plosives and nasals produced with anterior tongue placement were acquired earlier than anterior trills, fricatives, and affricates. Conclusions Children across the world acquire consonants at a young age. Five-year-old children have acquired most consonants within their ambient language; however, individual variability should be considered. Supplemental Material https://doi.org/10.23641/asha.6972857
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Akbari Motlaq, Mohamad Djavad, Tengku Sepora Tengku Mahadi, Shaidatul Akma Adi Kasuma, and Zulfati Izazi Zulkifli. "INVESTIGATING THE IMPACT OF DERIVATIONAL MORPHOLOGY IN FOREIGN LANGUAGE ACQUISITION: A CASE STUDY." Journal of Nusantara Studies (JONUS) 7, no. 2 (June 30, 2022): 184–201. http://dx.doi.org/10.24200/jonus.vol7iss2pp184-201.

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Background and Purpose: Second language (L2) learners have been observed making generation errors, i.e., derivational morphology, in the prospects of learning another language by translating it into their mother tongue. This research has studied these errors in L2 regarding derivational morphology. Methodology: This study was designed as descriptive research, using a quantitative approach to collect data. The respondents in this research are a total of 100 undergraduates who volunteered to take part, comprising 50 from the second semester, and 50 from the fourth semester who majored in French, and had been chosen using a purposive sampling method. The current study contained an expanded instrument that included each of the four sentences from each of the fourfold or more distractors, comprising 108 items. The affectability of learners to the use of these structures in an unfavourable syntactic situation was tested by crossing derivationally related suffixed shapes with their bases. Data obtained from the 108 item questionnaires was analysed inferentially using ANOVA and t-test. Findings: Results showed that learners were dissatisfied with the presence or absence of postfixes, implying that generation errors are a problem of performance rather than competence. Contributions: The current study discovered a gap between the creation of defined and curved structures, confirming phonetic hypotheses that differentiate these two morphological mechanisms. Moreover, this study suggested that the root structures and inferred frames are vulnerable to the area of an incidental postfix and to the nonattendance of a requisite one. Effects are greater at higher levels, suggesting that syntactic knowledge starts to improve in advanced learners. Keywords: Derivational morphology, language interference, bilingualism, translation, language teaching. Cite as: Akbari Motlaq, M. D., Tengku Mahadi, T. S., Adi Kasuma, S. A., & Zulkifli, Z. I. (2022). Investigating the impact of derivational morphology in foreign language acquisition: A case study. Journal of Nusantara Studies, 7(2), 184-xx. http://dx.doi.org/10.24200/jonus.vol7iss2pp184-201
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Dissertations / Theses on the topic "French language Acquisition Case studies"

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Leung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.

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This thesis investigates non-native language acquisition of the verbal and nominal functional domains in Second language (L2) English and second/third language (L2/L3) French by Chinese and Vietnamese speakers. Six experimental studies are reported. Two current competing theories in the field of theoretical second language acquisition (L2A), namely, the Failed Features Hypothesis (FFH) and the Full Transfer Full Access (FTFA) model are compared and their applicability to third language acquisition (L3A) evaluated in the light of our data.
A version of the Minimalist Program is assumed in this work. Predictions based on FFH and FTFA are as follows: As far as L2A is concerned, both FFH and FTFA predict full transfer of L1 in the L2 initial state. With respect to L3A, FFH predicts the initial state to be L1 while FTFA predicts either L1 or L2. The two models diverge regarding their predictions on the L2/L3 transitional and steady states. In particular, FFH hypothesizes permanent "failure" and persistent L1 influence in L2/L3 interlanguage while FTFA hypothesizes full access and acquirability of target structures.
Three L2/L3 experimental studies on the verbal functional domain (i.e. tense and agreement) and another three on the nominal functional domain (i.e. the Determiner Phrase) were conducted. Subjects include Chinese monolingual learners of English, Vietnamese monolingual learners of French as well as Chinese-English bilingual learners of French. A variety of tasks were used to test the predictions made by the two models. Results demonstrate partial transfer of L1 in the L2 initial state and of L2 in the L3 initial state, and point towards full access in the L2/L3 steady states. These findings do not seem to be consistent with FFH. It appears that FTFA is a more viable theory for non-native language acquisition. We also contend that L3A is not simply another case of L2A.
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Bordo, Vanessa C. "Making a Case for the Use of Foreign Language in the Educational Activities of Nonprofit Arts Organizations." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311135640.

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Leung, Yau-keung, and 梁有強. "Lexical networks and foreign language vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959623.

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Law, Yuen-yi. "Evaluating learning gain in a self-access language learning centre case studies of six low proficiency students /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241049.

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Guerriero, A. M. Sonia (Antonia Michela Sonia). "The acquisition of deictic feminine third-person pronouns /." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21216.

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This thesis investigated how a third-born female child acquired the deictic meaning of feminine third-person pronouns in English. The child began producing feminine third-person pronouns at 24 months of age and made few production errors. In contrast, she made systematic comprehension errors between 24 and 36 months of age and did not master the correct comprehension until 40 months of age. Analysis of the child's person errors indicated that she held the proper name interpretation that the feminine third-person pronoun her referred to herself. In production, however, the child rarely called herself with feminine third-person pronouns because she had already mastered the correct use of first-person pronouns in self-reference. The issues of why the child made systematic person errors for such a long period of time and how she corrected the errors are discussed with regard to Oshima-Takane's (1985, 1998) pronoun-learning model.
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Chan, Sai Wing. "Language acquisition of Cantonese sentence final particles by a bilingual child." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/85.

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Law, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.

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Vinyard, Deirdre W. "Voices in revision : case studies of L1 and L2 students in college compositiion classes /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209124.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August, 2005." Includes bibliographical references (leaves 321-327). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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Thomas, Lynn Alexandra. "Hopes and desires for language learning : conversations with bilingual families." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/NQ38988.pdf.

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Langford, Helen G. "Multiple discourses of literacy meaning-making : case studies of two English and French classrooms." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36629.

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In this thesis, I examine the influence of institutional control on three teachers' and twelve linguistically and culturally diverse childrens' perceptions and constructions of literacy meaning making in English and French in two grade six English and in two grade six French classrooms in the province of Quebec. The children in this study represent a cultural and linguistic mosaic of new arrivals, second-generation immigrant and native Montreal families that include Cambodian, East Indian, French, Italian, Lebanese and Portuguese families. Similarly, the three teachers come from diverse cultural and linguistic backgrounds that include a native Montreal anglophone, an immigrant from Egypt who is fluent in Arabic, English and French, and a second-generation Italian Quebecer who is fluent in Italian, English and French. The diverse cultural and linguistic backgrounds of the participants add a further dimension to the research project, that is, an understanding of the dialogic encounters between multilingual children and teachers during literacy events in two languages and two classroom contexts.
I draw from Halliday's (1978, 1985) social theory of language use, Bakhtin's (1981, 1984) dialogical theory of discourse and Vygotsky's (1978, 1981, 1986) socio-cultural theory of language and learning to provide a theoretical lens for viewing the childrens' appropriation of literacy meaning making practices. I audiotaped, transcribed and interpreted the literacy events, teachers' discourse and discursive practices and the childrens' literate actions and artifacts for emerging patterns. In addition, interviews were transcribed, coded for emerging patterns and interpreted as socially negotiated texts.
The findings led me to four major conclusions. First, while institutional controls such as textbooks, programs, evaluation, and teacher beliefs about literacy continue to maintain power of literacy meaning making practices in these four classroom contexts, the reconstruction and negotiation of this power varies across the classroom contexts and amongst the teachers and children. Second, the teachers' discourse and discursive practices, as well as, situational complexities such as the intersections of cultures, communities, classrooms and languages shape the childrens' literacy perceptions, interpretations and constructions in English and French within and across the classroom contexts. Third, teaching practices for literacy meaning making are neither solely analytical or experiential nor are they solely explicit or implicit. The three teachers' literacy practices appear to be more along a continuum than a dichotomy, that is, they appear to be local, strategic and contexts-related. Fourth, the recognition of a plurality of literacies suggest that childrens' cultural stances and viewpoints need to be considered, as well as, the kinds of literacy experiences they are and are not being asked to engage in their English and French classrooms.
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Books on the topic "French language Acquisition Case studies"

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Harley, Birgit. Strategies and resources for second language retention: Final report and text of booklet. [Toronto]: Modern Language Centre, Ontario Institute for Studies in Education, 1991.

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Owens, Máire. The acquisition of Irish: A case study. Clevedon, Avon, England: Multilingual Matters, 1992.

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deHaan, Jonathan. Video games and second language acquisition: Six genre case studies. Champaign, Illinois: Common Ground Publishing LLC as part of The Learner book series, 2013.

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Adamczewski, Henri. Caroline, grammairienne en herbe, ou, Comment les enfants inventent leur langue maternelle. Paris: Presses de la Sorbonne nouvelle, 1995.

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Iturrondo, Angeles Molina. Leer y escribir con Adriana: La evolución temprana de la lectoescritura en una niña desde la infancia hasta los seis años. San Juan: Editorial de la Universidad de Puerto Rico, 1999.

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Owens, Máire. Eithne: A study of second language development. Dublin: Trinity College, Dublin, Centre for Language and Communication Studies, 1986.

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Owens, Ma ire. Eithne: A study of second language development. Dublin: Trinity College, Centre for Language and Communication Studies, 1986.

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A child's learning of English. Oxford, OX, UK: B. Blackwell in association with A. Deutsch, London, 1985.

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Devi, A. Usha. Acquisition of syntax: A case study in Telugu. New Delhi: Bahri Publications, 1990.

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Deuchar, M. Bilingual acquisition: Theoretical implications of a case study. Oxford: Oxford University Press, 2000.

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Book chapters on the topic "French language Acquisition Case studies"

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Sivakumar, Abira, Natascha Müller, and Laia Arnaus Gil. "Code-Mixing in the Weak Language: A Case Study of the Simultaneous Acquisition of French, Italian and Spanish." In Studies in Theoretical Psycholinguistics, 165–93. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1932-0_7.

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Geis, Michael L., and Linda L. Harlow. "Politeness strategies in French and English." In Studies on Language Acquisition, 129–54. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110219289.2.129.

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Gagarina, Natalia, and Maria D. Voeikova. "Acquisition of case and number in Russian." In Studies on Language Acquisition, 179–216. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.179.

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Laalo, Klaus. "Acquisition of case and plural in Finnish." In Studies on Language Acquisition, 49–90. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.49.

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Argus, Reili. "The early development of case and number in Estonian." In Studies on Language Acquisition, 111–52. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.111.

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Kovačević, Melita, Marijan Palmović, and Gordana Hržica. "The acquisition of case, number, and gender in Croatian." In Studies on Language Acquisition, 153–78. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.153.

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Ketrez, F. Nihan, and Ayhan Aksu-Koç. "Early nominal morphology in Turkish: Emergence of case and number." In Studies on Language Acquisition, 15–48. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.15.

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Korecky-Kröll, Katharina, and Wolfgang U. Dressler. "The acquisition of number and case in Austrian German nouns." In Studies on Language Acquisition, 265–302. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.265.

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Ravid, Dorit, and Rola Farah. "Noun plurals in early Palestinian Arabic: A longitudinal case study." In Studies on Language Acquisition, 411–32. Berlin, New York: Mouton de Gruyter, 2009. http://dx.doi.org/10.1515/9783110217117.411.

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Tyler, Andrea, and Vyvyan Evans. "Applying Cognitive Linguistics to Pedagogical Grammar: The Case of Over." In Studies on Language Acquisition, 257–80. Berlin, New York: Mouton de Gruyter, 2004. http://dx.doi.org/10.1515/9783110199857.257.

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Conference papers on the topic "French language Acquisition Case studies"

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Spranger, Michael. "Grounded lexicon acquisition — Case studies in spatial language." In 2013 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2013. http://dx.doi.org/10.1109/devlrn.2013.6652534.

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Ulanova, O. B. "USING CASE STUDIES IN TEACHING VETERINARY STUDENTS TO SOLVE PROFESSIONAL PROBLEMS BY MEANS OF THE FOREIGN LANGUAGE VOCABULARY." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-70.

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Тhis paper is dedicated to the ways of using case study method for mastering the foreign language vocabulary by veterinary students. The paper also focuses on increasing the motivation level to mastering veterinary disciplines through the foreign language acquisition.
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Sinkus, Tatjana. "Development of Business-Related Competences in a Case Study-based Professional English Course in Business Administration Studies." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.033.

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A professional English course in business administration studies at the university should lay emphasis on the specific demands and interests of students studying in this programme and requirements of English language knowledge imposed by the business domain. Development of business-related competences in the professional English course is essential for future entrepreneurs who will use English in multiple business contexts to run a successful and competitive business. The aim of the study was to develop and to approbate such business-related competences as business management and personal management in a professional English course in business administration studies. The author of the article emphasizes the idea that the development of business-related competences can be enhanced if the case study method is applied. The results of the study were obtained in a pedagogical experiment involving business administration students in case study modules within a professional English course. Participating in the professional English case study-based course the students developed business related competences comprising business management and personal management and the article describes the process of these competences’ practical acquisition.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Anisimova, Alexandra, and Olga Vishnyakova. "Corpus in Translation Classroom: A Case Study of Translating Economic Terms." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.029.

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The article deals with the role of corpus in translation and translation studies. The paper focuses on different aspects which should be taken into consideration when compiling a representative corpus. The researchers focus on the role the corpus of professional texts plays when choosing translation equivalents for terms, including just created and not yet registered in terminological dictionaries. The aim of the research is to elaborate the approach to the use of corpus material in the course of translation in specialized and professional fields, with particular attention to some aspects of translation competence development. The analysis based on the comparative, definitional and contextual methods proved that parallel text corpora provide professional experts, as well as students of translation, with reliable knowledge of linguistic units functioning and semantic meaning actualization within certain contexts in the Language for Specific Purposes (LSP) domain. The studies have shown that a comparative statistical analysis of a corpus of professional texts might be recommended when looking for an adequate equivalent for a term. The scope of application of the methodology suggested is not confined to certain terminological systems or fields of knowledge. The translation competence development that includes compiling text corpora and making adequate choices by students dealing with appropriate instructions on the part of the teacher, as the task concerns with high level of knowledge acquisition as refers to both linguistic and translation expertise.
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Cheong, Hyunmin, Wei Li, and Francesco Iorio. "Automated Extraction of System Structure Knowledge From Text." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59551.

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This paper presents a method to automatically extract structure knowledge of mechanical systems from natural language text. The current work extends our prior work on extracting function knowledge from text, which was presented at last year’s conference. The method uses rules based on a combination of syntactic, lexical, and redundancy information to identify structure knowledge from parsed text. Three case studies were conducted to evaluate the method. The case studies involved extracting physical connections among a known set of components of a bicycle frame, an internal combustion engine, and a drum brake from Wikipedia. The current work makes progress toward addressing the challenge of knowledge acquisition for knowledge-based CAD systems.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Reports on the topic "French language Acquisition Case studies"

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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