Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-25T17:51:39.511Z Has data issue: false hasContentIssue false
  • English
  • Français

Patterns of second language development in French immersion*

Published online by Cambridge University Press:  10 October 2008

Birgit Harley
Birgit Harley
Affiliation:
Modern Language Centre, Ontario institute for Studies in Education, 252 Bloor Street West, Toronto, Ontario, M5S 1V6, Canada
Get access Rights & Permissions [Opens in a new window]

Abstract

In this cross-sectional study of the a acquisition of French by English-speaking immersion students in Ontario, Canada, patterns of second language development are examined with particular reference to verbs. The analysis focuses on second language production data from interviews with 36 early immersion students at three different gradr levels, along with comparison data from a group of late immersion students and two groups of native French speakers. The study documents the learners' well-developed ability to negotiate meaning in context and the continuing impact of the first language in various aspects of their verb use.

Type
Articles
Information
Journal of French Language Studies , Volume 2 , Issue 2 , September 1992 , pp. 159 - 183
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adjemian, C. (1983). The transferability of lexical properties. In Gas, S. and Selinker, L. (eds.), Language Transfer in LAnguage Learning. Rowley, MA: Newbury House, pp. 260–268.Google Scholar
Ard, J. and Gass, S. M. (1987). Lexical constraints on syntactic acquisition. Studies in Second Language Acquisition, 9: 233–252.CrossRefGoogle Scholar
Berman, R. A. (1987). Cognitive components of language development. In Pfaff, C. (ed.), First and Second Language Acquisition Processes. Cambridge, MA: Newbury House, pp. 3–27.Google Scholar
Blum-Kulka, S. and Levenston, E. A. (1983). Universals of lexical simplification. In: Faerch, C. and Kasper, G. (eds.), Strategies in Interlanguage Communication. London: Longman, pp. 119–139.Google Scholar
Bowerman, M. (1982). Reorganizational processes in lexical and syntactic development. In: Wanner, E. and Gleitman, L. (eds.), Language Acquisition: The State of the Art. Cambridge: Cambridge University Press, pp. 319–346.Google Scholar
Carey, S. (1982). Semantic development: The state of the art. In: Wanner, E. and Gleitman, L. (eds.), Language Acquisition: The State of the Art. Cambridge: Cambridge University Press, pp. 349–389.Google Scholar
Clark, E. V. (1979). Building a vocabulary: Words for objects, actions and relations. In: Fletcher, P. and Garman, M. (eds.), Language Acquisition: Studies in First Language Development. Cambridge: Cambridge University Press, pp. 149–160.Google Scholar
Clark, E. V. (1985). The acquisition of Romance, with special reference to French. In: Slobin, D. I. (ed.), The Crosslinguistic Study of Language Acquisition. Vol. I: The Data: Hillsdale, NJ: Lawrence Erlbaum, pp. 687–782.Google Scholar
Day, E. M. and Shapson, S. M. (1991). Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning, 41/1: 25–58.Google Scholar
Fletcher, P. (1985). A Child's Learning of English. Oxford: Blackwell.Google Scholar
Genesee, F. (1987). Learning Through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.Google Scholar
Gougenheim, G., Michéa, R., Rivenc, P. and Sauvageot, A. (1964). L'Elaboration du français fondamental, 1er degré. Philadelphia: Chilton.Google Scholar
Harley, B. (1986). Age in Second Language Acquisition. Clevedon, Avon: Multilingual Matter.Google Scholar
Harley, B. (1989a). Transfer in the written compositions of French immersion students. In: Dechert, H. W. and Raupach, M. (eds.), Transfer in Language Production. New York: Ablex, pp. 1–19.Google Scholar
Harley, B. (1989b). Functional grammar in French immersion: A classroom experiment. Applied Liguistics, 10/3: 331–359.Google Scholar
Harley, B. (1992). Aspects of the oral second language proficiency of early immersion, late immersion, and extended French students at grade 10. In: Courchêne, R., Glidden, J.John, J. St. and Thérien, C. (eds.), Comprehension-based Second Language Teaching/L'Enseignement des langues secondes axé sur la compréhension. Ottawa: Ottawa University Press.Google Scholar
Harley, B., Allen, P., Cummins, J. and Swain, M. (eds.) (1990). The Development of Second Language Proficiency. Cambridge: Cambridge University Press.Google Scholar
Harley, B. and King, M. (1989). Verb lexis in the written compositions of young L2 learners. Studies in Second Language Acquisition, 11: 415–439.Google Scholar
Harley, B. and Swain, M. (1977). An analysis of verb form and function in the speech of French immersion pupils. Working Papers on Bilingualism, 14: 31–46.Google Scholar
Harley, B. and Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In: Davies, A., Criper, C. and Howatt, A. (eds.), Interlanguage. Edinburgh: Edinburgh University Press, pp. 291–311.Google Scholar
Hart, D. and Lapkin, S. (1990). French Immersion at the Secondary/Postsecondary Interface: Final Report to the Ontario Ministry of Colleges and Universities. Toronto: Modern Language Centre, OISE.Google Scholar
Kellerman, E., Bongaert, T. and Poulisse, N. (1987). Strategy and system in L2 referential communication In: Ellis, R. (ed.), Second Language Acquisition in Context. Englewood Cliffs, NJ: Prentice-Hall, pp. 100–112.Google Scholar
Kessler, C. and Tarasovis, D. (1983). Development of communication strategies: Bridging gaps in the ‘burger business’. In: Campbell, C., Flashner, V., Hudon, T. and Lubin, J. (eds.), Proceedings of the Los Angeles Second Language Research Forum, Vol. II. Los Angeles: Department of English, UCLA, pp. 158–168.Google Scholar
Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12/3: 251–285.Google Scholar
Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press.Google Scholar
Maratsos, M. (1979). How to get from words to sentences. In: Aaronson, D. and Rieber, R. W. (eds.), Psycholinguistic Research: Implications and Applications. Hillsdale, NJ: Erlbaum, pp. 2895–353.Google Scholar
McLaughlin, B. (1990). Restructuring Applied Linguistics, 11/2: 113–128.Google Scholar
Meisel, J. M. (1987). Reference to past events and actions in the development of natural second languate acquisition. In: Pfaff, C. (ed.), First and Second Language Acquisition Processes. Cambridge, MA: Newbury House, pp. 206–224.Google Scholar
Muller, C. (1974). Les verbes les plus fréquents du français. Le Français dans le monde 103: 14–17.Google Scholar
Peters, A. M. (1985). Language segmentation: Operating principles for the perception and analysis of language In: slobin, D. I. (ed.), The Crosslinguistic Study of Language Acquisition. Vol. II: Theoretical Issues. Hillsdale, NJ: Lawrence Erlbaum, pp. 1029–1067.Google Scholar
Radford, A. (1988). Small children's small clauses. Transactions of the Philological Society, 86/1: 1–43.Google Scholar
Ringbom, H. (1987). The Role of the First Language in Foreign Language Learning. Clevedon, Avon: Multilingual Matters.Google Scholar
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11/2: 129–158.Google Scholar
Singleton, D. (1989). Language Acquisition: The Age Factor. Clevedon, Avon: Multilingual Matters.Google Scholar
Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6/1: 68–83.Google Scholar
Swain, M. and Carroll, S. (1987). The immersion observation study. In: Harley, B., Allen, J. P. B., Cummins, J. and Swain, M., The Development of Bilingual Proficiency: Final Report, Vol. II: Classroom Treatment. Toronto: Modern Language Centre, OISE, pp. 190–341.Google Scholar
Swain, M. and Lapkin, S. (1982). Evaluating Bilingual Education: A Canadian Case Study. Clevedon, Avon: Multilingual Matters.Google Scholar
Swain, M. and Lapkin, S. (1989). Aspects of the sociolinguistic performance of early and late French immersion students. In: Scarcella, R., Anderson, E. and Krashen, S. D. (eds.), On the Development of Communicative Competence in a Second Language. Cambridge, MA: Newbury House, pp. 41–54.Google Scholar
Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In: Shopen, T. (ed.), Language Typology and Syntactic Description, Vol. III: Grammatical Categories and the Lexicon. Cambridge: Cambridge University Press, pp. 57–149.Google Scholar
Viberg, A. (1987). Explaining the role of nuclear verbs in lexical acquisition. University of Stockholm (mimeo).Google Scholar
White, L. (1991). Argument structure in second language acquisition. Journal of French Language Studies, 1/2: 198–207.Google Scholar