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Master Thesis

Stratégies d'apprentissage dans l'acquisition du genre grammatical en français langue étrangère ou seconde

Abstract : One of the linguistic features recognized as particularly difficult to acquire by any learner of French as a foreign or second language is grammatical gender (Taft et Meunier, 1998; Dewaele et Véronique, 2001; Lyster, 2004). Studies even specify that this acquisition can be difficult for learners whose mother tongue (L1) does not have this category (Harley, 1998). Our research, which is related to the assignment of gender to common nouns in L2/L3 French, focuses on the effects of the crosslinguistic transfer compared to the prospect of noun endings in French as reliable predictors of grammatical gender (Lyster, 2006), and the assignment of the masculine gender “by default”. Using a cross-sectional study based on a semi-guided speech production task and a written and oral comprehension experimental gender assignment task, we compare the performances of two targeted B1 level (CEFRL) linguistic groups of different L1 learners. One group of L1s are Italian and Portuguese, and the other are L1 English. Since English does not have grammatical gender (although semantic gender is marked) and the two other languages do, the objective is to identify which linguistic group will be the most successful in accurately assigning gender to French common nouns.
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Master Thesis
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Submitted on : Thursday, June 3, 2021 - 1:01:56 PM
Last modification on : Tuesday, October 19, 2021 - 10:58:39 AM
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  • HAL Id : dumas-03248074, version 1


Yannick Nombalier. Stratégies d'apprentissage dans l'acquisition du genre grammatical en français langue étrangère ou seconde. Linguistique. 2020. ⟨dumas-03248074⟩



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