L1/L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French

Kevin McManus

doi:10.3138/cmlr.2070.51

L1/L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French

Kevin McManus

Applied Linguistics

Research output: Contribution to journal › Review article › peer-review

31 Scopus citations

Abstract

This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences.

Original language	English (US)
Pages (from-to)	155-181
Number of pages	27
Journal	Canadian Modern Language Review
Volume	71
Issue number	2
DOIs	https://doi.org/10.3138/cmlr.2070.51
State	Published - May 1 2015

All Science Journal Classification (ASJC) codes

Education
Linguistics and Language

Access to Document

10.3138/cmlr.2070.51

Cite this

@article{82a405f9da4b48dbb97e58f0e6c85ef6,

title = "L1/L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French",

abstract = "This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences.",

author = "Kevin McManus",

note = "Funding Information: This research was supported by grants awarded to the author by the School of Modern Languages at Newcastle University, the Association for French Language Studies, and a British Academy Postdoctoral Fellowship (PF130001). I would like to thank the anonymous CMLR reviewers for their valuable comments as well as Florence Myles, Richard Waltereit, Laura Dom{\'i}nguez and Nicole Tracy-Ventura. Publisher Copyright: {\textcopyright} The Canadian Modern Language Review/La Revue canadienne des langues vivantes.",

year = "2015",

month = may,

day = "1",

doi = "10.3138/cmlr.2070.51",

language = "English (US)",

volume = "71",

pages = "155--181",

journal = "Canadian Modern Language Review",

issn = "0008-4506",

publisher = "University of Toronto Press",

number = "2",

}

TY - JOUR

T1 - L1/L2 differences in the acquisition of form-meaning pairings

T2 - A comparison of English and German learners of French

AU - McManus, Kevin

N1 - Funding Information: This research was supported by grants awarded to the author by the School of Modern Languages at Newcastle University, the Association for French Language Studies, and a British Academy Postdoctoral Fellowship (PF130001). I would like to thank the anonymous CMLR reviewers for their valuable comments as well as Florence Myles, Richard Waltereit, Laura Domínguez and Nicole Tracy-Ventura. Publisher Copyright: © The Canadian Modern Language Review/La Revue canadienne des langues vivantes.

PY - 2015/5/1

Y1 - 2015/5/1

N2 - This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences.

AB - This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences.

UR - http://www.scopus.com/inward/record.url?scp=84982094905&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84982094905&partnerID=8YFLogxK

U2 - 10.3138/cmlr.2070.51

DO - 10.3138/cmlr.2070.51

M3 - Review article

AN - SCOPUS:84982094905

SN - 0008-4506

VL - 71

SP - 155

EP - 181

JO - Canadian Modern Language Review

JF - Canadian Modern Language Review

IS - 2

ER -

L1/L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this