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Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus
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Study abroad for Anglophones: language learning through multilingual practices
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A longitudinal study of advanced learners' linguistic development before, during and after study abroad
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Anglophone students abroad: Identity, social relationships and language learning
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Placement type and language learning during residence abroad
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Residence abroad, social networking and second language learning
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The importance of task variability in the design of learner corpora for SLA research
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Understanding insertion and integration in a study abroad context: the case of English-speaking sojourners in France
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“Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2
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Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency?
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Abstract:
This chapter presents empirical evidence on the acquisition of a late-acquired form, the French subjunctive, collected from two elicited production tasks and a timed grammaticality judgement task. The study examined the influence of differences in L2 oral proficiency and local syntactic context (affirmative, adverbial and negative constructions) on the acquisition of the French subjunctive by English speaking university learners of French L2. The results suggest that L2 oral proficiency significantly affects the acquisition of the subjunctive, with high group learners performing more accurately than low group learners across a variety of different tasks. No clear effects of local syntactic context on the acquisition of the subjunctive were found.
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URL: https://eprints.soton.ac.uk/368268/1/McManus_etal_final2.pdf https://eprints.soton.ac.uk/368268/
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18 |
The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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“Repeat as much as you can”: elicited imitation as a measure of global proficiency in L2 French
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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