Show simple item record

dc.contributorDewaele, Jean-Marc
dc.contributorVeronique, Daniel
dc.date.accessioned2008-08-01T18:16:29Z
dc.date.available2008-08-01T18:16:29Z
dc.date.issued2001
dc.identifier.citationBilingualism: Language and Cognition, 4(3): 275-297
dc.identifier.issn1366-7289
dc.identifier.urihttp://hdl.handle.net/10315/1332
dc.description.abstractAn analysis of 519 gender errors (out of 9,378 modifiers) in the advanced French interlanguage of 27 Dutch L1 speakers conforms earlier findings that gender assignment and/or agreement remain problematic for learners at all levels. A hypothesis derived from Pienemann's Processability Theory (1998a) that accuracy rates would be higher for gender agreement in structures involving no exchange of grammatical information between constituents was not confirmed. The analysis of interindividual and intra-individual variation in gender accuracy rates revealed effects from avoidance and generalisation strategies, from linguistic variables, sociobiographical variables and psycholinguistic variables. We argue that gender errors can originate at the lemma level, at the gender node level, or at the lexeme level. Different psycholinguistic scenarios are presented to account for intra-individual variation in gender assignment and agreement.
dc.language.isoen
dc.publisherCambridge University Press - Copyright holder: Cambridge University Press - Http://journals.canbridge.org
dc.rights.urihttp://www.cambridge.org/
dc.rights.urihttp://journals.cambridge.org/action/login
dc.subjectForeign Language Acquisition
dc.subjectFrench as a Foreign Language
dc.subjectBelgium
dc.subjectFrench
dc.titleGender assignment and gender agreement in advanced French Interlanguage: a cross-sectional study
dc.typeArticle


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in the YorkSpace institutional repository are protected by copyright, with all rights reserved except where explicitly noted.