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Fluidité, complexité et morphosyntaxe dans la production écrite en FLE

Gunnarsson, Cecilia LU (2006) In Études Romanes de Lund 78.
Abstract (Swedish)
Popular Abstract in Swedish

Syftet med den här studien är att undersöka utvecklingen av språkfärdigheten i skriftlig produktion av franska som främmande språk. Vi har följt 5 inlärares produktion av franska i en 30 månader lång longitudinell studie. För att kunna utvärdera färdigheten har vi använt oss av parametrarna flyt, komplexitet och korrekthet. Flyt och komplexitet har utvärderats med hjälp av konventionella indikatorer som ofta används i litteraturen. Korrektheten har däremot utvärderats i särskilda morfosyntaktiska kontexter: finithet, subjekt-verbkongruens och tempus i förfluten tid.



Den här studien intresserar sig också för användandet av explicit och implicit kunskap. Dessa begrepp står i... (More)
Popular Abstract in Swedish

Syftet med den här studien är att undersöka utvecklingen av språkfärdigheten i skriftlig produktion av franska som främmande språk. Vi har följt 5 inlärares produktion av franska i en 30 månader lång longitudinell studie. För att kunna utvärdera färdigheten har vi använt oss av parametrarna flyt, komplexitet och korrekthet. Flyt och komplexitet har utvärderats med hjälp av konventionella indikatorer som ofta används i litteraturen. Korrektheten har däremot utvärderats i särskilda morfosyntaktiska kontexter: finithet, subjekt-verbkongruens och tempus i förfluten tid.



Den här studien intresserar sig också för användandet av explicit och implicit kunskap. Dessa begrepp står i samband med färdighetskonceptet. Skriftlig produktion är speciellt lämplig för den här sortens studie, då den tillåter mer tid till att kontrollera output innan och efter själva skrivandet än muntlig produktion gör. Inlärarnas skriftliga produktion på dator har spelats in med hjälp av programmet ScriptLog och ett videofilmat ?thinking aloud protocol?. Den här metoden gör det möjligt att följa den skriftliga produktionen i realtid. Logfiler från ScriptLog och transkriptionerna av videoinspelningarna tillhandahåller material för att analysera utvecklingen av språkfärdigheten.



Utöver de resultat som ger vid handen en förmodad ökning av flyt, komplexitet och korrekthet, ser vi stora individuella skillnader mellan de 5 inlärarna. En grupp inlärare producerar skriven inlärarfranska med mer flyt och färre muntliga reflexioner och kommentarer, vilket tyder på ett mindre bruk av explicit kunskap. Den andra gruppen producerar med mindre flyt och fler muntliga reflektioner och kommentarer, vilket tyder på ett större användande av explicit kunskap. Det tycks som om inlärarna i gruppen med mer flyt kontrollerar outputen i mindre utsträckning än inlärarna i gruppen med mindre flyt. Helt enligt våra antaganden är den här gruppens produktion mindre korrekt, vad beträffar finithet och subjekt-verb kongruens, än inlärarna i gruppen med mindre flyt. När det kommer till behandlingen av förfluten tid måste vi lägga till en parameter till korrektheten, variationen mellan passé composé och imparfait. I detta fall producerar gruppen med mer flyt inte med mer korrekthet, men med större variation mellan de två olika tempusen. Dessa inlärare ger läsaren mer personlig bakgrundsinformation. Gruppen med mindre flyt tycks koncentrera sig på ett av de två tempusen, framför allt passé composé och de ger läsaren mindre bakgrundsinformation.



Slutligen, formulerade vi enligt Krashen (1981) och Pica (1985) hypotesen att enkla grammatiska regler är enklare att lära sig explicit än regler som försöker beskriva komplexa grammatiska strukturer, komplexa regler. I den här avhandlingen exemplifieras den enkla regeln av subjekt-verb kongruensen i 3e person plural, och den komplexa regeln av distinktionen mellan passé composé och imparfait i förfluten tid. Den här hypotesen bekräftades: behandlingen av den enkla regeln, mätt genom pauslängd, var mer explicit än behandlingen av den komplexa regeln.



Avhandlingen avslutas med några forskningsförslag i de psykolingvistiska och didaktiska områdena. (Less)
Abstract
The aim of this study is to examine the development of linguistic proficiency in written production of second-language French. In a longitudinal study of 30 months, we follow the written production of 5 guided learners of French as a second language. In order to apprehend proficiency we use the conventional parameters fluency, complexity and accuracy. The fluency and complexity are apprehended by conventional indicators used in the literature, but the accuracy is apprehended in particular morphosyntactic contexts: finiteness, subject-verb agreement and past tense.



This study also takes an interest in the use and development of explicit and implicit knowledge, which are closely related to the concept of proficiency.... (More)
The aim of this study is to examine the development of linguistic proficiency in written production of second-language French. In a longitudinal study of 30 months, we follow the written production of 5 guided learners of French as a second language. In order to apprehend proficiency we use the conventional parameters fluency, complexity and accuracy. The fluency and complexity are apprehended by conventional indicators used in the literature, but the accuracy is apprehended in particular morphosyntactic contexts: finiteness, subject-verb agreement and past tense.



This study also takes an interest in the use and development of explicit and implicit knowledge, which are closely related to the concept of proficiency. Written production is particularly suitable for this kind of study as it gives more time to control the output before and after the writing than oral production does. The learners? computer-written production is recorded by the means of the program ScriptLog and a video-filmed thinking aloud protocol. This methodology allows us to follow the written production in real time. The protocols from ScriptLog and the TAP provide the material for the analysis of the development of linguistic proficiency.



In addition to the results indicating a non-controversial, anticipated general gain in fluency, complexity and accuracy, we observe important inter-individual differences between the 5 learners. One group of learners produces written French L2 with more fluency and less verbalisation, which indicates a lesser use of explicit knowledge. The other group produces with less fluency and more verbalisations, which indicates a more important use of explicit knowledge. It would seem that the learners in the more fluent group control the output somewhat less than the learners in the less fluent group. As hypothesized, the written production of the more fluent group is somewhat less accurate as to the finiteness and the subject-verb agreement. When it comes to the past tense, we must add another parameter to the accuracy, variation between passé composé and imparfait. In this case, the production of the more fluent group is not more accurate, but there is more variation between the two tenses. These learners give more personalised background information to the reader. The less fluent group, seems to concentrate on one of the two tenses, mostly passé composé, and they communicate less background information to the reader.



Finally, following Krashen (1981) and Pica (1985) we also made the hypothesis that simple grammatical rules are easier to learn in an explicit way than rules trying to reflect a more complex grammatical structure, complex rules. In this thesis, the simple rule is exemplified by the subject-verb agreement in 3rd person plural, and the complex rule by the distinction between the past tenses passé composé and imparfait. This hypothesis was confirmed : the treatment of the simple rule, measured by pausing, was more explicit than the complex rule.



The thesis ends with some research propositions in the psycholinguistic and didactic fields. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Prof. Fayol, Michel, Université de Clermont Ferrand
organization
publishing date
type
Thesis
publication status
published
subject
keywords
complexity, accuracy, implicit knowledge, explicit knowledge, verbal morphology, morphosyntaxe, simple and complex rules, written production in real time, ScriptLog, fluency, written L2 production, proficiency, guided L2 learning, individual differences, Language learning, Språkinlärning
in
Études Romanes de Lund
volume
78
pages
236 pages
publisher
Department of Romance Languages
defense location
sal 201, Kulturanatomen, Biskopsgatan 7, Lund
defense date
2006-11-25 10:15
ISSN
0347-0822
ISBN
978-91-628-6966-3
language
French
LU publication?
yes
id
efe351c1-ac09-4257-8b0c-09bb3f329a4d (old id 25917)
date added to LUP
2007-06-05 13:44:27
date last changed
2019-05-21 13:59:35
@phdthesis{efe351c1-ac09-4257-8b0c-09bb3f329a4d,
  abstract     = {The aim of this study is to examine the development of linguistic proficiency in written production of second-language French. In a longitudinal study of 30 months, we follow the written production of 5 guided learners of French as a second language. In order to apprehend proficiency we use the conventional parameters fluency, complexity and accuracy. The fluency and complexity are apprehended by conventional indicators used in the literature, but the accuracy is apprehended in particular morphosyntactic contexts: finiteness, subject-verb agreement and past tense.<br/><br>
<br/><br>
This study also takes an interest in the use and development of explicit and implicit knowledge, which are closely related to the concept of proficiency. Written production is particularly suitable for this kind of study as it gives more time to control the output before and after the writing than oral production does. The learners? computer-written production is recorded by the means of the program ScriptLog and a video-filmed thinking aloud protocol. This methodology allows us to follow the written production in real time. The protocols from ScriptLog and the TAP provide the material for the analysis of the development of linguistic proficiency.<br/><br>
<br/><br>
In addition to the results indicating a non-controversial, anticipated general gain in fluency, complexity and accuracy, we observe important inter-individual differences between the 5 learners. One group of learners produces written French L2 with more fluency and less verbalisation, which indicates a lesser use of explicit knowledge. The other group produces with less fluency and more verbalisations, which indicates a more important use of explicit knowledge. It would seem that the learners in the more fluent group control the output somewhat less than the learners in the less fluent group. As hypothesized, the written production of the more fluent group is somewhat less accurate as to the finiteness and the subject-verb agreement. When it comes to the past tense, we must add another parameter to the accuracy, variation between passé composé and imparfait. In this case, the production of the more fluent group is not more accurate, but there is more variation between the two tenses. These learners give more personalised background information to the reader. The less fluent group, seems to concentrate on one of the two tenses, mostly passé composé, and they communicate less background information to the reader.<br/><br>
<br/><br>
Finally, following Krashen (1981) and Pica (1985) we also made the hypothesis that simple grammatical rules are easier to learn in an explicit way than rules trying to reflect a more complex grammatical structure, complex rules. In this thesis, the simple rule is exemplified by the subject-verb agreement in 3rd person plural, and the complex rule by the distinction between the past tenses passé composé and imparfait. This hypothesis was confirmed : the treatment of the simple rule, measured by pausing, was more explicit than the complex rule.<br/><br>
<br/><br>
The thesis ends with some research propositions in the psycholinguistic and didactic fields.},
  author       = {Gunnarsson, Cecilia},
  isbn         = {978-91-628-6966-3},
  issn         = {0347-0822},
  keyword      = {complexity,accuracy,implicit knowledge,explicit knowledge,verbal morphology,morphosyntaxe,simple and complex rules,written production in real time,ScriptLog,fluency,written L2 production,proficiency,guided L2 learning,individual differences,Language learning,Språkinlärning},
  language     = {fre},
  pages        = {236},
  publisher    = {Department of Romance Languages},
  school       = {Lund University},
  series       = {Études Romanes de Lund},
  title        = {Fluidité, complexité et morphosyntaxe dans la production écrite en FLE},
  volume       = {78},
  year         = {2006},
}