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Existe-t-il des corrélations entre les stades de développement morphosyntaxique et les niveaux proposés du Cadre européen commun de référence ? Une étude de productions écrites par des apprenants suédophones de français L2

Rosenberg, Johanna LU (2012) FRAK01 20112
French Studies
Abstract
The Common European Framework of reference for languages (CEFR) has, since its publication in 2001, become a key document with respect to the organisation of language teaching and testing in Europe. The six reference levels (A1, A2, B1, B2, C1 and C2) have become widely accepted as the European standard for grading an individual's language proficiency. However, it has been pointed out that the scales of the CEFR lack empirical support. Furthermore, the CEFR is not language specific and therefore does not define linguistic features for a given language at a specific CEFR-level.
This study, based on 40 texts written by Swedish L2 learners of French, primarily attempts to establish if there exists a correlation between the levels of... (More)
The Common European Framework of reference for languages (CEFR) has, since its publication in 2001, become a key document with respect to the organisation of language teaching and testing in Europe. The six reference levels (A1, A2, B1, B2, C1 and C2) have become widely accepted as the European standard for grading an individual's language proficiency. However, it has been pointed out that the scales of the CEFR lack empirical support. Furthermore, the CEFR is not language specific and therefore does not define linguistic features for a given language at a specific CEFR-level.
This study, based on 40 texts written by Swedish L2 learners of French, primarily attempts to establish if there exists a correlation between the levels of language proficiency (as defined by CEFR) and the morphosyntactic stages of development of French as a second language elaborated by Bartning and Schlyter (2004). In addition it aims to investigate if there are specific linguistic features that characterize each CEFR-level in written L2 French.
The students included in this study consist of two groups. The first group is composed of Swedish L2 learners of French in the last year of the Swedish nine-year compulsory school and has had 4 years of classroom instruction in French. The second group is composed of upper-secondary school students who have had 7 years of classroom instruction in French. The students were asked to write two texts each, an e-mail to a teacher and a personal narrative. The method included a detailed linguistic analysis of the written productions as well as an analysis of their stage of morphosyntactic development, following the model of Bartning and Schlyter. Furthermore, an evaluation according to the CEFR - scales by two experts of the CEFR - and an analysis of the linguistic features used by the students at each CEFR-level were carried out. The results show that there is a correlation between the levels of proficiency defined by CEFR and the stages of development of morpho-syntax in French as a second language. Furthermore, we show that there is a development in the use of different linguistic features across the CEFR-levels. This study also shows that the use of discourse markers develops across the CEFR-levels. (Less)
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author
Rosenberg, Johanna LU
supervisor
organization
course
FRAK01 20112
year
type
M2 - Bachelor Degree
subject
keywords
CEFR, stages in second-language acquisition, written productions, language proficiency, L2 learners of French
language
French
id
2295053
date added to LUP
2012-01-16 16:38:18
date last changed
2012-01-16 16:38:18
@misc{2295053,
  abstract     = {The Common European Framework of reference for languages (CEFR) has, since its publication in 2001, become a key document with respect to the organisation of language teaching and testing in Europe. The six reference levels (A1, A2, B1, B2, C1 and C2) have become widely accepted as the European standard for grading an individual's language proficiency. However, it has been pointed out that the scales of the CEFR lack empirical support. Furthermore, the CEFR is not language specific and therefore does not define linguistic features for a given language at a specific CEFR-level.     
This study, based on 40 texts written by Swedish L2 learners of French, primarily attempts to establish if there exists a correlation between the levels of language proficiency (as defined by CEFR) and the morphosyntactic stages of development of French as a second language elaborated by Bartning and Schlyter (2004). In addition it aims to investigate if there are specific linguistic features that characterize each CEFR-level in written L2 French.  
The students included in this study consist of two groups. The first group is composed of Swedish L2 learners of French in the last year of the Swedish nine-year compulsory school and has had 4 years of classroom instruction in French. The second group is composed of upper-secondary school students who have had 7 years of classroom instruction in French. The students were asked to write two texts each, an e-mail to a teacher and a personal narrative. The method included a detailed linguistic analysis of the written productions as well as an analysis of their stage of morphosyntactic development, following the model of Bartning and Schlyter. Furthermore, an evaluation according to the CEFR - scales by two experts of the CEFR - and an analysis of the linguistic features used by the students at each CEFR-level were carried out. The results show that there is a correlation between the levels of proficiency defined by CEFR and the stages of development of morpho-syntax in French as a second language. Furthermore, we show that there is a development in the use of different linguistic features across the CEFR-levels. This study also shows that the use of discourse markers develops across the CEFR-levels.},
  author       = {Rosenberg, Johanna},
  keyword      = {CEFR,stages in second-language acquisition,written productions,language proficiency,L2 learners of French},
  language     = {fre},
  note         = {Student Paper},
  title        = {Existe-t-il des corrélations entre les stades de développement morphosyntaxique et les niveaux proposés du Cadre européen commun de référence ? Une étude de productions écrites par des apprenants suédophones de français L2},
  year         = {2012},
}