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The acquisition of grammatical gende...

Krenca, Klaudia.

The acquisition of grammatical gender by French as a second language learners enrolled in French immersion.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The acquisition of grammatical gender by French as a second language learners enrolled in French immersion.
作者:	Krenca, Klaudia.
面頁冊數:	99 p.
附註:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
標題:	Language.
標題:	Linguistics.
標題:	Bilingual education.
ISBN:	9781339269375
摘要、提要註:	In Study 1, the relationship between morphophonological cues and gender assignment in French was examined among a group of 148 French L2 children (M = 114.66 months, SD = 19.69). Study 2 investigated gender-marking ability in French among a subset of 27 children from the first study (M = 120.74 months, SD = 16.14). In the determiner task, participants assigned the indefinite article unMASC or uneFEM to pseudowords whose endings were typically masculine, feminine or neutral. In the picture task, children pointed to the picture of a female or male Martian that best personified each spoken pseudoword. The results provided evidence that correct gender assignment improved across grade. More ending-consistent responses were given to feminine endings than to masculine endings. Children whose L1 marked gender were better at gender-marking in French than children whose L1 did not mark gender. Finally, there was evidence of a default subclass for gender-neutral nouns.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1604398

The acquisition of grammatical gender by French as a second language learners enrolled in French immersion.
Krenca, Klaudia.

The acquisition of grammatical gender by French as a second language learners enrolled in French immersion. - 99 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.A.)--University of Toronto (Canada), 2015.

In Study 1, the relationship between morphophonological cues and gender assignment in French was examined among a group of 148 French L2 children (M = 114.66 months, SD = 19.69). Study 2 investigated gender-marking ability in French among a subset of 27 children from the first study (M = 120.74 months, SD = 16.14). In the determiner task, participants assigned the indefinite article unMASC or uneFEM to pseudowords whose endings were typically masculine, feminine or neutral. In the picture task, children pointed to the picture of a female or male Martian that best personified each spoken pseudoword. The results provided evidence that correct gender assignment improved across grade. More ending-consistent responses were given to feminine endings than to masculine endings. Children whose L1 marked gender were better at gender-marking in French than children whose L1 did not mark gender. Finally, there was evidence of a default subclass for gender-neutral nouns.

ISBN: 9781339269375Subjects--Topical Terms:

376478
Language.

The acquisition of grammatical gender by French as a second language learners enrolled in French immersion.
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100 1 $a Krenca, Klaudia. $3 629954
245 1 4 $a The acquisition of grammatical gender by French as a second language learners enrolled in French immersion.
300 $a 99 p.
500 $a Source: Masters Abstracts International, Volume: 55-02.
500 $a Adviser: Xi Chen.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2015.
520 $a In Study 1, the relationship between morphophonological cues and gender assignment in French was examined among a group of 148 French L2 children (M = 114.66 months, SD = 19.69). Study 2 investigated gender-marking ability in French among a subset of 27 children from the first study (M = 120.74 months, SD = 16.14). In the determiner task, participants assigned the indefinite article unMASC or uneFEM to pseudowords whose endings were typically masculine, feminine or neutral. In the picture task, children pointed to the picture of a female or male Martian that best personified each spoken pseudoword. The results provided evidence that correct gender assignment improved across grade. More ending-consistent responses were given to feminine endings than to masculine endings. Children whose L1 marked gender were better at gender-marking in French than children whose L1 did not mark gender. Finally, there was evidence of a default subclass for gender-neutral nouns.
590 $a School code: 0779.
650 4 $a Language. $3 376478
650 4 $a Linguistics. $3 174558
650 4 $a Bilingual education. $3 629916
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690 $a 0282
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 629955
773 0 $t Masters Abstracts International $g 55-02(E).
790 $a 0779
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1604398

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