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dc.contributor.advisorAyoun, Dalila
dc.contributor.authorRodriguez, Karine Marieen_US
dc.creatorRodriguez, Karine Marieen_US
dc.date.accessioned2013-08-09T18:50:54Z
dc.date.available2013-08-09T18:50:54Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10150/297747
dc.description.abstractRecent research (e.g., Amaro et al. 2012) acknowledges that the study of third language acquisition cannot simply be viewed as an additive extension of bilingualism, or be assimilated to second language acquisition. But empirical research focusing specifically on L3 acquisition is still in its infancy and many questions need to be addressed. This thesis will thus study the unique properties that may characterize L3 acquisition from a morpho-syntactic perspective. More specifically, it focuses on the Verb Movement Parameter. According to Pollock (1989, 1997), English differs from French and Spanish regarding the placement of negative elements, adverbs, and inverted questions with negative pronouns. If L2/L3 learners successfully acquire the appropriate setting of the verb-movement parameter, they will be able to produce wellformed sentences in French despite having a limited connaissance of the language. This parameter will allow us to describe the level of competence of a bilingual (Spanish-English) L3 learner of French, as well as determine the amount of positive transfer from Spanish to French in the initial state of the language acquisition. Written data will be collected by administering a variety of elicitation tasks (e.g., grammaticality judgment task, preference task, guided production task).
dc.language.isofren_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.titleLe Rôle du Paramètre du Déplacement du Verbe et le Transfert Positif Dans L' Acquisition du Français en Tant Que L3fr
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplineFrenchen_US
thesis.degree.nameB.A.en_US
refterms.dateFOA2018-08-30T09:54:18Z
html.description.abstractRecent research (e.g., Amaro et al. 2012) acknowledges that the study of third language acquisition cannot simply be viewed as an additive extension of bilingualism, or be assimilated to second language acquisition. But empirical research focusing specifically on L3 acquisition is still in its infancy and many questions need to be addressed. This thesis will thus study the unique properties that may characterize L3 acquisition from a morpho-syntactic perspective. More specifically, it focuses on the Verb Movement Parameter. According to Pollock (1989, 1997), English differs from French and Spanish regarding the placement of negative elements, adverbs, and inverted questions with negative pronouns. If L2/L3 learners successfully acquire the appropriate setting of the verb-movement parameter, they will be able to produce wellformed sentences in French despite having a limited connaissance of the language. This parameter will allow us to describe the level of competence of a bilingual (Spanish-English) L3 learner of French, as well as determine the amount of positive transfer from Spanish to French in the initial state of the language acquisition. Written data will be collected by administering a variety of elicitation tasks (e.g., grammaticality judgment task, preference task, guided production task).


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