L'Apprentissage de la relativisation en francais par des adolescents de langue italienne (The Learning of Relative Pronouns in French by Italian-Speaking Adolescents). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 28.

Autor/in	Trevisi, Sandra
Institution	Commission Interuniversitaire Suisse de Linguistique Appliquee (Switzerland).
Titel	L'Apprentissage de la relativisation en francais par des adolescents de langue italienne (The Learning of Relative Pronouns in French by Italian-Speaking Adolescents). Acts of the Colloquium of the Swiss Interuniversity Commission for Applied Linguistics. CILA Bulletin, No. 28.
Quelle	(1978), (26 Seiten)Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Cognitive Processes; Communicative Competence (Languages); Error Analysis (Language); French; Higher Education; Interlanguage; Language Acquisition; Language Instruction; Language Processing; Language Proficiency; Language Research; Language Skills; Language Usage; Learning Processes; Pronouns; Psycholinguistics; Second Language Learning; Secondary Education; Sentence Structure; Skill Development; Syntax; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Error analysis; Language; Fehleranalyse; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zielsprache; Sprachaneignung; Spracherwerb; Sprachverarbeitung; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Sprachgebrauch; Learning process; Lernprozess; Pronomen; Psycholinguistik; Zweitsprachenerwerb; Sekundarbereich; Satzbau; Satzstruktur; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study presents an analysis of the successive steps used by Italian-speaking secondary school students to acquire mastery of the relative pronoun in standard French. This structure was chosen for study because the acquisition of the French relative pronoun is a source of difficulty for Italian learners. An analysis was made of the students interlanguage as it evolved from the second through the fifth year of study in order to explain errors and to clarify the students' learning strategies. The analysis was limited to the forms "qui,""que," and "dont." It was hypothesized that facility in the use of relative pronouns is acquired in several steps. The pronouns "qui" and "que" generally serve as connectives, and rules concerning the elimination of the element to which the pronoun refers are applied only gradually. The morphophonological rules are observed only after the acquisition of competence in elimination of the second identical element in the clause. It appears that these steps parallel cognitive development in children. Acceptance of the data implies that the intermediate steps, including errors, would have to be accepted. If formal language instruction is to terminate at an intermediate level, it is suggested that such errors not be corrected because they are not a barrier to communication. It is noted that the students' simplifcation process is also found in popular French. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC