Chapter 4. There is no time like the present
A longitudinal case study in the L2 acquisition of French
In-depth longitudinal case studies have the tremendous potential of answering the long-standing question of ultimate attainment in second language (L2) acquisition (Hyltenstam & Abrahamsson 2003). However, there are very few such studies, particularly focusing on tense, aspect, mood/modality (TAM) with the notable exception of the longitudinal case study of Patty, a Chinese adult immigrant learner of English (Lardiere 2007). This chapter focuses on the post-puberty L2 acquisition of French in an instructed setting of Billy, an anglophone learner. Qualitative analyses of written data elicited over a three year period will allow us to address the following research questions: (a) can an instructed learner build a native-like TAM system?; (b) where does present indicative and subjunctive alternation fit in the learner’s TAM system?; (c) is the instructed setting of a foreign language classroom sufficient to achieve ultimate attainment (Billy has never been abroad in a French-speaking country)? Findings show that Billy consistently marks tense and contrasts various temporalities, suggesting that his L2 acquisition of French is successful, but with a task effect betraying a not yet complete acquisition of subtle temporal distinctions.
References (50)
References
Abouda, L. 2002. Négation, interrogation et alternance indicatif-subjonctif. French Language Studies 12: 1–22. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Arnavielle, T. 2003. Le participe, les formes en -ant: Positions et propositions. Langages 149: 37–54. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Arteaga-Capen, D. & Herschensohn, J. 2007. Marquage grammatical des syntagmes verbaux et nominaux chez un apprenant avancé. AILE 25: 159–178.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ayoun, D. 2014. The acquisition of future temporality by L2 French learners. Journal of French Language Studies 24: 181–202. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ayoun, D. & Rothman, J. 2013. Generative approaches to the L2 acquisition of temporal- aspectual-mood systems. In Research Design and Methodology in Studies on Second Language Tense and Aspect, R. Salaberry & L. Comajoan (eds), 119–156. Berlin: Mouton de Gruyter. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bartning, I. 2005. Je ne pense pas que ce soit vrai – le subjonctif un trait tardif dans l’acquisition du français L2. In Hommage à Jane Nystedt, M. Metzeltin (ed.), 31–49. Wien: Drei Eidechsen.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bartning, I., Forsberg Lundell, F. & Hancock, V. 2012. On the role of linguistic contextual factors for morphosyntactic stabilization in high-level L2 French. Studies in Second Language Acquisition 34: 243–267. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Borer, H. 2005. The Normal Course of Events. Structuring Tense, Vol. 2. Oxford: OUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
de Carvahlo, P. 2003. “Gérondif”, “participe présent” et “adjectif déverbal” en morphosyntaxe comparative. Langages 149: 100–126. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Celce-Murcia, M. & Larsen-Freeman, D. 1999. The Grammar Book. An ESL/EFL Teacher’s Course, 2nd edn. Boston MA: Heinle & Heinle.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dewaele, J.-M. 2005. Investigating the pyschological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal 89: 367- 380. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Dewaele, J.-M. & Furnham, A. 2000. Personality and speech production: A pilot study of second language learners. Personality and Individual Differences 28: 355–365. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Donaldson, B. 2011. Nativelike right dislocation in near-native French. Second Language Research 27: 361–390. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ellis, R. 2004. Individual differences in second language learning. In The Handbook of Applied Linguistics, A. Davies & C. Elder (eds), 525–551. Oxford: Blackwell. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eysenck, H.J. 1990. Biological dimensions of personality. In Handbook of Personality: Theory and research, L.A. Pervin (ed.), 244–276. New York NY: Guilford Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eysenck, H.J. & Eysenck, S.B.J. 1985. Personality and Individual Differences: A Natural Science Approach. New York NY: Plenum Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eysenck, H.J. & Wilson, G. 1976. Know Your Own Personality. New York NY: Barnes & Noble Books.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Forsberg Lundell, F., Bartning, I., Engel, H., Gudmundson, A., Hancock, V. & Lindqvist, C. 2013. Beyond advanced stages in high-level spoken L2 French. Journal of French Language Studies 24(2): 1–26.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Grayson, D. 1986. Latent trait analysis of the Eysenck personality questionnaire. Journal of Psychiatry Research 20: 217–235. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hawkins, R. 2005. Revisiting wh-movement: The availability of an uninterpretable [wh] feature in interlanguage grammars. In Proceedings of the 7th Generative Approaches to Second Language Acquisition Conference (GASLA 2004), L. Dekydtspotter, D. Sprouse & A. Liljestrand (eds), 124–137. Somerville MA: Cascadilla Proceedings Project.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Herschensohn, J. 2007. Language Development and Age. Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Herschensohn, J. & Arteaga, D. 2009. Tense and verb raising in advanced L2 French. French Language Studies 19: 291–318. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Howard, M. 2008. Morpho-syntactic development in the expression of modality: The subjunctive in French L2 acquisition. Revue Canadienne de Linguistique Appliquée 11: 171–191.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Howard, M. 2012. From tense and aspect to modality: The acquisition of future, conditional andsubjunctive morphology in L2 French. A preliminary study. Cahiers Chronos 24: 201–223.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyltenstam, K. (ed.). 2012. High-level Proficiency in Second Language Use. Berlin: Mouton de Gruyter.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyltenstam, K. & Abrahamsson, N. 2003. Maturational constraints in SLA. In The Handbook of Second Language Acquisition, C.J. Doughty & M.H. Long (eds), 539–588. Malden, MA: Blackwell. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
James, F. 1986. Semantics of the English Subjunctive. Vancouver: University of British Columbia Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jung, C. 1921[1971]. Psychological Types. Princeton NJ: Princeton University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lambert, M., Carroll, M. & von Stutterheim, C. 2003. La subordination dans les récits d’apprenants avancés francophones et germanophones de l’anglais. AILE 19: 41–69.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lardiere, D. 2007. Ultimate Attainment in Second Language Acquisition: A Case Study. New York NY: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lealess, A. 2005. En français il faut qu’on parle bien: Assessing native-like proficiency in L2 French. MA thesis, University of Ottawa.
Lewis, M. 1986. The English Verb. Hove: Language Teaching Publications.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meisel, J. 2000. Revisiting Universal Grammar. Revista de Documentacao de Estudos em Linguistica Teorica e Aplicada 16: 129–140. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Myers Briggs, I., McCaulley, M.H., Naomi Quenk, N. & Hammer, A. 1998. MBTI Handbook: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Mountain View CA: Consulting Psychologists Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pollock, J.-Y. 1989. Verb movement, Universal Grammar, and the structure of IP. LinguisticInquiry 20: 365–424![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pollock, J.-Y. 1997. Langage et cognition. Introduction au programme minimaliste de la grammaire générative. Paris: Presses Universitaires de France.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rihs, A. 2012. A defence of the overlap criterion for distinguishing between the French gerund and present participle. Cahiers Chronos 25: 259–275.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Robinson, D., Gabriel, N. & Katchan, O. 1994. Personality and second language learning. Personality and Individual Differences 1: 143–157. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rowlett, P. 2007. Cinque’s functional verbs in French. Language Sciences 29: 755–786. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sato, T. 2005. The Eysenck personality questionnaire brief version: Factor structure and reliability. The Journal of Psychology 139: 545–552. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shlonsky, U. 2010. The Cartographic enterprise in syntax. Language and Linguistics Compass 4: 417–429. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Singleton, D. 2005. The critical period hypothesis: A coat of many colors. IRAL 43: 269–285. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sorace, A. & Serratrice, L. 2009. Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism 13: 195–210. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Wagner, R. L. & Pinchon, J. 1991. Grammaire du français classique et moderne. Paris: Hachette.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (1)
Cited by one other publication
Ayoun, Dalila
2020.
A Longitudinal Study in the L2 Acquisition of the French TAM System.
Languages 5:4
► pp. 42 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 24 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.