Différences paramétriques dans les systèmes d’assignation du genre en L1 et conséquences sur sa maîtrise en FL2

• Pieters, Tatiana ^[1]
  1. [1] Vrije Universiteit Brussel

     Vrije Universiteit Brussel

     Arrondissement Brussel-Hoofdstad, Bélgica

     
• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 74, 2018 (Ejemplar dedicado a: Monografíco: Relaciones entre chino y español: escritura, gramática, traducción y metáfora), págs. 283-306
• Idioma: francés
• DOI: 10.5209/CLAC.60523
• Títulos paralelos:
  • Parametric differences in L1 gender assignment systems and implications for French L2 assignment mastery
• Enlaces
  • Texto completo
• Resumen
  • English

    The present study examines cross-linguistic influences of L1 German and L1 English grammatical gender (GG) systems on GG mastery in French L2. It compares oral production data by two different learner groups of French and a francophone control group. The L1’s have been selected on the bases of the nature of their gender assignment systems (AS), which differ from the French system according to macro and micro parameters, that is the number of distinguished gender values and the different assignment criteria at hand (Corbett 1991). The study posits as a starting point that these L1 parametric differences affect assignment performances in FL2. The results indicate firstly that performances on gender assignment are higher among learners whose L1 AS shows the least parametric asymmetries with the French system. Secondly, learners whose L1 does not operate GG are more likely to overassign the masculine gender.

  • français

    Notre étude se penche sur l’influence inter-linguistique des systèmes du genre grammatical (GG) de l’anglais et de l’allemand L1 sur la maîtrise du GG en français L2. Elle compare des productions orales de deux groupes d’apprenants FL2 de L1 différentes et d’un groupe de comparaison francophone. Les L1 sont convoquées sur la base de leur système d’assignation (SA) du genre, qui se distinguent du SA français selon des critères macro et micro paramétriques, c.à.d. du point de vue des genres distingués et des critères d’assignation (Corbett 1991). Elle pose comme point de départ que ces différences paramétriques en L1 conditionnent les performances d’assignation en FL2. Nos résultats indiquent premièrement que la maîtrise d’assignation est plus élevée chez les apprenants dont le SA de la L1 montre le moins de divergences paramétriques avec le système français. Deuxièmement, les apprenants dont la L1 ne possède pas de GG surassignent davantage le genre masculin.

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