Titre :
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Gender assignement in french immersion and core french graduates: j'aime la français mais pas le grammaire...
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Auteur(s) : | Kerry LAPPIN-FORTIN |
Type de document :
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Article
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Revue :
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The French review (vol. 88, n° 2, décembre 2014)
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Description :
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p. 121-142, bibliogr.
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Langue(s) :
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Anglais |
Résumé :
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This study examines gender assignment in graduates of French immersion programs who responded to a diagnostic questionnaire distributed at the beginning of their first university French course.We compare accuracy rates attributing gender to the 10 most commonly used consonant-initial nouns.While it was expected the FI students would outperform their peers, overall results are very similar, and indicate both groups would benefit from targeted instruction. Seeking possible evidence of a masculine default strategy, we were surprised to observe, in the FI group, a generalization of the feminine form of the definite article. [résumé revue]
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Sujet(s) : | , apprentissage du FLE, enseignement du FLE, genre grammatical, immersion linguistique |
Zone(s) géographique(s) :
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