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Peer reviewedBeaudoin, Martin – Canadian Modern Language Review, 1998
A study analyzed the syllable structure of Canadian French as perceived by native (L1) and second-language (L2) speakers using forced-choice lexical division. Results indicate that although L2 learners acquire L2 syllable structures, their perception of syllable division is influenced by L1 structures, and L2-learners' syllable division approaches…
Descriptors: Comparative Analysis, French, Language Proficiency, Language Research
Direct linkHoward, Martin – Canadian Modern Language Review, 2006
This article first presents an overview of some trends behind the acquisition of sociolinguistic variation in a second language. A study is then presented that aims to test the validity of these trends in a quantitative study of a range of socio- and morpho-phonetic variables in French, including liaison, /l/ deletion, and subject-verb agreement…
Descriptors: French, Grammar, Advanced Students, Interlanguage
Peer reviewedFagan, William T.; Hayden, Helen Mary – Canadian Modern Language Review, 1988
A study of the writing processes of ten fifth-grade French immersion students examined 22 features of their writing in both English and French. Differences across languages occurred in eight features, and students displayed a wide range of writing process behaviors in both languages. (Author/MSE)
Descriptors: Comparative Analysis, Contrastive Linguistics, English, French
Peer reviewedLaflamme, Simon; Berger, Jacques – Canadian Modern Language Review, 1988
A study found native French-speaking and native English-speaking university students had similar writing skill levels and error patterns despite their position as language-minority or language-majority members of society. It is concluded that language competency is not necessarily linked to language difficulty or to the position of the language.…
Descriptors: College Students, Comparative Analysis, English, Error Patterns
Peer reviewedPelletier, Janette – Canadian Modern Language Review, 1998
Through interviews and direct observation, examined how 120 Toronto (Ontario) children understand and experience kindergarten in ten English first-language (L1) and ten French immersion second-language (L2) classes. Results indicate the similarities between the groups were greater than the differences, contradicting suggestions that L2 immersion…
Descriptors: Comparative Analysis, Educational Attitudes, English, Foreign Countries
Peer reviewedLowe, Anne S. – Canadian Modern Language Review, 1998
An experiment in a grade 2 French immersion program compared performance of a group-taught music lessons totally integrated into classroom instruction and a group not given music instruction. Pre- and post-tests of tonal-rhythmic patterns and form that have commonalities with pronunciation, oral grammar, vocabulary, and reading comprehension found…
Descriptors: Comparative Analysis, French, Grade 2, Grammar
