Acquisition of pragmatically motivated syntax in L2 French
Bratten, Jennifer Leigh
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This thesis compares the accuracy and appropriateness of presentational structures and left- and right-dislocation in L2 speaker monologues in the Salford Corpus to native speaker norms. The results show that students successfully acquired the syntax and pragmatics of presentational structures, the syntax of subject left-dislocation, and certain pragmatic functions of left-dislocation (coding of brand-new, inferred and textually evoked referents and topic shift) and right-dislocation (coding of new and evoked referents and clarification). Students did not produce passive or middle voice presentational constructions, object dislocations, or right-dislocations communicating contrast or turn closing. For all other structures and functions analyzed, student use conformed to native speaker norms during their study abroad experience, but regressed when classroom instruction resumed.