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Détail de la contribution

Auteur: Cheryl FRENCK-MESTRE


Abstract/Résumé: The roundtable reexamines issues of native language (L1) transfer from several angles, bringing together L2 scholars with differing theoretical perspectives to evaluate the role of the L1 in L2A. These perspectives will encompass phonological development (Ellen Broselow), neurolinguistic processing (Cheryl Frenck-Mestre), initial and endstate competence (Donna Lardiere), diachronic perspectives on L2A (Richard Ingham), generative Universal Grammar approaches to morphosyntax (Bonnie Schwartz), and general cognitive views of lexical learning (Randal Holme), The roundtable will thus explore L2A theory, broadly considered, to ascertain the state of the art on ideas on transfer. Each participant will, from their perspective, spend ten minutes describing the most important aspects of current L2 research regarding transfer in the area in which they work. Broselow highlights how L1 can influence L2 from both phonological and phonetic levels, while Frenck-Mestre examines a range of recent psycholinguistic and neurolinguistic L2 studies (ERPs, eye tracking, reaction time). Ingham takes an historical perspective and presents evidence from Anlgo-Norman documenting differential diachronic developments in both phonology and syntax. Lardiere considers the role of the L1 in longitudinal development, a topic Schwartz explores with respect to morphosyntax. Holme approaches L2A from an emergentist perspective that situates learning in the exemplars encountered and their frequency. The perspectives differ both in their theoretical foundation and in their methodologies, so the roundtable presentations and exchanges will provide cross-disciplinary views on theoretical and empirical levels. Following these summaries, all roundtable members will have an opportunity to respond. During the remaining second hour we will explore the following questions and include the audience. What do we mean by transfer? What is shallow transfer and what is deep transfer? Can we explain why L1 influence seems to vary with respect to domain? How do questions regarding transfer depend on approach matter (emergentist vs. generativist)? How - and why - do proficiency level and point of development (initial, medial, endstate) matter? How do different research methods shed light on L1 influence?