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The Independent and Combined Effects of Cognitive and Affective Variables on the L2 Acquisition of French Grammatical Gender Agreement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Independent and Combined Effects of Cognitive and Affective Variables on the L2 Acquisition of French Grammatical Gender Agreement./
作者:	Cote, Stephanie Elin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	235 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28314246
ISBN:	9798522911898

The Independent and Combined Effects of Cognitive and Affective Variables on the L2 Acquisition of French Grammatical Gender Agreement.
Cote, Stephanie Elin.

The Independent and Combined Effects of Cognitive and Affective Variables on the L2 Acquisition of French Grammatical Gender Agreement. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 235 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

A defining characteristic of second language (L2) acquisition is the well-attested variability observed between learners, often despite comparable exposure to the target language. In an attempt to explain this variability, researchers have considered the effects of various individual difference variables, cognitive and affective factors that distinguish learners from one another. The goal of this dissertation is to further our understanding of the roles of two such variables, foreign language anxiety (FLA) and working memory (WM). Each of these variables has been previously shown to impact L2 learners' success individually, and Eysenck and colleague's Attentional Control Theory (ACT) suggests that anxiety may impede WM resources, meaning these variables may also interact to predict L2 learning. While such an interaction has been alluded to in SLA research, few studies have empirically investigated the potential combined effects of FLA and WM on L2 learning. In order to address this gap, a study was designed to investigate the independent and combined effects of FLA and WM on intermediate proficiency French learners' grammatical gender agreement accuracy. Sixty-one L1 English-speaking learners of French completed a Spot-the-difference picture description task designed to elicit instances of noun-adjective gender agreement varying in the syntactic distance between the head noun and modifying adjective. Learners were significantly more accurate with local agreement than with agreement that crosses syntactic boundaries, in line with Pienemann's (1998, 2005) Processability Theory. Furthermore, FLA and WM each made contributions to agreement accuracy scores; FLA predicted a small amount of the variance of long-distance agreement scores only, while WM was a significant predictor of agreement in all three of the constructions considered here. However, no significant interaction was found between the variables, which appears to contradict ACT's predictions. Various explanations for this finding are explored. In summary, this dissertation makes important contributions to the growing body of research on individual differences in L2 acquisition by considering FLA's effects on a specific grammatical construction, namely gender agreement; by expanding previous research on WM's role in agreement processing to oral production; and by empirically testing the possible interaction of FLA and WM in L2 grammatical accuracy.

ISBN: 9798522911898Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Foreign language anxiety

The Independent and Combined Effects of Cognitive and Affective Variables on the L2 Acquisition of French Grammatical Gender Agreement.
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