Number problems in monolingual and bilingual French-speaking children
A production/comprehension divide
The present study focuses on the acquisition of subject–verb agreement in number in spoken French. We compare production and comprehension of singular and plural verb forms in French monolingual and French-Swedish bilingual children (n = 58) aged five to ten. Overall, the results demonstrate that subject–verb agreement in number is a challenge to all French-speaking children, be it monolingual or bilingual, due to its heterogeneous, partial and lexically restricted nature. Furthermore, in production, bilingual children omit plural verb forms significantly more often than monolinguals. However, in comprehension, they pattern with their monolingual peers. The data also illustrate an asymmetric pattern: Plural verb forms are more easily comprehended than produced whereas singular verb forms are more easily produced than comprehended. The reasons for this asymmetry are discussed from a usage-based perspective, focusing on the frequency of verb forms and agreement patterns in the French input.
Keywords: Monolingual and bilingual acquisition of French, production and comprehension asymmetries, spoken French, subject–verb agreement, number agreement
Published online: 31 May 2013
Cited by 8 other publications
No author info given
Granget, Cyrille, Pascale Hadermann, Malin Ågren, Sonia Gerolimich, Marie-Eve Michot, Camille Noûs, Isabelle Stabarin, F. Neveu, B. Harmegnies, L. Hriba, S. Prévost & A. Steuckardt
Hadermann, Pascale, Marie-Eve Michot, Thomas Van Damme, F. Neveu, B. Harmegnies, L. Hriba & S. Prévost
Klichowski, Michal & Gregory Króliczak
Litcofsky, Kaitlyn A., Darren Tanner & Janet G. van Hell
Pourquié, Marie, Hugues Lacroix & Natalia Kartushina
Tribushinina, Elena, Julia Lomako, Natalia Gagarina, Ekaterina Abrosova & Pim Mak
Ågren, Malin, Marie-Eve Michot, Cyrille Granget, Sonia Gerolimich, Pascale Hadermann & Isabelle Stabarin
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