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  • 1.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsberg, Fanny
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Acquisition et usages aux niveaux très avancés des langues secondes: l'apport d'un modèle du français parlé2012In: Penser les langues avec Claire Blanche-Benveniste / [ed] Sandrine Caddéo, Marie-Noëlle Roubaud, Magali Rouquier, Frédéric Sabio, Aix-en-Provence: Presses universitaires de Provence , 2012, p. 187-198Chapter in book (Other academic)
  • 2.
    Bartning, Inge
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Forsberg, Fanny
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Resources and obstacles in very advanced L2 French:  formulaic language, information structure and morphosyntax2009In: EUROSLA Yearbook, ISSN 1568-1491, E-ISSN 1569-9749, Vol. 9, p. 185-211Article in journal (Refereed)
    Abstract [en]

    This study builds on the proposition that there are six developmental stages for spoken L2 French, based on morpho-syntactic criteria (Bartning and Schlyter 2004). In order to investigate developmental stages 'beyond stage 6', oral productions of several groups of advanced learners/users and native speakers are analyzed in terms of resources and obstacles. Among the resources, we investigate expected late features such as formulaic language and elaboration of information structure (Forsberg 2008; Hancock 2007). Morpho-syntactic deviances (MSDs), i.e. obstacles are also investigated. MSDs are expected to be almost absent beyond stage 6 (von Stutterheim 2003). Surprisingly, they continue to be present even at these very high levels. The results also show that formulaic language and information structure are promising measures of high levels, although the latter did not yield significant differences compared to lower stages. The study concludes with the proposal of a transitional stage with L2 users called functional bilinguals, which would constitute a stage between the advanced learner and the near-native speaker.

  • 3.
    Bengtsson, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, VictorineStockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Humour in Language: Textual and Linguistic Aspects2010Collection (editor) (Other academic)
  • 4.
    Fant, Lars
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Hancock, Victorine
    Marqueurs discursifs connectifs chez des locuteurs de L2 très avancés: le cas de alors et donc en français et de entonces en espagnol2015In: Les marqueurs du discours dans les langues romanes: une approche contrastive / [ed] Margarita Borreguero Zuloaga, Sonia Gómez-Jordana Ferary, Limoges: Lambert-Lucas, 2015, p. 317-335Chapter in book (Refereed)
    Abstract [fr]

    Nous partons dans cette étude de la polysémie d’un certain nombre de marqueurs argumentatifs et évidentiels, récurrents en français et en espagnol parlé. Cette polysémie serait le résultat d’un développement diachronique (Hansen & Rossari 2005, Dostie & Pusch 2007). Nous nous penchons ici sur l'usage des marqueurs (comme donc, alors, après, vous savez, apparemment, c’est que...) dans le français et l’espagnol langue maternelle et langue seconde. La perspective est donc comparative et l’approche appliquée s’inspire de l’analyse conversationnelle.

    Nous faisons l’hypothèse que les items analysés, à mesure que la L2 chez l’apprenant s’est développée, sont de plus en plus pragmaticalisés. Par pragmaticalisation, nous entendons ici le changement sémantique et le développement des fonctions discursives/textuelles (qui s’éloignent du sens original) des items en français/espagnol L2. Dans la présente étude, nous considérerons aussi l’emplacement des items dans la structure informationnelle définie selon Morel & Danon-Boileau (1998). Selon ces auteurs, le français parlé obéit au principe de décondensation, à savoir qu'un certain nombre de constituants discursifs (thématiques et modaux) sont détachés de la construction verbale réalisée dans le rhème. L’hypothèse de la décondensation rejoint l’idée de la pragmaticalisation diachronique, dans ce sens que la pragmaticalisation des items vers des marqueurs discursifs entraine (entre autres) leur isolement syntaxique (Frank-Job 2006). Un changement sémantique des marqueurs serait par conséquent accompagné d’un détachement syntaxique. Dans cette étude, nous examinons, dans un corpus d’apprenants, l’hypothèse que certains marqueurs se trouvent détachés par rapport au rhème (à gauche ou à droite), suivant le degré de pragmaticalisation du marqueur.

    Notre corpus consiste d’enregistrements téléphoniques d’une activité argumentative. Les enregistrements comprennent la production de 40 informants au total, 20 en français (L1 et L2) et de 20 informants en espagnol (L1 et L2).

  • 5.
    Forsberg, Fanny
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Le rôle des séquences préfabriquées dans le talk show2007Conference paper (Refereed)
  • 6.
    Forsberg Lundell, Fanny
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Engel, Hugues
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Gudmundson, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Lindqvist, Christina
    Beyond advanced stages in high-level spoken French L22014In: Journal of French Language Studies, ISSN 0959-2695, E-ISSN 1474-0079, Vol. 24, no 2, p. 255-280Article in journal (Refereed)
    Abstract [en]

    The aim of this study is twofold: first, to find evidence for additional advanced stages in L2 French. The continuum of Bartning and Schlyter (2004) is taken as a point of departure. It is hypothesized that a number of linguistic criteria will account for high-level proficiency. It was earlier found that besides morpho-syntax, formulaic sequences and information structure are interesting phenomena for highly proficient learners (Bartning, Forsberg and Hancock, 2009). Three more measures are now added, i.e. perceived nativelikeness, lexical richness and fluency. The second aim of this study is to contribute to the debate on the possibility of nativelike attainment. The study shows that several measures are prone to characterise nativelike performance in highly proficient users among whom some attain nativelikeness.

  • 7.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Dictionary of verbs of today's French: construction, jobs, synonyms2011In: Revue française de linguistique appliquée, ISSN 1386-1204, Vol. 16, no 1, p. 135-136Article, book review (Refereed)
  • 8.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    L'emploi de donc chez des apprenants avancés: intonosyntaxe et fonctionnements dans la chaîne parlée2004In: Second language acquisition and usage, Stockholm: Almqvist & Wiksell International , 2004Chapter in book (Refereed)
  • 9.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Pragmatic use of temporal adverbs in L1 and L2 French: Functions and syntactic positions of textual markers in a spoken corpus2012In: Language, Interaction & Acquisition, ISSN 1879-7865, Vol. 31, no 1, p. 29-51Article in journal (Refereed)
    Abstract [en]

    This paper deals with the functions of a number of frequent temporal adverbs and their placement in the information structure produced by highly advanced L2 speakers of French. The study concerns both structural and pragmatic aspects of learner language that seem relevant for characterizing the highly proficient French L2 user. The pragmaticalization of these adverbs, i.e. the development of different pragmatic functions in L2, is investigated. The adverbs can occupy different positions in the utterance and we expect that the pragmaticalization of the adverbs entails their syntactic isolation in the information structure. The analysis of positions showed that, for two adverbs, argumentative functions in outer positions were absent even in the most advanced speaker group.

  • 10.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    "Quelques adverbes modalisateurs dans le français parlé L2 et L1 : insertion dans le paragraphe oral"2005In: Actes des 4èmes Journées de Linguistique de Corpus, sept 15-17 2005, Lorient, France. Revue éléctronique : Texte et Corpus, 2005, p. 97-104Chapter in book (Other academic)
  • 11.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Quelques connecteurs et modalisateurs dans le français parlé d’apprenants avancés. Étude comparative entre suédophones et locuteurs natifs2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The intention of this study is to give a qualitative and quantitative description of the usage of connectors, especially mais, parce que and donc, and of some epistemic modifiers in the spoken French of Swedish advanced learners. The study includes eight advanced learners, six highly advanced learners and eight native speakers from the French learner corpus InterFra, all interviewed by the same native speaker. In total, 22 interviews of learners (39,000 words) and eight interviews of native speakers (23,000 words) were examined. One of the goals was to find typical advanced learner features (interlanguage features) in connector and modifier usage, and also to describe individual variation in the group. We highlight the importance of comparative studies and of taking into account recent studies of spoken French to establish advanced interlanguage features, as normative French grammar fails to account for some spoken usage of connectors.

    The aim in studying interlanguage features that involve connectors and modifiers is twofold: first, we try to understand the function of certain connectors/modifiers at the semantic, discourse organizing, interactional and speech act levels. Second, we look at the syntactic dependence and integration of discourse sequences introduced by parce que and modifiers like je crois (que).

    The study of mais (chapters 2 and 3) showed that learners used turn-introducing mais more often than native speakers. Mais was also found to be an important reformulation marker in the learner group. In the study of parce que (chapter 4), we found that the macro-syntactic (paratactic) parce que was frequent in both speaker groupes, but that a function like introducing ”specifications” was more frequent in the learner group, while parce que introducing parenthetic remarks (incises) – commonly used by native speakers of French – was found in only a few cases in the learner corpus. We suggest that this latter usage is a property of the highly advanced user. The study of epistemic phrases like je crois/ je pense/ je trouve (que) (chapter 5) revealed a small quantitative difference in syntactic dependence between the two groupes of speakers: the learners more frequently used independent expressions. From a qualitative point of view, the difference was partly due to the high number of isolated phrases (like je crois oui) and post-positioned phrases in the learner material. Both groups of speakers used modifiers as discourse-structuring devices and as fillers, but their use as fillers was more frequent in the learner group. Finally (chapter 6), by carrying out a prosodic analysis (variation in fundamental frequency) coupled with an analysis of the information structure, we segmented the speech into functional discourse units (les paragraphes oraux). This analysis suggested some characteristics of highly advanced learner usage for the position of the connector donc. One such feature was the incorporation of donc in a constituent of the discourse unit, both from a syntactic and prosodic point of view.

  • 12.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. franska.
    Quelques éléments modaux dissociés dans le paragraphe oral dans des interviews en francais L2 et L12007In: Journal of French Language Studies, no 17Article in journal (Refereed)
    Abstract [en]

    Dans cet article nous nous proposons d’analyser quelques éléments porteurs de modalité chez des apprenants suédophones et des locuteurs natifs de français. Notre but et de trouver des traits qui puissent caractériser l’organisation discursive de l’apprenant avancé. Au centre de cette étude à la fois descriptive et comparative sont les éléments modaux détachés du rhème, et nous partons de l’analyse faite par Morel & Danon-Boileau (1998) du paragraphe oral sur le français parlé L1. Selon ces auteurs, le préambule - partie thématique et modale du paragraphe oral - est souvent très « décondensé », chez le locuteur natif de français. Qu’en est-il pour le locuteur de français L2 ? C’est la question que nous nous posons ici, en analysant un échantillon d’un corpus oral.

  • 13.
    Hancock, Victorine
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Étude intonodiscursive des séquences introduites parparce quedans le français parlé des apprenants avancés suédophones2005In: Actes du colloque international en sciences du langage (APLIC), juin 25-26 2004, Paris, France / [ed] J. M. Delefosse, Paris: Université de la Sorbonne Nouvelle , 2005, p. 81-92Chapter in book (Other academic)
  • 14.
    Hancock, Victorine
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Kirchmeyer, Nathalie
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Compétence discursive des apprenants avancés et quasi-natifs: étude du marqueur polyfonctionnel vraiment.2009In: L’information grammaticale, Vol. 120, p. 14-21Article in journal (Refereed)
    Abstract [fr]

    Le but de cette étude est de caractériser les occurrences de vraiment dans un corpus oral chez des locuteurs natifs francophones et chez des apprenants suédophones (Le corpus InterFra, voir Bartning & Schlyter 2004). Ces apprenants sont semi-guidés (apprentissage en milieu naturel et institutionnel). Chanet (2004) observe à propos des marqueurs discursifs en général, que dans le Corpus de référence du français parlé, la forme enfin a la fonction d'adverbe régi (= il a enfin terminé sa thèse) dans seulement 0,1 % [sic] des occurrences, et celle de marqueur discursif/particule dans 98 % des cas (2 % ambigu). L'auteur commente ces observations qui "laissent imaginer la gymnastique mentale que doivent effectuer les enfants passant d'une perception orale de la langue à un apprentissage de l'écrit [...]". Ces chiffres laissent aussi imaginer les difficultés rencontrées par les apprenants de notre corpus, qui font eux le chemin inverse. Ceux-ci doivent passer d'un apprentissage essentiellement de l'écrit (ou d'une norme de l'écrit) à une perception orale d'une langue étrangère. Étant donné cet écart écrit-oral, on pourrait faire l’hypothèse qu’un certain nombre de fonctionnements de vraiment comme marqueur discursif n’apparaissent que tardivement dans l’acquisition.

    Aux conditions d'apprentissage dans un milieu institutionnel s'ajoutent souvent une attitude normative envers les phénomènes propres à l'oralité, tels que les marqueurs discursifs : ils sont souvent catégorisés comme des « disfluences » (cf. Chanet 2004).

    Dans notre étude, nous partons de la complexité syntaxique et discursive de vraiment à la fois à l’écrit et à l'oral (cf. Fernandez 1994 et Bilger 2004) : « l’adverbe vraiment est très ambigu et peut modifier toutes les catégories » (Abeillé 2002, cité par Bilger 2004). Notre corpus nous permet aussi de caractériser les conditions externes de l'acquisition du marqueur discursif. Nous considérons la distribution fonctionnelle de vraiment dans les unités informationelles (partie thématique et modale / rhématique / postrhématique) ainsi que sa variation idiosyncrasique.

  • 15.
    Hancock, Victorine
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Sanell, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Les marqueurs discursifs complexes dans un corpus oral: étude de la compétence pragmatique chez des locuteurs de français L1 et L22012In: Actes du dixhuitième congrès des romanistes scandinaves / [ed] Ahlstedt, E.,Benson, K. et al., Göteborg: Göteborgs universitet , 2012, p. 303-316Conference paper (Other academic)
  • 16.
    Hancock, Victorine
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Sanell, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Pragmaticalisation des adverbes temporels dans le français parlé L1 et L2: étude développementale de alors, après, maintenant, déjà, encore et toujours2010In: EUROSLA Yearbook, Vol. 10: annual conference of the European Second Language Association / [ed] L. Roberts, M. Howard, M. Ó Laoire, D. Singleton, Amsterdam ; Philadelphia: John Benjamins , 2010, p. 62-91Chapter in book (Other academic)
  • 17.
    Hancock, Victorine
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    Sanell, Anna
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages, French and Italian.
    The acquisition of four adverbs in a learner corpus of L2 French2009In: Discours : revue de linguistique, psycholinguistique et informatique, no 5Article in journal (Refereed)
    Abstract [en]

    This empirical study of a learner corpus of 40 interviews, investigates the acquisition of the four adverbs aussi, peut-être, seulement and vraiment (also, mayby, only and really). Although these four adverbs are non-obligatory elements in the utterance, they seem to have two fundamental modifying functions, namely enhancement (aussi and vraiment) and mitigation (peut-être and seulement). They also appear at early stages of acquisition. The study concentrates on the positions and discourse functions of the adverbs in a developmental perspective. Each adverb is characterized with respect to these two parameters across six developmental stages (Bartning, Schlyter, 2004) and a “near-native” learner variety. We combine a functional framework for acquisition (cf. Klein, Perdue 1997; Benazzo 2000, 2005) with earlier observations from corpus studies concerning the positions and the semantics of the adverbs (Schlyter, 1977; Chanet, 2004; Bilger, 2004). We expected that the number of functions of the adverbs would increase with the stages and we focus on the very advanced levels (stages 5-6). The study is to our knowledge one of the first to cover learner production from beginners to very advanced and “near-native” speakers. One hypothesis generated by the study is that frequency patterns of the target language could be acquired earlier than positional patterns. As a result of the study, we propose an order of acquisition of the four adverbs.

1 - 17 of 17
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