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Yuriko Oshima-Takane – Language Learning and Development, 2024
Using a habituation paradigm with a three-switch design, the present study investigated whether 20-month-old French-learning infants use noun and verb morphosyntactic cues to learn novel words in dynamic events differentially when both the agent and the action interpretations are possible. Of particular interest was whether infants' initial…
Descriptors: Infants, Nouns, Verbs, Language Usage
Priven, Dmitri – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2020
Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP…
Descriptors: Nouns, Phrase Structure, English for Academic Purposes, Syntax
Dmitri Priven – TESL Canada Journal, 2022
Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988/2004). However, despite the view that they pose significant challenges to English language learners, they are rarely taught in college-based English for Academic Purposes (EAP) programs, especially for the purposes of improving reading comprehension. This…
Descriptors: Nouns, Phrase Structure, Teaching Methods, English for Academic Purposes
Shi, Rushen; Melancon, Andreane – Infancy, 2010
Recent work showed that infants recognize and store function words starting from the age of 6-8 months. Using a visual fixation procedure, the present study tested whether French-learning 14-month-olds have the knowledge of syntactic categories of determiners and pronouns, respectively, and whether they can use these function words for…
Descriptors: Verbs, Nouns, Infants, Classification

Surridge, Marie E.; Lessard, Gregory – Canadian Modern Language Review, 1984
Test results for final-year French students in Canadian universities show they have not mastered the gender of some of the most frequent French nouns. Two recommendations are to continue to seek simplification of the learning of gender and to require students to use the full range of syntactic transformations. (MSE)
Descriptors: Classroom Techniques, Foreign Countries, Form Classes (Languages), French