Hence, teachers should expect students to experience a U-shaped-like figure in learning since this entails that the learners are becoming more proficient due to the plethora of syntactic patterns made available to them.
We discuss the possible relevance of the above results for the Cognitive Science debate about learning models as well as directions for future research.
However, Hoeffner argues that not all learners demonstrate a U-shaped developmental curve.
As Navarro conveys, using a meaning-based approach to explain basic connotations such as the addition of the derivational suffix —ed to a verb in terms of having a beginning and an ending instead of using the traditional approach where learners are asked to merely add the suffix, leads to more retention and future successful application.
A number of studies have sought to explain the process of acquisition of French grammatical structures, but there is a lack of data pertaining to this core distinction in an additional language.
The prior literature is mostly occupied with explaining how U-shaped behavior occurs. The learners acquire this construction, instead of learning it through the use of textbook or more controlled-like instruction, which is saved for the distinction instead.
Carlucci L 1Case J. Finally, in week six, a questionnaire was given to them where one question was asked to test for acquisition of these two core terms in French grammar see 3 for sample question.
Subject clitics, by contrast, tend to be more productive and require more analysis on the part of the learner to be employed correctly. However, as Mourssi advocates, most of the studies conducted are devoted to first language acquisition and that there is still a lack of investigation of the existence of the U-shaped learning model in SLA p.
What might cause the dip in performance, or backsliding? The current study seeks to answer the same question: Do older learners of French in ELF contexts acquire rote-learned terms earlier than subject clitics?