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From Learning to Teaching to Learning French Written Morphology

  • Michel Fayol
  • Marie Geneviève Thevenin
  • Jean Pierre Jarousse
  • Corinne Totereau
Part of the Neuropsychology and Cognition book series (NPCO, volume 17)

Abstract

Morphology plays an essential role in written French, especially since many written markers have no corresponding pronunciation (Catach, 1986; Dubois, 1965; Chervel and Manesse, 1989; Girolami-Boulinier, 1984; Jaffré, 1992; Lucci and Millet, 1994). This predominantly silent morphology has two consequences. First the learning of these markers and of their functions by children must be performed without an oral reference (e.g., the absence of phonetic realization of the nominal plural -s in “les poules”/“the hens” and of the verbal plural -nt in “elles picorent”/“they peck”). Second, the implementation and the control of these markers by adults take place only in reference to the written language (Fayol, Largy and Lemaire, 1994; Largy, Fayol and Lemaire, 1996).

Keywords

Secondary Task Production Task Plural Form Feedback Group Number Marker 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 1999

Authors and Affiliations

  • Michel Fayol
  • Marie Geneviève Thevenin
  • Jean Pierre Jarousse
  • Corinne Totereau

There are no affiliations available

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