{"pk":2489,"title":"L2 French Learners’ Processing of Object Clitics: Data from the Classroom","subtitle":null,"abstract":"The purpose of this study was to assess whether the well-documented paucity of object clitics in L2 French production reflects difficulties learners have comprehending these forms in classroom input. To this end, an aural French-English translation task was used to determine the extent to which university-level L2 learners of French (N=152) were able to process and encode the meaning of the object clitics me, te, la, l’, les, lui, leur, y and en. An analysis of the translations revealed variation in performance across clitic types (19-75% accuracy) and as a function of learners’ proficiency level and educational background. There was a positive relationship between L2 proficiency and clitic processing. Post-French immersion learners were better able to process and encode clitics than their post-core French peers. As a group, the learners were only 54% accurate, with their mistranslations of object clitics indicating incomplete use of gender, number, animacy and case markings to link these forms to their co-referents. An under-reliance on animacy and agreement cues by these L2 learners suggests the need for explicit instruction on the importance of syntactic and discourse-pragmatic information in clitic comprehension.","language":"en","license":null,"keywords":[{"word":"French as a Second Language"},{"word":"Pronouns"},{"word":"Clitics"},{"word":"translation"},{"word":"Listening Comprehension"},{"word":"Language Processing"},{"word":"Applied Linguistics"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5v37r73q","frozenauthors":[{"first_name":"Valerie","middle_name":"","last_name":"Wust","name_suffix":"","institution":"North Carolina State University at Raleigh","department":"None"}],"date_submitted":"2009-06-03T09:00:00+02:00","date_accepted":"2009-06-03T09:00:00+02:00","date_published":"2010-02-28T09:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/l2/article/2489/galley/1522/download/"}]}