File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

postgraduate thesis: A 4-year-old-girl's experience of learning French in Hong Kong : a case study

TitleA 4-year-old-girl's experience of learning French in Hong Kong : a case study
Authors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Dennehy, J. A.. (2013). A 4-year-old-girl's experience of learning French in Hong Kong : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094904
AbstractIncreased worldwide mobility has led to a rise in the number of interlingual parents attempting to transmit their native languages to their children. Within the related fields of heritage language acquisition and bilingualism, there is a lack of research focusing on sequential language acquisition. This exploratory longitudinal case study investigates a four-year-old girl’s sequential acquisition of French, her mother’s language, within the context of an expatriate community in Hong Kong in which English, her father’s language, was predominant. Spontaneous speech samples were collected from different learning environments and interviews were conducted to elucidate the impact of the learner’s various experiences on her L2 acquisition. Results indicated a lack of L2 confidence that was perhaps under-estimated by her parents and teachers. The change in maternal input patterns provoked a frequently angry reaction in the learner and resulted in a high proportion of code-switching in her output. Findings indicated tentative support for Muranaka-Vuletich’s (2002) suggestion that child code-switching rates may not always be influenced by the parents and that it may sometimes be the reverse. The bilingual nature of the French community in Hong Kong made it difficult to immerse the learner in truly monolingual L2 environments. However, the combination of the child’s educational and social experiences seem to have contributed to her increased L2 output by the study’s conclusion. The present study may have worrying implications for those parents unable to provide the requisite conditions for L2 acquisition at home and who do not have access to heritage language education or expensive immersion trips.
DegreeMaster of Arts in Applied Linguistics
SubjectFrench language - Study and teaching - English speakers
Second language acquisition
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/193545

 

DC FieldValueLanguage
dc.contributor.authorDennehy, John Anthony-
dc.date.accessioned2014-01-13T23:10:36Z-
dc.date.available2014-01-13T23:10:36Z-
dc.date.issued2013-
dc.identifier.citationDennehy, J. A.. (2013). A 4-year-old-girl's experience of learning French in Hong Kong : a case study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094904-
dc.identifier.urihttp://hdl.handle.net/10722/193545-
dc.description.abstractIncreased worldwide mobility has led to a rise in the number of interlingual parents attempting to transmit their native languages to their children. Within the related fields of heritage language acquisition and bilingualism, there is a lack of research focusing on sequential language acquisition. This exploratory longitudinal case study investigates a four-year-old girl’s sequential acquisition of French, her mother’s language, within the context of an expatriate community in Hong Kong in which English, her father’s language, was predominant. Spontaneous speech samples were collected from different learning environments and interviews were conducted to elucidate the impact of the learner’s various experiences on her L2 acquisition. Results indicated a lack of L2 confidence that was perhaps under-estimated by her parents and teachers. The change in maternal input patterns provoked a frequently angry reaction in the learner and resulted in a high proportion of code-switching in her output. Findings indicated tentative support for Muranaka-Vuletich’s (2002) suggestion that child code-switching rates may not always be influenced by the parents and that it may sometimes be the reverse. The bilingual nature of the French community in Hong Kong made it difficult to immerse the learner in truly monolingual L2 environments. However, the combination of the child’s educational and social experiences seem to have contributed to her increased L2 output by the study’s conclusion. The present study may have worrying implications for those parents unable to provide the requisite conditions for L2 acquisition at home and who do not have access to heritage language education or expensive immersion trips.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshFrench language - Study and teaching - English speakers-
dc.subject.lcshSecond language acquisition-
dc.titleA 4-year-old-girl's experience of learning French in Hong Kong : a case study-
dc.typePG_Thesis-
dc.identifier.hkulb5094904-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5094904-
dc.date.hkucongregation2013-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats