Intensifying constructions in French-speaking L2 learners of English and Dutch

Abstract

Abstract We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.