Hostname: page-component-7479d7b7d-jwnkl Total loading time: 0 Render date: 2024-07-12T05:28:20.016Z Has data issue: false hasContentIssue false
  • English
  • Français

Groupe Aixois de Recherche en syntaxe, Recherches sur le français parlé, no. 10. Publications de l'Université de Provence, 1990, 156 pp.

Published online by Cambridge University Press:  10 October 2008

Jacques Durnad
Jacques Durnad
Affiliation:
Department of Modern LanguagesUniversity of Salford
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Journal of French Language Studies , Volume 2 , Issue 2 , September 1992 , pp. 272 - 275
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Azoulay-Vicente, , (1985). Les Tours comportant l'expression DE + adjectif. GenÈve-Paris: Droz.Google Scholar
Durnad, J. (1990). ‘Language:is it all in the mind?’ lnaugural Lecure. Department of Modern Languages. University of Salford.Google Scholar
Blanche-Benvensite, C. and Jeanjean, C. (1987). Le Français parlé, transcription et édition. Paris: Didier Erudition.Google Scholar
Hawkins, R. and Towell, R. (1992). Second language acquistition research and the second language acquisition of French. Journal of Freench Language Studies, 2/1:121–145.Google Scholar
Ruwet, N. (1972). La syntaxe du pronom en et transformation de ‘montée du sujet’. Théorie syntaxique et syntaxe du sujet. Paris: Seuil.Google Scholar
Towell, R., Bazergui, N. and Hawkins, R. (1992). The Effect of Explicit Instruction in Advanced Language Learning. Department of Modern Languages, University of Salford, Working Papers in Language and Learning No. 2.Google Scholar