L’accord du verbe en nombre à l’écrit chez des élèves de la fin de l'élémentaire en Ontario français: Une étude de cas

Joël Thibeault, Carole Fleuret


This article presents the preliminary results of a multiple-case study conducted with eight students at the end of elementary school who are schooled in French in Southwest Ontario (Canada), where it is a minority language. Based upon a hybrid theoretical framework that combines the works of researchers focusing on learning French as a first and as a second language, its objective is to describe how our participants make verbs agree in number with their subjects when they write. Our analyses show that verbal plurality is still under construction for our participants and that their results greatly fluctuate from one student to the other. They also shed light on an important difficulty faced by these students, the alteration of the stem for irregular verbs, which is only documented by studies on second language French writing. 


Subject-verb agreement in number, writing, French Ontario, minority settings, grammar

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