Acquisition of French as a Second Language: Do developmental stages correlate with CEFR levels?

Abstract

This paper contributes to an assessment of the role of grammatical knowledge in the definition of the CEFR (Common European Framework of Reference) levels of reference and to a discussion of the relation of the knowledge of grammar in the definition of proficiency in French as a second language. The first part is a summary of the findings about the acquisition of French morphosyntax with special emphasis on nominal and verbal groups. The second part looks at possible correlation between these results and the CEFR. The rationale is that the six levels defined in the CEFR do not imply an even split in the acquisition process or the curriculum. Some levels will take longer and require more instruction for the learner to move beyond than others. We will also argue that the sum of pragmatic and linguistic skills needed to achieve communicative success at each level makes it difficult, if not impossible, to find lexical and grammatical means that would characterize only one level.