Abstract
The present study investigated factors influencing the ability to decompose multimorphemic words in French in non-francophone children educated in French. In particular, we focused on the effects of two word features: English-French cognate status and base frequency. We also examined the effect of child language background (English first language (EL1) versus English second language (ELL)) on performance. In two related studies, children in grades 1 to 3 completed a translation task requiring them to match morphologically complex words in French and English. Target words were manipulated with respect to cognate status and base frequency. Overall, performance was found to improve over time and to be influenced by cognate status and word frequency. Across all grades, EL1 and ELL children were comparable on task performance. Taken together, these results suggest that French immersion students' ability to deconstruct words and extract morphemes in French is influenced by the presence of cognates, as well as b...
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