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Inaudible syntactic markers are especially difficult to spell. This paper examines how 455 fourth graders spell silent French plural markers in a dictation with real and pseudowords after one year of formal French instruction (L2). The Generalized Li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3e6fc02fe3e825dc048becb0e03f05d3
http://orbilu.uni.lu/handle/10993/54733
http://orbilu.uni.lu/handle/10993/54733
