Due to the wide range of context-specific variables and complexities of the
learning situations already discussed at the start of the chapter, the writer
decided to comment only on language material which would have been heard,
practised and produced frequently over a period of time such as numbers,
telling and asking somebody's name or age and likes and dislikes.
Observations thus suggested that in the area of numbers some children had
considerable difficulties counting up to 10 or 20 in French. Even after extensive
practice some were unable to either recognise or recall basic numbers.
Although these children could 'count' in joint class choruses, many were at a
loss when asked to do so on an individual basis. Some children who apparently
could count and seemed to have mastered the numbers taught could not
recognise or recall numbers if these were not sequential. Whetherthese
children simply did not remember numbers was difficult to establish and the
possibility that those who experienced problems with French numbers also
experienced difficulties with number concepts in their first language cannot be
discounted.
Remembering genders, especially, seemed to cause problems for many
children despite extensive practice Ofvocabulary items. 'Le natation', for
example, was frequently produced instead of the correct 'la natation' even after
several weeks of practice. Hawkins (1981: 86, 87) makes the salient point that
'French offers most possibility Ofanalogical error in the memorising Ofgenderi
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