Can beginner L2 learners handle explicit instruction about language variation? A proof-of-concept study of French negation

French, Leif; Beaulieu, Suzie

doi:10.1080/09658416.2020.1782417

Cited by 9 publications

(10 citation statements)

References 23 publications

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“…Im Anliegen, für Lernende Komplexität zu verringern, wird daher Variation häufig ausgeblendet, wenngleich es vielversprechende Ansätze gibt, die Bewusstheit über soziale Bedeutung im gesteuerten Sprachlernkontext steigern wollen und Konzepte wie Indexikalität und Selbstdarstellung sowie Machthierarchien zu vermitteln suchen (Van Compernolle 2013;French & Beaulieu 2020). Solches Wissen über die soziale Bedeutung von Sprache und soziolinguistische Variation kann jedoch Lernenden auch auf niedrigeren Sprachniveaus helfen, gegenüber sozialer, regionaler oder situativer Variation aufmerksam(er) zu sein, und ihnen selbstbestimmte Wahlmöglichkeiten offerieren.…”

Section: Sozial Bedingte Variationunclassified

Dialekt-Standard-Variation im ungesteuerten Zweitspracherwerb des Deutschen

Ender¹

2022

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Bei diesem Buch handelt es sich um die überarbeitete Version meiner 2019 von der Philosophischen Fakultät der Universität Freiburg (Schweiz) angenommenen Habilitationsschrift. In meinem Anliegen, sie zu verfassen, wurde ich viele Jahre lang von meiner Faszination gegenüber Sprache, ihrem Aufbau und den Fragen, was Menschen bei ihrem Erwerb und Gebrauch tagtäglich gedanklich und sozial leisten, angetrieben. Da diese Arbeit das Produkt eines zwar erkenntnisreichen, aber auch nicht stolperfreien Weges ist, möchte ich zunächst vielen Personen danken, die mich begleitet, mir die Richtung gewiesen, mich verweilen lassen oder auch angetrieben haben.Auf wissenschaftlicher Seite bin ich verschiedenen Personen besonders zu Dank verpflichtet. Ich hatte in den verschiedenen Phasen meiner fachlichen Entwicklung immer wieder das große Glück, auf außergewöhnliche Personen und ein inspirierendes Umfeld zu treffen: Nachdem besonders Lorelies Ortner zu Studienzeiten meine Begeisterung für germanistische Sprachwissenschaft angefeuert hat, haben mir Ivo Hajnal, Manfred Kienpointner, Peter Anreiter und nicht zuletzt Elisabeth Mairhofer eine schöne und lehrreiche Zeit als Doktorandin und wissenschaftliche Mitarbeiterin an der Sprachwissenschaft der Universität Innsbruck ermöglicht. Iwar Werlen und Raphael Berthele danke ich dafür, dass sie mich an Schnittstellen meiner Laufbahn eingesammelt und weiterbegleitet haben. Es war ein Privileg, in einem auf persönlicher wie fachlicher Ebene großartigen Umfeld eingebettet zu sein und mit vielen anregenden Personen arbeiten zu können:

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Section: Sozial Bedingte Variationunclassified

Dialekt-Standard-Variation im ungesteuerten Zweitspracherwerb des Deutschen

Ender¹

2022

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“…The teachers reported that this new approach is reflected in their focus on authentic and interactive activities, their increased use of authentic materials, and their increased attention to speaking skills. Importantly, the use of authentic instructional materials [32], paired with explicit instruction, including a conceptual understanding of sociolinguistic variation (which allows learners to make situation-specific decisions in relation to various contextual factors rather than follow rigid rules), has not only been proposed but also found to be an effective way to help learners develop sociolinguistic competence [19,29].…”

Section: Discussionmentioning

confidence: 99%

“…Studies exploring effective approaches to the development of classroom-based FSL learners' sociolinguistic competence have suggested that explicit instruction is necessary and is most effective when integrated in the curriculum so that its delivery is systematic and recurrent and follows the awareness-practice-feedback sequence [14,19]. There is evidence to suggest that such explicit instruction is possible and desirable even with lower-proficiency learners [29]. It does not appear to be overwhelming for new learners and has the advantage of preventing learners from developing habits of invariant use that may be difficult to counteract later [30].…”

Section: Sociolinguistically-oriented Fsl Teachingmentioning

confidence: 99%

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Rehner

Lasan

2023

Education Sciences

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This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the extent to which post-secondary French-as-a-second-language (FSL) learners, who completed their elementary and secondary schooling in Ontario, Canada, believe that they have successfully developed sociolinguistic competence in their target language. Specifically, it considers the learners’ assessment of their sociolinguistic abilities, the types of sociolinguistic skills they wish to develop further, a comparison with their actual sociolinguistic performance, and the ways in which they hope to develop the sociolinguistic skills they feel they lack. Second, the article explores Ontario elementary- and secondary-school FSL teachers’ reported focus on sociolinguistic competence in their teaching after having engaged in intensive and extensive CEFR-oriented professional learning. Specifically, it considers how the teachers’ professional learning influences the sociolinguistic relevance of their planning, classroom practice, and assessment and evaluation. The article concludes by considering whether the degree of “fit” between the learners’ self-identified needs and the teachers’ reports of their re-oriented practices is poised to improve the sociolinguistic outcomes of Ontario FSL learners.

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“…Pedagogical interventions, which focus on variability enhance FSL learners' ability to decode natural speech and to recognize the social significance of variability, including the possibility of producing these same variable forms for their own social benefit (French Beaulieu, 2020). This strategic use of variation as a pedagogical norm transforms FSL instruction into one where variation is centered, not tolerated, as a unit of study, compelling learners to expect variable input, and to develop perceptual strategies poised to decode and attune.…”

Section: Discussionmentioning

confidence: 99%

Variation in the L2 French Audiovisual Input: A Voice by Another Dialect Would Sound As Sweet?

Chung¹,

Cardoso²

2022

Virtual PSLLT

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The struggles that second language learners experience when navigating the sociophonetic variability of speakers is often explained by the lack of exposure to varied input in the classroom because of its emphasis on teaching (usually invariable) standard varieties. In the realm of French as a second language (FSL) learning, our understanding of variational input in the classroom comes primarily from textbook studies; little empirical evidence has quantified the amount and kind of social speech markers (e.g., age) found in the FSL audiovisual curriculum. This study examines the audiovisual input of two FSL classrooms. Interviews and a questionnaire were used to elicit FSL instructors' criteria for selecting input, and their experiences with and attitude towards including variation in their lessons. Additionally, an analysis of the audiovisual input derived from one semester of each instructor was categorized by clip length and by five social markers: age, gender, race, region, and native speaker status. Results showed that the instructors held positive viewpoints towards including variation; however, the audiovisual input in both settings was invariant across multiple social markers, accounting for less than 5% of total class time. Suggestions for incorporating more varied input in the language learning curriculum will be discussed.

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Can beginner L2 learners handle explicit instruction about language variation? A proof-of-concept study of French negation

Cited by 9 publications

References 23 publications

Dialekt-Standard-Variation im ungesteuerten Zweitspracherwerb des Deutschen

Dialekt-Standard-Variation im ungesteuerten Zweitspracherwerb des Deutschen

Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs

Variation in the L2 French Audiovisual Input: A Voice by Another Dialect Would Sound As Sweet?

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