The acquisition of sociolinguistic competence in French as a foreign language: an overview

Dewaele, Jean‐Marc

doi:10.1017/s0959269504001814

Cited by 51 publications

(40 citation statements)

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“…Dewaele (2004) suggests that sociolinguistic knowledge has to become "proceduralised" before users can make automatic decisions about appropriateness (p. 315). It means that the L2 learners in this research study might have needed more time before starting to use new linguistic forms.…”

Section: Discussionmentioning

confidence: 99%

“…Many SLA researchers have been interested in looking at the sociolinguistic competence because they have acknowledged language learners' difficulties in acquiring and using the full range of speech styles or in developing "stylistic variation" (Dewaele, 2004). Sociolinguistic competence refers to the learner's "knowledge of the sociocultural rules of language and discourse" (Brown, 2000, p. 247).…”

Section: Sociolinguistic Competencementioning

confidence: 99%

“…One interesting finding is that L2 learners will generally overuse formal variants and underuse informal variants in similar communicative situations (Nadasdi, Mougeon, & Rehner, 2005;Tarone & Swain, 1995). According to Dewaele (2004), the overuse of formal variants by NNS is one fairly consistent result of research studies on stylistic variation linked to the lack of access to the community of practice of NS and the exposition to one communicative context that is the classroom.…”

Section: Sociolinguistic Competencementioning

confidence: 99%

“…NNS might have chosen consciously not to use these forms because they "belong" to the community of practice that represents this specific group of NS. Dewaele (2004) talks about "in group" membership to describe how members of a group use specific speech patterns to show that they "fit in". L2 learners using these words could be seen as out of place and could bring unwanted effects from the interlocutors.…”

Section: Development Of Sociolinguistic Competencementioning

confidence: 99%

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Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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• Attribution: You must attribute the work in the manner specified by the publisher.• Noncommercial: You may not use this work for commercial purposes.• No Derivative Works: You may not alter, transform, or build upon this work.Research-publishing.net has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Moreover, research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of a published lecture, or thesis), or that it is not under consideration for publication elsewhere. While the advice and information in this book are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.The print on demand version is an exact printed copy of the original eBook project which can be found at http://www.research-publishing.net.Typeset by research-publishing.net Cover design by Raphaël Savina (raphael@savina.net)• Fonts used are licensed under a SIL Open Font License.• Cantarell, designer Dave Crossland; Old Standard TT, designer Alexey Kryukov.ISBN13: 978-1-908416-00-1 (eBook) ISBN13: 978-1-908416-01-8 (print on demand) British Library Cataloguing-in-Publication Data. A cataloguing record for this book is available from the British Library.iii Notes on Contributors EditorsSylvie Thouësny is a Ph.D. student at Dublin City University, Ireland. Her current research focuses on language learner variability and language learner modeling to assist second language teachers in the provision of strategic and effective feedback adapted to each individual. This field of research mainly draws on disciplines such as applied linguistics, human computer interaction, natural language processing, intelligent computer-assisted language learning, and dynamic assessment.Linda Bradley is a Ph.D. student and lecturer at the Centre for Language and Communication, Chalmers University of Technology, Sweden. Her research interest is language learning and technology, investigating students' interaction, communication and linguistic production in online environments within higher education. Her publications focus on student collaboration and intercultural learning on web based tools such as wikis and blogs. In addition, she has a general interest in self-directed learning on emergent mobile devices. Reading CommitteeFrançoise Blin has been working in CALL since the late eightie...

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Section: Discussionmentioning

confidence: 99%

Section: Sociolinguistic Competencementioning

confidence: 99%

Section: Sociolinguistic Competencementioning

confidence: 99%

Section: Development Of Sociolinguistic Competencementioning

confidence: 99%

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Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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“…The expression of futurity in target language French offers an interesting area of study in L2 acquisition, given that the L2 development of the morphological means used to express futurity illuminates not solely the learner's grammatical development, but also his/her sociolinguistic development in appropriating the native speaker's variation patterns underlying the use of such means in French (see Dewaele 2004;Mougeon et al 2010;Howard et al 2013). In terms of the difficulty that the expression of futurity poses, the learner is therefore faced with a twofold challenge.…”

mentioning

confidence: 99%

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Howard

2015

arbo

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As an example of socio-grammatical variation in target language French, the morphological variation at work in the expression of futurity constitutes an interesting area to intricately relate the L2 learner’s sociolinguistic and grammatical development. This conceptual entity is all the more interesting since previous studies of this variable in native speaker French point to a certain discrepancy between prescriptive and sociolinguistic norms in the speaker’s choice between the inflected and periphrastic forms as well as in the use of the present to mark futurity, whereby the prescriptively hypothesized semantic restrictions on the use of each form are not seen to be upheld in real language usage. This paper is concerned with the acquisition challenge that such a threefold choice poses to the L2 learner of French, based on a quantitative cross-sectional analysis of Irish instructed and study abroad learners of French. Reflecting previous studies of other variables (see, for example, Dewaele 2004; Mougeon et al. 2010), results suggest an important effect for naturalistic exposure on the acquisition of native speaker norms surrounding the expression of futurity, as well as for the actual target language variety to which the learners are exposed.

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Acquisition of Sociophonetic Variation in an EFL Context: Evidence from Production, Perception, and Awareness

Gnevsheva

2024

TESOL Quarterly

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This study investigates the acquisition of sociophonetic competence by English as a foreign language learners in production and perception. Adult learners of English completed speaking, listening, and questionnaire tasks, aimed at assessing their acquisition of sociolinguistic constraints on (ING). First, they were interviewed and read 30 sentences, containing the target variable, in English. Next, they participated in a listening task where they had to discriminate between more and less formal sentences, varying in the (ING) variant. Lastly, they completed an awareness and biographical questionnaire. An analysis of the speaking task revealed partial acquisition of variable rules: The alveolar variant was more likely to appear in verbs and the velar one—after an alveolar consonant. Style was not significant. Participants also did not distinguish between velar and alveolar variants in perception of formality. Measures of English proficiency and exposure did not predict acquisition of (ING) in production and perception. The questionnaire revealed minimal awareness of (ING) and other phonetic/phonological variables, which may be one of the contributing factors to its incomplete acquisition in production and perception.

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The acquisition of sociolinguistic competence in French as a foreign language: an overview

Cited by 51 publications

References 37 publications

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French

Acquisition of Sociophonetic Variation in an EFL Context: Evidence from Production, Perception, and Awareness

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