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Acquisition of Sociolinguistic Competence in a Study Abroad Context [Mīkstie vāki]

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  • Formāts: Paperback / softback, 184 pages, height x width x depth: 210x148x10 mm, weight: 237 g
  • Sērija : Second Language Acquisition
  • Izdošanas datums: 11-May-2009
  • Izdevniecība: Multilingual Matters
  • ISBN-10: 1847691560
  • ISBN-13: 9781847691569
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Acquisition of Sociolinguistic Competence in a Study Abroad ContextPalielināt
  • Formāts: Paperback / softback, 184 pages, height x width x depth: 210x148x10 mm, weight: 237 g
  • Sērija : Second Language Acquisition
  • Izdošanas datums: 11-May-2009
  • Izdevniecība: Multilingual Matters
  • ISBN-10: 1847691560
  • ISBN-13: 9781847691569
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781847691569.html
Keywords:
Drawing on cross-sectional and longitudinal analyses of a range of sociolinguistic variables in L2 French, this volume explores the relationship between 'study abroad' and the acquisition of sociolinguistic variation patterns by the advanced second language learner.

This volume explores the relationship between 'study abroad' and the acquisition of 'sociolinguistic competence' - the ability to communicate in socially appropriate ways. The volume looks at language development and use during study abroad in France by examining patterns of variation in the speech of advanced L2 speakers. Within a variationist paradigm, fine-grained empirical analyses of speech illuminate choices the L2 speaker makes in relation to their new identity, gender patterns, closeness or distance maintained in the social context in which they find themselves. Using both cross-sectional and longitudinal data, four variable features of contemporary spoken French are analysed in a large population of advanced Irish-English speakers of French. This close-up picture provides empirical evidence by which to evaluate the wide-spread assumption that Study Abroad is highly beneficial for second language learning.

Recenzijas

This book is a real eye opener for anyone who would equate conjugating verbs and memorizing noun genders with 'learning' a second language. Regan et al. offer a stunning demonstration that effective communication hinges on acquiring the sociolinguistic competence to interpret (and produce) the many choices among variant linguistic structures that native speakers make regularly in their everyday interactions. Exemplifying with the controversial Year Abroad experience, the authors provide a first detailed account of how this is achieved. Their results should be required reading for educators, planners and policymakers, as well as linguists of all stripes. -- Shana Poplack, FRSC, Distinguished University Professor of Linguistics, University of Ottawa, Canada This exciting new book represents a significant leap forward for research on the effects of study abroad on second language acquisition. It focuses on the sociolinguistic competence of second language learners in a university setting, an unexplored dimension of this research strand. The volume offers a careful documentation and analysis of the crucial role played by a one-year stay in France on the acquisition of key aspects of sociostylistic variation in the spoken French of advanced-level students of French as a Second Language. Second language researchers, programme planners, and teachers will undoubtedly find this volume an insightful and useful resource. * Raymond Mougeon * This book makes a contribution to the growing literature on study-abroad programs by focusing on the acquisition of sociolinguistic competence in learning a non-native language by means of immersion. It provides valuable information about SLA in the study-abroad context, one that is favored by the European Union authorities in their attempt to promote language learning among the citizens ofits member states. This book constitutes invaluable endorsement for the study-abroad programs. especially providing convincing evidence for a widely-held belief that spending a year abroad favors L2 speakers' linguistic and sociolinguistic development. * Rub *

Acknowledgements ix
Second Language Acquisition and Linguistic Variation
1(18)
Introduction: Aims and Scope of this Book
1(3)
Contextual Approaches to Second Language Acquisition Research and Sociolinguistics
4(2)
Context of Acquisition
6(2)
The Role of Input in Second Language Acquisition
8(3)
Study Abroad as a Context for Acquiring a Second Language
11(2)
The Variationist Paradigm and Second Language Acquisition
13(1)
Variation and Sociolinguistic Norms in French
14(2)
The Acquisition of Native Speaker Variation Speech Patterns: A New Research Thread
16(3)
Linguistic Outcomes and Study Abroad
19(20)
Introduction
19(1)
Study Abroad as Context
19(1)
L2 Acquisition in a Study Abroad Context
20(1)
L2 Development During Study Abroad
21(3)
Study Abroad and the Acquisition of Sociolinguistic Competence
24(3)
Study Abroad and the Acquisition of Sociopragmatic Competence
27(1)
The Effect of Study Abroad on the L2 Learner's Lexical Acquisition
28(2)
The Effect of Study Abroad on Structural Aspects of the Learner's Grammar
30(4)
The Effect of Study Abroad on L2 Fluency
34(3)
Summary
37(2)
Extralinguistic Factors Affecting L2 Development During Study Abroad
39(12)
Proficiency Level
39(2)
Other Extralinguistic Factors Affecting the Linguistic Outcome of Study Abroad
41(4)
Concluding Remarks Concerning the Effect of Extralinguistic Factors on the Learner's Linguistic Development During Study Abroad
45(4)
Synthesis
49(2)
The Research Investigation: An Overview
51(11)
Introduction
51(1)
Aims and Objectives
51(2)
The Learner-Informants
53(4)
Data Collection
57(2)
Data Analysis Within the Variationist Paradigm
59(3)
The Acquisition of ne deletion by Irish-English speakers of French L2 during the Year Abroad
62(17)
Negation in French
62(1)
Variable Use of ne in Spoken French
63(2)
Ne Deletion in Non-native Speaker French: Advanced vs Early and Intermediate Learners
65(2)
Ne Deletion and the Classroom Learner
67(1)
Ne Deletion in the Native Speech Community by L2 Speakers
67(1)
Ne Deletion and French Immersion Learners in Canada
68(1)
Ne Deletion and Irish Year Abroad Learners
68(1)
Research Questions in Relation to Ne Deletion by Irish L2 Speakers in a Study Abroad Context
69(2)
Results
71(8)
The Variable Use of Nous/On during the Year Abroad
79(26)
The Variable Use of Nous/On in Metropolitan French
82(2)
The Variable Use of Nous/On in Canadian French
84(2)
The Variable Use of Nous/On in Canadian Immersion L2 Speakers' Speech
86(1)
Acquisition of Variable Nous/On in L2 Speakers and the Year Abroad
87(2)
Acquisition of the Variable Use of Nous/On by Irish Learners of French L2
89(1)
Results
89(4)
Conclusion
93(12)
The Variable Use of Future Temporal Reference during the Year Abroad
105(12)
Future Tense in French
105(2)
The Variable Use of Future Temporal Reference in Metropolitan French
107(1)
The Variable Use of Future Temporal Reference in Canadian French
108(1)
Canadian Immersion and L2 Speakers and the Future Tense
109(2)
Acquisition of the Future Temporal Reference by Irish L2 Speakers Back from a Year Abroad
111(1)
Results
112(3)
Conclusion
115(2)
The Role of Gender in the Acquisition of Sociolinguistic Competence in an L2 During the Year Abroad
117(16)
Women and Language
117(1)
Quantitative Findings on Language and Gender
118(2)
The Second or `Later' Wave of Labovian Research on Women's Use of Language
120(2)
Gender and L2 Acquisition
122(3)
Variationist Perspectives on Gender and Second Language Acquisition
125(3)
The Acquisition of Sociolinguistic Variation Patterns: Gender and the Year Abroad
128(1)
Gender as a Factor in Relation to Four Linguistic Variables in French L2: /l/ Deletion, Nous/On Alternation, Ne Retention and the Expression of the Future
129(2)
Conclusion
131(2)
Spending a Year Abroad: Do We Acquire Sociolinguistic Competence?
133(11)
Introduction: Findings from our Research
133(1)
Research Questions
133(1)
What have we Learnt about Sociolinguistic Competence and Study Abroad?
134(3)
Implications of the Research
137(1)
Theoretical Implications: Research Issues
138(1)
Group and Individual Variation in Relation to L2 Speakers
139(2)
The Acquisition of Sociolinguistic Competence: Process and Product
141(1)
Practical Implications: Programmatic and Policy Issues
142(1)
Future Research
142(2)
References 144(23)
Index 167
Vera Regan is Associate Professor of Sociolinguistics at University College Dublin. She is Chevalier de lā€™ordre des Palmes AcadĆ©miques and has served as President of the European Second Language Association, President of the Association for French Language Association, and President of the Association of Canadian Studies in Ireland.





Martin Howard is Lecturer in French at University College, Cork, Ireland. A former President of the Association for Canadian Studies in Ireland, he is currently a member of the Executive Committee of the European Second Language Association (EUROSLA), and Treasurer of the International Council for Canadian Studies (ICCS). He is a former Government of Ireland Research Fellow and was a recipient of the Prix du Québec. His research focuses on Second Language Acquisition, Sociolinguistics, and Canadian Studies. He has published on (socio)linguistic variation in relation to both native speaker and learner French, as well as on the acquisition of temporality.





Isabelle Lemée is Assistant Lecturer in the Department of French at St Patrick's College in Ireland. Her research focuses on Second Language Acquisition, as well as on Canadian Studies. She is currently the Secretary of the Association for Canadian Studies in Ireland. She is also on the Committee of the Association for French Language Studies and the Association of Applied French (AFA).