Language Regard and Sociolinguistic Competence of Non-native Speakers

2018 ◽  
pp. 218-236
Author(s):  
Alexei Prikhodkine
Keyword(s):  
Native Speakers ◽  
Sociolinguistic Competence

What immersion education still needs: Views from the Irish Year Abroad experience

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Vera Regan
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Secondary Level ◽  
Acquisition Process ◽  
Quantitative Evidence ◽  
Quantitative Studies ◽  
Immersion Education ◽  
Variation Patterns ◽  
Sociolinguistic Competence ◽  
Immersion Classroom

Immersion education is justifiably acclaimed. This success is achieved in the classroom and relates to language structures. Recent research, however, demonstrates that one area of acquisition lags behind in immersion speakers’ speech; sociolinguistic competence. Quantitative studies show that acquisition of native speaker variation patterns is less successful in the classroom than in situations of contact with native speakers. This paper provides quantitative evidence on the production of Irish students on a year in France, whose rates and patterns of native variation approximate native speakers more closely than those of students whose access to input is restricted to immersion classroom. The paper presents data in French from secondary level speakers at Irish immersion schools and from Irish Year Abroad university learners, comparing them to Canadian immersion students and charts the effect of contact with native speakers. We conclude that an element of naturalistic learning might be incorporated into the acquisition process of immersion speakers at university.

Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective

2018 ◽  
Vol 40 (6) ◽  
pp. 871-893 ◽  
Author(s):  
Rémi A Van Compernolle
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Native Speakers ◽  
Developmental Trajectories ◽  
Stylistic Variation ◽  
Sociolinguistic Competence ◽  
Future Work ◽  
Metalinguistic Knowledge

Abstract This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners’ acquisition and use of alternative ways of ‘saying the same thing’ (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the literature are studies examining the developmental trajectories of individual learners from a qualitative perspective. This article takes a first step in this direction by documenting the specific lexicogrammatical constructions deployed by one learner of French, Leon, over the course of a 6-week stylistic variation intervention. The findings show that his sociolinguistic repertoire emerged from a single multiword expression, which in combination with Leon’s application of new metalinguistic knowledge and mediation from a teacher expanded to become a more productive schematic template. The research suggests that future work on L2 sociolinguistic development would do well to focus on qualitative accounts of individual developmental trajectories, emphasizing the specific lexicogrammatical constructions learners appropriate, to understand how L2 sociolinguistic repertoires are constructed across time.

scholarly journals Near-Native Sociolinguistic Competence in French: Evidence from Variable Future-Time Expression

2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds ◽  
Bryan Donaldson ◽  
Katie Carmichael
Keyword(s):  
Quantitative Analysis ◽  
Native Speakers ◽  
Prior Work ◽  
Future Time ◽  
New Findings ◽  
Sociolinguistic Competence ◽  
Linguistic Constraints

This study aims to advance the understanding of sociolinguistic competence among near-native speakers and to further knowledge about the acquisition of variable structures. We conduct a quantitative analysis of variable future-time expression in informal conversations between near-native and native speakers of French. In addition to examining linguistic constraints that have been investigated in previous research, we build on prior work by introducing a new factor that enables us to consider the role that formality of the variants plays in the use of variable future-time expression. We conclude by comparing these new findings to those for the same dataset and other variable structures (namely, negation and interrogatives, Donaldson, 2016, 2017) and by advocating for more research that consists of multiple, complementary analyses of the same dataset.

Oral Approach Avoidance

2019 ◽  
Vol 66 (5) ◽  
pp. 355-360 ◽  
Author(s):  
Sandra Godinho ◽  
Margarida V. Garrido ◽  
Oleksandr V. Horchak
Keyword(s):  
Native Speakers ◽  
Writing System ◽  
Oral Movements ◽  
Motivational States ◽  
Oral Approach ◽  
Approach Avoidance ◽  
Abstract Words ◽  
European Family

Abstract. Words whose articulation resembles ingestion movements are preferred to words mimicking expectoration movements. This so-called in-out effect, suggesting that the oral movements caused by consonantal articulation automatically activate concordant motivational states, was already replicated in languages belonging to Germanic (e.g., German and English) and Italic (e.g., Portuguese) branches of the Indo-European family. However, it remains unknown whether such preference extends to the Indo-European branches whose writing system is based on the Cyrillic rather than Latin alphabet (e.g., Ukrainian), or whether it occurs in languages not belonging to the Indo-European family (e.g., Turkish). We replicated the in-out effect in two high-powered experiments ( N = 274), with Ukrainian and Turkish native speakers, further supporting an embodied explanation for this intriguing preference.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

Salvaging the Mother Tongue in Exile

2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Language Attrition ◽  
The Past ◽  
Progressive Loss ◽  
First Language Attrition ◽  
Lost In Translation ◽  
Deliberate Effort ◽  
Deep Sense

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.

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