L1 Speakers' Attitudes toward L2 Speakers' Negation Use in French

Autor/in	Etienne, Corinne
Titel	L1 Speakers' Attitudes toward L2 Speakers' Negation Use in French
Quelle	In: Canadian Modern Language Review, 78 (2022) 2, S.106-128 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Native Language; French; Second Language Learning; Second Language Instruction; Language Attitudes; Language Usage; Morphemes; Age Differences; Gender Differences; Comparative Analysis; Native Speakers; Teaching Methods; Language Styles; Language Tests; Decision Making; Oral Language + Suchen Sie Ihr Suchwort? Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverhalten; Sprachgebrauch; Morphem; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachstil; Language test; Sprachtest; Decision-making; Entscheidungsfindung; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	This article explores French L1 speakers' attitudes toward French L2 speakers' negation use. Negation in prescriptive grammars calls for a pre-verbal ne and a post-verbal element like "pas." Although orally "ne" deletion is frequent, it is rarely or never taught. One common, albeit meagerly supported, explanation is that L1 speakers do not like L2 speakers to use informal styles. To test this assumption, I address the following questions: Does L2 speakers' "ne" deletion or retention influence their social evaluation by L1 speakers? Do age, gender, or being an educator influence judgments? A group of 157 French L1 speakers, aged 20 to 60, completed a matched-guise test judging three female L2 speakers. They gave statistically significant higher scores for politeness and distinction to two of the speakers in their "ne"-retention guise; judgments of the third speaker did not follow this pattern. The use of either "ne" retention or "ne" deletion had a significant impact on leadership assessment depending on the speaker. Findings refute the assumption that L1 speakers expect L2 speakers to behave prescriptively regardless of context. In conclusion, I present pedagogical implications for teaching the social meanings of stylistic variants and developing students' critical cultural competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01