Negation in Near-Native French: Variation and Sociolinguistic Competence

Autor/in	Donaldson, Bryan
Titel	Negation in Near-Native French: Variation and Sociolinguistic Competence
Quelle	In: Language Learning, 67 (2017) 1, S.141-170 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12201
Schlagwörter	Adult Learning; Second Language Learning; French; Language Variation; Sociolinguistics; Native Speakers; Language Proficiency; Oral Language; Interpersonal Communication; Intercultural Communication; Communicative Competence (Languages); Lexicology + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Zweitsprachenerwerb; Französisch; Sprachenvielfalt; Soziolinguistik; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Interpersonale Kommunikation; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lexikologie
Abstract	This study investigated how adult second language (L2) speakers of French with near-native proficiency realize verbal negation, a well-known sociolinguistic variable in contemporary spoken French. Data included 10 spontaneous informal conversations between near-native speakers of French and native speakers (NSs) closely acquainted with them. Although some near-native speakers retained "ne" more frequently than their interlocutors, others produced "ne" at rates indistinguishable from the NSs. A variationist analysis of 1,877 examples of negation revealed that the near-native speakers had largely acquired the relevant linguistic and sociostylistic factors that condition NS use, although an important subset of the near-native speakers did not vary their ne use according to whether the negation appears in a lexicalized or nonlexicalized phrase. The results contribute to understanding L2 near-nativeness, specifically with respect to sociolinguistic competence in adult learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01