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| Autor/inn/en | Compernolle, Rémi A. van; Williams, Lawrence |
|---|---|
| Titel | Learner Versus Nonlearner Patterns of Stylistic Variation in Synchronous Computer-Mediated French. Yes/No Questions and Nous Versus On. |
| Quelle | In: Studies in second language acquisition, 31 (2009) 3, S. 471-500Infoseite zur Zeitschrift |
| Beigaben | Abbildungen 3; Anmerkungen 2; Literaturangaben; Tabellen 5 |
| Sprache | englisch; französische Zitate |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| Schlagwörter | Empirische Forschung; Digitale Medien; Lernen; Computerunterstützter Unterricht; Fragesatz; Kommunikative Kompetenz; Pronomen; Soziolinguistik; Sprachgebrauch; Sprachkompetenz; Vergleichende Analyse; Fremdsprachenunterricht; Französischunterricht; Stilistik; Hochschule; Diskurs; USA |
| Abstract | The reported study analyzes stylistic variation among first-, second-, and third-year instructed learners of French engaged in synchronous French-language computer-mediated communication (CMC) and compares the results with data from nonlearner discourse in a public, noneducational synchronous CMC environment. The authors focus specifically on variability in yes/no question (YNQ) structures and the use of the pronouns nous "we" and on "one" or "we" for first-person plural reference. The results suggest that whereas first- and second-year learners rarely use informal variants, third-year students approximate - but do not actually reach - native-speaker norms. Contrary to expectations, however, no positive correlation was found between the increased use of the informal pronoun and the informal YNQ structure. Finally, the authors argue for more in-depth case studies that combine analyses of performance data, competence data, and individual learner histories to determine when, why, and how second language users begin to recognize and emulate native speakers' sociolinguistic norms and variation. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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