The impact of teacher input on the sociolinguistic competence of second language learners

Nadasdi, Terry

University of Alberta, Canada

TP124: Language practices and identity construction by advanced L2 and L3 speakers: the acquisition of sociostylistic variants

The purpose of this paper is to examine correspondence/divergence between the spoken French of adolescent immersion students and that of immersion teachers. In particular, I will examine variation in the use of sociolinguistic variables by these two groups of speakers. The variables understudy span the stylistic range and involve grammatical

variation, e.g. on versus nous), lexical variation, e.g.: vivre versus habiter, and discursive variation, e.g. alors versus donc.Our results reveal a striking convergence between student and teacher usage. The result of students' close approximation of teachers'

discourse classroom discourse can produce both beneficial and detrimental effects for the immersion students sociolinguistic competence. For example, our results reveal that, like the teachers, the French immersion students use first person plural pronoun on in a

majority of occurrence. This result is generally in line with what is found in informal native speaker discourse. However, in a number of instances, the model presented by teachers results in the immersion students making excessive use of highly formal features that are rare in native speaker discourse (e.g.: ne usage, donc and habiter). My paper concludes with a number of pedagogical recommendations based on the results discussed.

Session: Themed Panel (part 1)
Language practices and identity construction by advanced L2 and L3 speakers: the acquisition of sociostylistic variants
Saturday, April 5, 2008, 11:00-12:30
room: 07