By Vera Regan
This quantity explores the connection among 'study in another country' and the purchase of 'sociolinguistic competence' - the facility to speak in socially applicable methods. the amount seems at language improvement and use in the course of examine in another country in France through reading styles of edition within the speech of complex L2 audio system. inside of a variationist paradigm, fine-grained empirical analyses of speech light up offerings the L2 speaker makes with regards to their new identification, gender styles, closeness or distance maintained within the social context during which they locate themselves. utilizing either cross-sectional and longitudinal information, 4 variable positive aspects of up to date spoken French are analysed in a wide inhabitants of complicated Irish-English audio system of French. This close-up photo presents empirical facts in which to judge the commonplace assumption that research out of the country is extremely important for moment language studying.
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Extra info for The Acquisition of Sociolinguistic Competence in a Study Abroad Context (Second Language Acquisition)
Sample text
For example, Freed (1990) suggests that they are more likely to seek out contact with native speakers, whereas less advanced learners may shy away from such situations, because of the greater communicative difficulties they entail. That is to say, less proficient learners may be less well equipped, linguistically, to cope with communicative interaction than more advanced learners whose linguistic resources are better developed. Freed concludes that little is known about how high level learners differ from lower level 39 40 The Acquisition of Sociolinguistic Competence learners in the type of interactive situations they seek out.
In contrast, other studies have been concerned with the related issue of the learner’s sociopragmatic development in Linguistic Outcomes and Study Abroad 27 terms of the learner’s ‘knowledge of the appropriate contextual use of the particular languages’ linguistic resources’ for the realisation of particular speech acts, such as making offers and requests, expressing acceptance and refusal, and providing advice, amongst many others (Barron, 2003: 10). Such studies include Barron’s investigation of the acquisition of sociopragmatic norms in L2 German, Matsumara’s (2003) work on the sociopragmatic development of Japanese learners of English, and Siegal’s (1995) case-study of two female learners of Japanese in Japan.
Typically, variation rules constrain the native speaker’s use of sociolinguistic markers, whereby (non)use of the markers is highly dependent on a range of contextual factors. Thus, the problem for the L2 learner is to learn how such factors constrain (non-)use of such markers. Japanese lends itself particularly well to the study of the variable use of politeness forms, which is the focus of studies by Marriot (1993, 1995), Marriot and Enomoto (1995) and Siegal (1995, 1996). Marriot investigates the variable use of honorifics in the highly complex system of Japanese by Australian learners of Japanese before and after a stay in Japan.