1,545 research outputs found
Gender assignment and gender agreement in advanced French interlanguage: a cross-sectional study
No full textAn analysis of 519 gender errors (out of 9,378 modifiers) in the advanced French interlanguage of 27 Dutch L1 speakers confirms earlier findings that gender assignment and/or agreement remain problematic for learners at all levels. A hypothesis derived from Pienemann's Processability Theory (1998a) that accuracy rates would be higher for gender agreement in structures involving no exchange of grammatical information between constituents was not confirmed. The analysis of interindividual and intra-individual variation in gender accuracy rates revealed effects from avoidance and generalisation strategies, from linguistic variables, sociobiographical variables and psycholinguistic variables. We argue that gender errors can originate at the lemma level, at the gender node level, or at the lexeme level. Different psycholinguistic scenarios are presented to account for intra-individual variation in gender assignment and agreement
“Appropriateness” in foreign language acquisition and use: some theoretical, methodological and ethical considerations
No full textIn this contribution, I focus on the concept of “appropriateness” in the usage, the learning and the teaching of foreign languages. Using a participant-based
emic perspective, I investigate multilinguals’ perceptions of appropriateness in their foreign languages. Referring to the existing literature, and using previously unpublished material collected through a web questionnaire (Dewaele
and Pavlenko 2001–2003), I will show that multilinguals develop their judgements of appropriateness, a crucial aspect of sociopragmatic and sociocultural competence, as part of their socialisation in a new language/culture. However, their ability to judge appropriateness accurately does not imply that they will always act “appropriately”. Indeed, the presence of conflicting norms in their
other languages may contribute to conscious or unconscious divergence from the “appropriate” norm in a particular language. Some implications for foreign language teaching will be considered
Self-reported use and perception of the L1 and L2 among maximally proficient bi- and multilinguals: a quantitative and qualitative investigation
No full textThis study investigates language preferences and perceptions in the use of the
native language (L1) and second language (L2) by 386 bi- and multilingual
adults. Participants declared that they were maximally proficient in L1 and L2
and used both constantly. A quantitative analysis revealed that despite their
maximal proficiency in the L1 and L2, participants preferred to use the L1 for
communicating feelings or anger, swearing, addressing their children, performing
mental calculations, and using inner speech. They also perceived their
L1 to be emotionally stronger than their L2 and reported lower levels of communicative
anxiety in their L1. An analysis of interview data from 20 participants
confirmed these findings while adding nuance. Indeed, differences in the
use of the L1 and L2 and perceptions of both are often subtle and context-specific.
Participants confirmed the finding that the L1 is usually felt to be more
powerful than the L2, but this did not automatically translate into a preference
for the L1. Longer stretches of time in the L2 culture are linked to a gradual
shift in linguistic practices and perceptions. Participants reported that their
multilingualism and multiculturalism gave them a sense of empowerment and
a feeling of freedom
Retention or omission of the ne in advanced French interlanguage: The variable effect of extralinguistic factors
No full textThis article considers inter-individual variation in omission rates of the pre-verbal particle ne in 991 negations produced in conversations between 73
native an non-native speakers of French. It appears that both endogenous
an exogenous extralinguistic factors are linked to omission rates of ne. Whereas age and gender were found to have little effect, the degree of extraversion of the speaker, the frequency of use of French and the native/non-native
status of the speakers were correlated with omission rates. Among the exogenous factors it appeared that the composition of the dyad was linked to
omission rates: non-native speakers interacting with native speakers omitted
the ne more frequently than the non-native speakers in conversation with
other non-native speakers. The theoretical implications of these findings are
discussed
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
No full textThis is a correlational study on the relationship between teachers’
motivation dimensions of intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation (Fernet et al., 2008), and age, gender, English as L1/LX, English proficiency, global trait emotional intelligence (Trait EI), well-being, emotionality, self-control and sociability (Petrides & Furnham, 2000, 2001). The study builds on existing work on the link between English language teacher emotions and their self-reported classroom behaviour (Dewaele et al., 2018; Dewaele & Mercer, 2018). Through a sociobiographical questionnaire, the short version of the Trait EI questionnaire (TEIQshort form; Petrides, 2009) and the English version of the LEXTALE, the author concludes that motivation is linked with a range of psychological, demographic and linguistic variables, and builds psychological and personality profiles of motivated teachers
The Minds Behind SLA: Insights from Leading Scholars—Jean-Marc Dewaele
No full textThe Theory and Practice of Second Language Acquisition (TAPSLA) proudly introduces "The Minds Behind SLA: Insights from Leading Scholars," a new section designed to highlight the intellectual journeys of prominent Second Language Acquisition (SLA) researchers. While academic journals typically focus on research findings, they rarely explore the processes behind these discoveries. This section addresses this gap through interviews with influential scholars, offering valuable content for both experienced and early-career researchers. We begin this series with Jean-Marc Dewaele, whose work on emotions in language learning has significantly shaped the field
The emotional weight of "I love you" in multilinguals' languages
No full textThe present paper considers the perceived emotional weight of the phrase I love you in multilinguals’ different languages. The sample consists of 1459 adult multilinguals speaking a total of 77 different first languages. They filled out an on-line questionnaire with open and closed questions linked to language behavior and emotions. Feedback on the open question related to perceived emotional weight of the phrase I love you in the multilinguals’ different languages was recoded in three categories: it being strongest in (1) the first language (L1), (2) the first language and a foreign language, and (3) a foreign language (LX).
A majority of speakers felt I love you was strongest in their L1. Participants offered various explanations for their perception. Statistical analyses revealed that the perception of weight of the phrase I love you was associated with self-perceived language dominance, context of acquisition of the L2, age of onset of learning the L2, degree of socialization in the L2, nature of the network of interlocutors in the L2, and self-perceived oral proficiency in the L2
A cross-disciplinary and multi-method approach of multilingualism in psychotherapy
No full textIn this chapter Jean-Marc and Beverley will share their experiences of working with mixed methods in an under-researched area. As we shall see, her interest in larger sampling groups introduced her to some of the advantages of quantitative research. Together with Jean-Marc, who expands on the methods in detail in this chapter, Beverley was able to research multilingual therapy from several angles
Preface
No full textBook synopsis: This book offers sharp new insights into the acquisition and use of French as a foreign language. The authors are specialists in their particular theoretical paradigms and focus on morphology, morpho-syntax, syntax, discourse, as well as fluency in the French interlanguage from beginners to advanced learners with different first languages
The role of psycholinguistic factors in the development of fluency amongst advanced learners of French
No full textIncrease our understanding of the potential role of
various psycholinguistic factors in determining whether and how 12 English
learners are able to develop their ability to speak a foreign language (French)
fluently
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