By Raymond Mougeon
This publication is an important contribution to an under-studied element of SLA learn, specifically the purchase of sociolinguistic version via immersion scholars who've learnt their moment language essentially in an instructional context. The student’s mastery of sociolinguistic competence is measured relating to a number of phonetic, lexical and grammatical editions and to the criteria that effect such mastery.
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Extra resources for The Sociolinguistic Competence of Immersion Students (Second Language Acquisition)
Do these materials provide students with opportunities to reflect on and practice sociolinguistic variation? To answer the first three questions, we take as a starting point several sociolinguistic variables that have been attested by the numerous sociolinguistic studies on the speech of Francophones in Quebec. These studies were chosen because they are based on corpora that, like our French immersion corpus, were collected via semi-formal, semi-directed taped interviews (see Appendix A for the French immersion students’ interview 23 24 The Sociolinguistic Competence of Immersion Students schedule).
They found only modest acquisition of the variant due to the strong demographic concentration of the local Latino population and resulting limited interactions with native speakers of the vernacular variety of southern US English. Wolfram et al. also point out that, as a result, these learners rely heavily on English as a Second Language (ESL) instruction, which does not favor the monophthongal variant, and hence further reduces their exposure to this vernacular variant. Further, additional studies have examined the acquisition of stylistic and sex-based constraints of sociolinguistic variation by L2 speakers.
1991) for foreign-born French immersion students in the Toronto area. ’s (1994) study of French immersion programs in a Northern Ontario City. Bienvenue found that 13% of the parents of students enrolled in these programs were born outside of Canada. As for Hart et al. the figure was less than 20%. 1 Immersion students’ sex, place of birth and grade Factor N % Male 108 34 Female 211 66 Totala 319 100 193 60 Ontario (outside GTA) 32 10 Quebec 21 7 Canada (outside Ontario/Quebec) 13 4 Poland 17 5 Other 45 14 Totala 321 100 9 93 29 10 93 29 11 77 24 12 56 17 13 3 1 322 100 Sex Place of birth Greater Toronto Area (GTA) Grade Totala aFactor totals of less than 322 indicate that some students did not provide the information necessary for categorization.