This book reports the findings of an extensive research project on the acquisition of the native norms of spoken French variation by French immersion students who have learnt their second language primarily in an educational context. The project focused on a range of phonetic, lexical and grammatical sociolinguistic variants documented in studies of contemporary first language varieties of spoken French, and assessed the extent to which the students master the linguistic and extra-linguistic factors which govern variant choice. The book also discusses pedagogical strategies to improve the students’ mastery of spoken French variation. The book represents an important contribution to an under-researched aspect of advanced Second Language Acquisition in an institutional setting.
Table of Content
Ch. 1 Introduction
Ch. 2 Methodology
Ch. 3 Findings of L1 Studies
Ch. 4 Results
Ch. 5 The Potential Benefits of Increased Fl1 Input in an Educational Context
Ch. 6 Conclusion
Appendix A: Semi-directed taped interview schedule—including reading passages
Appendix B: Student questionnaire survey
Appendix C: Objectives of the Ontario Ministry of Education concerning the development of sociolinguistic competence by secondary school French immersion students
Appendix D: Results of the Gold Varb analyses of the sociolinguistic variables focused upon in the current research
About the author
Katherine Rehner received a Ph D in Second Language Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Her research and publications centre on the development of sociolinguistic competence by first and second language speakers of French and on the role of educational input in the development of such competence. She is currently an Assistant Professor in the Linguistics and the Teaching and Learning programs in the Department of Language Studies at the University of Toronto, Mississauga.
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