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Can Beginner L2 Learners Handle Explicit Instruction about Language Variation? A Proof-of-Concept Study of French Negation
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French, Leif M.; Beaulieu, Suzie – Language Awareness, 2020
Research has pointed to the importance of introducing social aspects of language at the beginning stages of second language (L2) acquisition (Yates, 2017). This proof-of-concept study therefore sought to determine if an explicit pedagogical intervention consisting of various types of sociolinguistic awareness activities could be implemented with…
Descriptors: French, Second Language Learning, Second Language Instruction, Morphemes
Effects of Sociolinguistic Awareness on French L2 Learners' Planned and Unplanned Oral Production of Stylistic Variation
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French, Leif M.; Beaulieu, Suzie – Language Awareness, 2016
The present study evaluated the effects of explicit instruction on advanced French second language (L2) learners' (n = 18) contextually appropriate use of two stylistic variables (/l/ deletion vs. retention and "ne" deletion vs. retention) using two different task types. A planned and unplanned oral task was used to assess students'…
Descriptors: French, Language Styles, Native Speakers, Teaching Methods