Researcher: Dr. Françoise Mougeon, Department of French Studies, Glendon, York University.
Research Questions: (1) Does a limit exist beyond which the acquisition of appropriate sociolinguistic usage of a second language can no longer occur’ Or can conscious acquisition of variation in a second language happen at any age, including among young adults’ If so, is the learner able to master the sociolinguistic and sociostylistic rules which are found in francophones’ use of French’
(2) What social and socio-educational factors are most conducive to promoting a more correct second language usage’ Given formal classroom learning or the adoption of personal measures to modify one’s lifestyle in order to integrate active second language usage in everyday situations, what choice is most influential in the acquisition of native-like sociolinguistic competence’ What role do post-secondary institutions then play in students’ linguistic training’
Methodology: This research uses an approach which is both quantitative and qualitative and is inspired by variationist sociolinguistics. Quantification of variation is measured with the assistance of a multiple regression program (GOLDVARB) applied to a corpus of semi-directed, hour-long interviews between 1st and 4th year French second language students and a francophone participant. The data collected from these interviews is analyzed in conjunction with sociological information obtained from written questionnaires. The results are quantified, analyzed and compared to studies using a similar research methodology and to studies which treat both speakers of French as a first and as a second language.
Results and Conclusions: The results achieved at this stage of the research make clear the important impact that ‘natural’ usage of the language in real life situations, outside of the institutional learning environment, has on the mastery of sociolinguistic rules of usage. The learner’s handling of a second language is greatly improved, where the improvement is a direct reflection of the individual’s personal motivation to use his or her second language as often as possible and in a variety of contexts.
Furthermore, this study confirms the importance of intense and prolonged early exposure to a second language, which is already identified as a major factor in Ontario and Quebec immersion students’ acquisition of linguistic and sociolinguistic competence.
This study also confirms the importance and effectiveness of prolonged immersion in a francophone setting for the purposes of appropriating the sociostylistic rules used by native French speakers.
Finally, it seems that multilingual individuals, while they experience less difficulty learning French as a third or fourth language, are also less involved than bilingual individuals in attempts at more advanced acquisition of the language and have the tendency to be satisfied with a functional competence in French.
Dissemination of Results: Many of the results generated from this study have been the subject of lectures at conferences and symposiums in Canada and abroad. Furthermore, articles on the study of specific variables have been published (in JFLS, CMLR, among others). As this research is ongoing, more articles will appear in the future.
Impact on the discipline: This study is of interest to researchers in Applied Linguistics: it showcases the role that appropriate stylistic and sociolinguistic usage plays in communication with native speakers in social and professional situations, and therefore it insists on the importance of integrating this aspect of communication with the acquisition of a second language. In this sense, this study can significantly modify the way in which one learns the specific traits of a language which should be included in formal language teaching.
The study also provides evidence that students with a solid understanding of their learning strategies and their individual bilingual abilities make better informed choices resulting in more effective bilingualism. Therefore, training in language learning constitute an important component in the success of the learner’s language acquisition.
Impact on Society and Potential Users: This study will inform post-secondary institutions which offer second-language courses to their students. The research can contribute to a reevaluation of course content and teaching methods. The significant role of linguistic experience in natural social and professional settings leads us to question the practices currently in use in classrooms and the purposes of the programs offered.
Other Involved Parties: University of Toronto
Keywords: Socio-stylistic competence, acquisition, French, second language