This article addresses the issue of underrepresentation or avoidance of colloquial words in a cross-sectional corpus of advanced French interlanguage (IL) of 29 Dutch L1 speakers and in a longitudinal corpus of 6 Hiberno-Irish English L1 speakers compared with a control group of 6 native speakers of French. The main independent variable analysed in the longitudinal corpus is the effect of spending a year in a francophone environment. This analysis is supplemented by a separate study of sociobiographical and psychological factors that affect the use of colloquial vocabulary in the cross-sectional corpus. Colloquial words are not exceptionally complex morphologically and present no specific grammatical difficulties, yet they are very rare in our data. Multivariate regression analyses suggest that only active authentic communication in the target language (TL) predicts the use of colloquial lexemes in the cross-sectional corpus. This result was confirmed in the longitudinal corpus where a t-test showed that the proportion of colloquial lexemes increased significantly after a year abroad.
Chen, Xinjie, Jinbo He, Elizabeth Swanson, Zhihui Cai & Xitao Fan
2022. Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research. Educational Psychology Review 34:2 ► pp. 851 ff.
2021. The use of the relational function of address pronouns in L2 French before and after study abroad: do interaction and exposure to media make a difference?1. Corela :19-1
2020. Réflexion épistémologique en didactique du français langue étrangère sur la place de la grammaire de l’oralité?. In The History of Grammar in Foreign Language Teaching,
Fernández, Julieta
2018. “I think I sound stupid if I try to use those words”: The role of metapragmatic awareness in the study abroad language classroom. Foreign Language Annals 51:2 ► pp. 430 ff.
Petitpas, Thierry
2017. Propositions pour un dictionnaire d’apprentissage du vocabulaire informel a destination des apprenants de FLE. International Journal of Lexicography► pp. ecw044 ff.
Tavakol, Mahboobeh & Ali Akbar Jabbari
2013. The evolution of perspectives on the role of transfer during multilingual development. International Journal of Research Studies in Language Learning 3:3
van Compernolle, Rémi A & Celeste Kinginger
2013. Promoting metapragmatic development through assessment in the zone of proximal development. Language Teaching Research 17:3 ► pp. 282 ff.
KINGINGER, CELESTE
2008. Language Learning in Study Abroad: Case Studies of Americans in France. The Modern Language Journal 92:s1 ► pp. 1 ff.
Howard, Martin
2005. L’acquisition de la liaison en français langue seconde. Corela :HS-1
Tyne, Henry
2004. Le style en français langue seconde : vers un regard sociolinguistique. Langage et société n° 109:3 ► pp. 31 ff.
Dewaele, Jean-Marc
2002. Variation, chaos et système en interlangue française. Acquisition et interaction en langue étrangère :17 ► pp. 143 ff.
Dewaele, Jean-Marc
2012. Personality: Personality Traits as Independent and Dependent Variables. In Psychology for Language Learning, ► pp. 42 ff.
Dewaele, Jean‐Marc
2004. Retention or omission of the ne in advanced French interlanguage: The variable effect of extralinguistic factors. Journal of Sociolinguistics 8:3 ► pp. 433 ff.
Dewaele, Jean-Marc & Nathalie Wourm
2002. L'acquisition de la compétence sociopragmatique en langue étrangère. Revue française de linguistique appliquée Vol. VII:2 ► pp. 139 ff.
Mougeon, Raymond, Terry Nadasdi & Katherine Rehner
2002. État de la recherche sur l’appropriation de la variation par les apprenants avancés du FL2 ou FLE. Acquisition et interaction en langue étrangère :17 ► pp. 7 ff.
Regan, Vera
2002. Le contexte d’acquisition : la variation du groupe et de l’individu. Acquisition et interaction en langue étrangère :17 ► pp. 123 ff.
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