1 introduction The present article explores patterns of use and variation of the address pronouns... more 1 introduction The present article explores patterns of use and variation of the address pronouns tu (T) and vous-singular (Vsg) in on-line French language discussion fora in order to determine to what extent one or the other of these pronouns is preferred or might function as a ...
Using a corpus-driven variationist approach, this study analyzes variation between the French sec... more Using a corpus-driven variationist approach, this study analyzes variation between the French second-person pronouns tu (T) and vous (V) during syn-chronous computer-mediated communication (SCMC) interactions among learners at different instructional levels. In general, learners ...
This article analyses second-person pronoun use in selected French-language chat communities, foc... more This article analyses second-person pronoun use in selected French-language chat communities, focusing specifically on the marked absence of vous-singular and the preference for tu. The use of the pronouns vous and tu differs greatly within and among francophone ...
ABSTRACT A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantol... more ABSTRACT A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook’s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that – in some instances and for a variety of reasons – experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners.
ABSTRACT This article explores the microgenetic development of learners’ understanding of socioli... more ABSTRACT This article explores the microgenetic development of learners’ understanding of sociolinguistic variation in French during an instructional conversation (IC) that followed a language analysis task in which learners attempted to formulate hypotheses about the nature of language variation. During the IC, the instructor led students toward a conceptual understanding of variation in French by providing appropriate graduated (i.e. from implicit or strategic to explicit) mediation that was sensitive to the class’s zone of proximal development (ZPD). Teacher–student collaborative interaction within a group’s ZPD has the potential to develop learners’ conceptual understanding of variation, which can provide an important orienting basis for the development of their performance abilities. The transcript of the IC is analysed and discussed with regard to the amount and type(s) of mediation the instructor provides and opportunities for development created in this type of collaborative interaction.
1 introduction The present article explores patterns of use and variation of the address pronouns... more 1 introduction The present article explores patterns of use and variation of the address pronouns tu (T) and vous-singular (Vsg) in on-line French language discussion fora in order to determine to what extent one or the other of these pronouns is preferred or might function as a ...
Using a corpus-driven variationist approach, this study analyzes variation between the French sec... more Using a corpus-driven variationist approach, this study analyzes variation between the French second-person pronouns tu (T) and vous (V) during syn-chronous computer-mediated communication (SCMC) interactions among learners at different instructional levels. In general, learners ...
This article analyses second-person pronoun use in selected French-language chat communities, foc... more This article analyses second-person pronoun use in selected French-language chat communities, focusing specifically on the marked absence of vous-singular and the preference for tu. The use of the pronouns vous and tu differs greatly within and among francophone ...
ABSTRACT A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantol... more ABSTRACT A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook’s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that – in some instances and for a variety of reasons – experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners.
ABSTRACT This article explores the microgenetic development of learners’ understanding of socioli... more ABSTRACT This article explores the microgenetic development of learners’ understanding of sociolinguistic variation in French during an instructional conversation (IC) that followed a language analysis task in which learners attempted to formulate hypotheses about the nature of language variation. During the IC, the instructor led students toward a conceptual understanding of variation in French by providing appropriate graduated (i.e. from implicit or strategic to explicit) mediation that was sensitive to the class’s zone of proximal development (ZPD). Teacher–student collaborative interaction within a group’s ZPD has the potential to develop learners’ conceptual understanding of variation, which can provide an important orienting basis for the development of their performance abilities. The transcript of the IC is analysed and discussed with regard to the amount and type(s) of mediation the instructor provides and opportunities for development created in this type of collaborative interaction.
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