This article presents 2 case studies of intermediate university students French, Casey and Melanie (both pseudonyms), their developing use understanding stylistic variation over the course an academic semester. It draws from a variety data sources: classroom observation, learners’ explanations variants, analyses in transcriptions spoken interlearner online chat discussions, interviews with teacher‐researcher French English. The two illustrate dramatically different orientations to among...

The assessment of second language (L2) pragmatic competence typically involves questionnaires, such as discourse completion tasks. This article describes a novel approach to using questionnaires assess L2 metapragmatic capacities while simultaneously promoting their development: engaging learners in cooperative interaction they complete the task. Following dynamic principles, reveals both fully formed and emerging competencies (i.e. zone proximal development) at same time furthering...

This study explores the teaching of second language (L2) Spanish sociopragmatics through concept‐based pragmatics instruction (van Compernolle, ). The concepts self‐presentation, social distance, and power were focus a pedagogical enrichment program in 2 sections beginning‐level class at northeastern U.S. university. illustrated by person pronoun system (i.e., tú vs. usted analysis centers on preenrichment postenrichment performances 3 tasks: (a) awareness survey, (b) an appropriateness...

This article explores the microgenetic development of learners’ understanding sociolinguistic variation in French during an instructional conversation (IC) that followed a language analysis task which learners attempted to formulate hypotheses about nature variation. During IC, instructor led students toward conceptual by providing appropriate graduated (i.e. from implicit or strategic explicit) mediation was sensitive class’s zone proximal (ZPD). Teacher–student collaborative interaction...

In this article, we investigate the integration of concept‐based pragmatics instruction, grounded in Vygotskian sociocultural psychology, an intact second‐semester French class ( n = 13) over course academic term. Our focus is on learners’ appropriation concepts self‐presentation, social distance, and power with respect to second‐person pronoun system (i.e., tu versus vous ) as revealed through language awareness questionnaires, appropriateness judgment tasks, computer‐mediated strategic...

Journal Article Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective Get access Rémi A. van Compernolle, Compernolle * 1Applied Linguistics, Pennsylvania State University, 304 Sparks Building, University Park, PA 16802, USA 2Department of World Languages, Literatures Cultures, North Texas, 1155 Union Circle #311127, Denton, TX 76203-5017, *E-mail: compernolle@gmail.com Search for other works by this author on: Oxford Academic Google Scholar...

The focus of this paper is on the design, administration, and scoring a dynamically administered elicited imitation test L2 English morphology. Drawing Vygotskian sociocultural psychology, particularly concepts zone proximal development dynamic assessment, we argue that support provided during both reveals promotes continued growth emerging capacities. Following discussion theoretical methodological background to study, present single case analysis one advanced speaker (L1 Korean). First,...

ABSTRACT This study investigates the variable presence or absence of negative morpheme ne in online French-language chat environments. The data indicate an overwhelming preference for omission most instances verbal negation, which corroborates previous studies everyday conversational French. VARBRUL analyses revealed four principal results: (i) subject type (i.e., noun phrase [NP], pronoun, inferred subject) is influential factor; (ii) NPs favor irrespective conditioning factors considered...

(2011). Frames of interaction in Dynamic Assessment: developmental diagnoses second language learning. Assessment Education: Principles, Policy & Practice: Vol. 18, Addressing issues access and fairness education through Assessment, pp. 183-198.

Vygotskian sociocultural theory of mind (SCT) has attracted the attention second language (L2) researchers and educators since publication papers Frawley Lantolf (Frawley & Lantolf, 1985; Frawley, 1984). Since that time, SCT-informed research become an established part landscape L2 acquisition (SLA), pedagogy, assessment (Lantolf Thorne, 2006), as evidenced by growing number journal articles book chapters, dissertations, edited volumes, books focused on SCT, well presence SCT in handbooks...

This article explores the development of pedagogical content knowledge in relation to one teacher’s experience learning engage a Vygotskian approach teaching second language (L2) pragmatics known as ‘concept-based instruction’ (CBPI). The teacher, Mrs. Hanks, was PhD candidate acquisition at time study, and she co-investigator for larger project that investigated integration CBPI into an intact L2 French class teaching. We focus on three aspects Hanks’ development: (1) mediation received...

Adopting a strong socio‐interactionist approach to understanding second‐language acquisition, this article explores incidental microgenetic development during an oral proficiency interview between intermediate‐level US university learner of French and his teacher. The analytic focus is on the collaborative construction object learning how teacher dialogically negotiate opportunity for development. data are analysed within conversation framework in order elucidate microinteractional features...

This paper investigates the variable retention vs deletion of negative particle ne in a corpus informal spoken French, and compares results with previous studies which variationist approach was used. A qualitative analysis use revealed that co‐occurs most often number prosodic features discourse used for emphasis. The final part this provides recommendations teaching learning sociolinguistics pragmatics verbal negation conversational discusses broader implications treatment variation foreign...

Abstract This paper examines learner response processes during a Dynamic Assessment (DA) of L2 reading comprehension. We present detailed case analysis an French whose success in responding to comprehension item obscures her understanding the text and challenges it poses. aligns with research indicating that learners may orient such assessments as problem-solving rather than activities (Rupp, Fern, Choi 2006). In DA, are externalized through dialogue assessor, or mediator, who does not...

This article explores the links between multilingualism, personality trait Tolerance of Ambiguity (TA), and attitudes toward linguistic variation among 379 mono-, bi-, multilingual adults who completed an online questionnaire. A self-reported high level proficiency in multiple languages, short- long-term residence abroad, education levels are linked to TA positive variation. In addition, higher more language. discussion, a multidirectional causal relationship TA, language is discussed,...

Drawing on longitudinal data, this study explores the dynamic relationship between development of conceptual knowledge language and emergence sociostylistic variation in second (L2) speech. Participants include eight intermediate-level US university learners French who participated a concept-based pedagogical enrichment program over course two months. After presenting an overview study’s design, article analyses co-development one type French: variable presence versus absence proclitic...

This article reports on a study of second language (L2) French learners' self-generated use gesture to think through and resolve metalinguistic awareness-raising task during small-group work with an expert mediator. Although the in L2 communication pedagogy has recently received increasing attention, little research explored mediate their own thinking order problems. The present responds Lantolf's call for investigating gestures learning. We three excerpts video-recorded dealing stylistic...

In this article, we examine the ways in which an ESL instructor constructs contextually relevant meanings through synchronization of speech and gesture during unplanned vocabulary explanations. Video recorded data are analysed, with focus on in-class homework review students demonstrated difficulty comprehending several key items, prompted Drawing McNeill's growth point hypothesis concept thinking-for-teaching, document how precision timing teacher's gestures their her combine to make...