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dc.contributor.advisor Auger, Julie en Black, Mark 2021-02-22T18:32:39Z 2021-02-22T18:32:39Z 2021-02
dc.description Thesis (Ph.D.) - Indiana University, Department of French and Italian, 2021 en
dc.description.abstract The ability to speak in a second language (L2) requires a certain level of linguistic proficiency, but the ability to live in a second language requires a certain level of sociolinguistic proficiency. L2 sociolinguistic variables present acquisitional challenges for language learners, since informal discourse features are largely absent from classroom-based input but frequent in native speakers’ informal communication. In this dissertation, I examine how L2 sociolinguistic performance can be influenced by a specific social characteristic: the interlocutor’s native language status vis-à-vis the language of communication. That is, how does learner speech change in conversation with a native speaker compared to conversation with another learner who shares the same L1? While previous studies have examined this interlocutor characteristic on measures of grammatical proficiency in classroom-based learners, few studies have measured its effect on sociolinguistic performance, especially in highly advanced learners. My data focus on two sociolinguistic features that frequently appear in informal French: ne-deletion (ND) and subject doubling (SD). I examine the interlocutor effect on these variables in two groups of learners: study-abroad students at low-advanced proficiency and highly proficient near-native speakers. Both groups were recorded in informal one-on-one conversations with a native and non-native French interlocutor. Study-abroad students demonstrated significantly higher rates of ND and SD (characteristic of more informal, nativelike speech) in conversation with a native French speaker than when speaking with another study-abroad student. Furthermore, a variationist analysis revealed interlocutor language status as the most significant social factor influencing variation for ND and SD. In near-native speakers, only marginal differences in ND and SD frequency were detected across interlocutor language statuses, suggesting a diminishing influence as proficiency increases. The results demonstrate that researchers must be aware of this interlocutor effect when designing tasks that evaluate sociolinguistic performance in learners. en
dc.language.iso en en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.subject French en
dc.subject sociolinguistics en
dc.subject second language acquisition en
dc.subject interlocutor en
dc.subject ne-deletion en
dc.subject subject doubling en
dc.type Doctoral Dissertation en

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