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dc.contributor.authorRehner, Katherine
dc.contributor.authorMougeon, Raymond
dc.contributor.authorNadasdi, Terry
dc.date.accessioned2008-06-18T15:25:48Z
dc.date.available2008-06-18T15:25:48Z
dc.date.issued2003
dc.identifier.citationStudies in Second Language Acquisition, 25: 127-156
dc.identifier.issn0272-2631
dc.identifier.urihttp://hdl.handle.net/10315/1282
dc.identifier.urihttp://www.cambridge.org
dc.identifier.uriDOI: 10.1017.S0272263103000056
dc.description.abstractThis paper synthesizes research on the acquisition of linguistic variation by learners of French as a second language--an overview that, to our knowledge, is the first of its kind. It also presents a case study on French immersion students' acquisition of the pronouns "nous" and "on" "we," an alternation in many varieties of spoken French. The study shows that the students use the mildly marked variant "on" slightly more often than the formal variant "nous" but much less often than native speakers (who use it almost categorically) and immersion teachers (who strongly favor it). Female and middle-class students favor "nous," students with greater extracurricular French language exposure favor "on," and students who speak a Romance language at home favor "nous." Various explanations are proposed for these correlations. Finally, the students, like L1 Francophones, favor "on" in linguistic contexts in which the referent is both nonspecific and unrestricted.
dc.language.isoen
dc.publisherCambridge University Press - Copyright holder: Cambridge University Press - Http://journals.canbridge.org
dc.rights.urihttp://journals.cambridge.org/action/displayJournal?jid=SLA
dc.subjectSecond language acquisition
dc.subjectOntario
dc.subjectFrench
dc.subjectImmersion French -- Ontario
dc.subjectSociolinguistic variation
dc.subjectFrench as a Second Language
dc.titleThe learning of sociostylistic variation by advanced FSL learners: The case of nous versus on
dc.typeArticle


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