The learning of spoken French variation by immersion students from Toronto, Canada
The learning of spoken French variation by immersion students from Toronto, Canada
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加拿大多伦多沉浸式学生法语口语变体学习
DOI：
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发表时间：
2004
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影响因子：
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通讯作者：
Terry Nadasdi
中科院分区：
文献类型：
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作者：
R. Mougeon;Katherine Rehner;Terry Nadasdi
这项针对加拿大多伦多法语浸入式项目的 41 名青少年学习社会语言学变体的研究综合了我们关于该主题的研究结果。本文提供了以下问题的答案。首先，沉浸式学生是否使用与魁北克法语使用者相同的社会语言学变体范围，我们的研究中将魁北克法语使用者用作第一语言（L1）基准？其次，他们是否使用与 L1 说话者具有相同话语频率的变体？第三，他们对变体的使用是否与母语语音中可观察到的相同语言限制相关？最后，影响他们学习变体的自变量有哪些，例如：浸入式教师和浸入式项目中使用的法语语言艺术材料的作者对变体的处理；与 L1 说话者互动；学生 L1 的影响；系统内因素的影响——变异的显着性；以及学生社会特征的影响——社会地位、性别？
This study on the learning of sociolinguistic variants by 41 adolescents from a French immersion program in Toronto, Canada, synthesizes the findings of our research on this topic. This article provides answers to the following questions. First, do the immersion students use the same range of sociolinguistic variants as do speakers of Quebec French, who are used in our research as a first language (L1) benchmark? Second, do they use variants with the same discursive frequency as do L1 speakers? Third, is their use of variants correlated with the same linguistic constraints observable in L1 speech? Finally, what are the independent variables influencing their learning of variants, for example: treatment of variants by immersion teachers and authors of French language arts materials used in immersion programs; interactions with L1 speakers; influence of the students’ L1(s); influence of intra-systemic factors – markedness of variants; and influence of the students’ social characteristics – social standing, sex?