Patterns of sociolinguistic variation in teacher classroom speech

2019 ◽  
Vol 23 (2) ◽  
pp. 163-185 ◽  
Author(s):  
Raymond Mougeon ◽  
Katherine Rehner
Keyword(s):  
Sociolinguistic Variation ◽  
Classroom Speech ◽  
Teacher Classroom

The use of LE 了 in Mandarin Chinese oral discourse

2021 ◽  
Author(s):  
Xiaoshi Li ◽  
Wenjing Li ◽  
Yaqiong Cui
Keyword(s):  
Multivariate Analysis ◽  
Sentence Type ◽  
Oral Discourse ◽  
Final Particle ◽  
Discourse Context ◽  
Classroom Speech ◽  
Serial Verb ◽  
Aspect Marker ◽  
Perfective Aspect Marker ◽  
Teacher Classroom

Abstract LE is the mostly widely studied aspect markers in Chinese. In addition to perfective aspect marker to indicate action completion, LE can also serve as sentence final particle to indicate a currently relevant state. This study investigates how Chinese NSs use LE in oral discourse and the factors that influence their use. The data were collected from three discourses including informal conversations, elicited narratives, and teacher classroom speech. Multivariate analysis of 2,359 tokens revealed that verb complement type and verb type have the strongest effects, followed by LE position, serial verb relationship, sentence type, discourse context, and time word presence/absence.

The influence of classroom input and community exposure on the learning of variable grammar

2016 ◽  
Vol 20 (1) ◽  
pp. 21-22 ◽  
Author(s):  
RAYMOND MOUGEON ◽  
KATHERINE REHNER
Keyword(s):  
Advanced Learners ◽  
Student Groups ◽  
Factors Influencing ◽  
Classroom Speech ◽  
Frequency Of Use ◽  
Community Exposure ◽  
Key Dimensions ◽  
French Grammar ◽  
Teacher Classroom

As pointed out by Carroll (Carroll), our team has investigated the influence of input on the spoken French competence of older Ontario bilinguals. Our research has examined the learning of invariant and variable aspects of French grammar. We focus here on the learning of variation, since it is an under-researched topic not covered by Carroll. Our research examines adolescent speakers of Ontario French from French-medium schools (e.g., Mougeon & Beniak, 1991), same-age immersion students (e.g., Mougeon, Nadasdi & Rehner, 2010) and advanced learners from a bilingual university (e.g., Mougeon & Rehner, 2015). Two key dimensions of input are teacher classroom speech and frequency of use of French in the community for the Franco-Ontarian students and amount of extra-curricular interactions with Francophones for the FSL students. Having collected corpora from these student groups, we compared the output of learners with primarily classroom-based input with that of learners with broader ranging (extra-) curricular input. The availability of teacher in-class recordings for these learner groups has been crucial in identifying additional factors influencing these students’ output.

Mixed-methods analysis of teacher classroom and vocational concerns

2014 ◽  
Author(s):  
Sally Lineback ◽  
Jenson Reiser ◽  
Molly Allender ◽  
Colleen J. McCarthy ◽  
Chris J. McCarthy ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Teacher Classroom

Cross-dialectal variation in Arabic: Competing prestigious forms

1987 ◽  
Vol 16 (3) ◽  
pp. 359-367 ◽  
Author(s):  
Hassan R. Abd-El-Jawad
Keyword(s):  
Social Groups ◽  
Standard Variety ◽  
Adequate Description ◽  
Sociolinguistic Variation ◽  
Dialectal Variation ◽  
Standard Arabic ◽  
Arabic Sociolinguistics ◽  
Informal Settings ◽  
Spoken Arabic ◽  
Modern Standard

ABSTRACTMost researchers of Arabic sociolinguistics assume the existence of a sociolinguistic continuum with a local vernacular at the bottom and the standard variety at the top. Those researchers seem to equate the terms “prestige” and “standard”; consequently, they tend to consider Modern Standard Arabic (MSA) as the only prestige variety in all settings. This article presents evidence showing that if an adequate description of sociolinguistic variation of spoken Arabic is to be met, it is necessary to posit not only one standard speech variety, MSA, but also other prestigious local or regional varieties which act as local spoken standards competing with MSA in informal settings. It will be shown in the reported cases that in certain contexts speakers tend to switch from their local forms – though these latter may be identical to MSA – to other local features characteristic of other dominant social groups and that happen to be marked [–MSA], These local prestigious norms act like the standard spoken norms in informal settings. (Diglossic model, prestigious varieties, stereotypes, dominant social groups, competing standards, spoken Arabic).

Affect and iconicity in phonological variation

2020 ◽  
pp. 1-23
Author(s):  
Annette D'Onofrio ◽  
Penelope Eckert
Keyword(s):  
Experimental Evidence ◽  
Empirical Evidence ◽  
Essential Role ◽  
Sound Symbolism ◽  
Linguistic Variation ◽  
Phonological Variation ◽  
Sociolinguistic Variation ◽  
Production Studies ◽  
Basic Level

Abstract The study of iconic properties of language has been marginalized in linguistics, with the assumption that iconicity, linked with expressivity, is external to the grammar. Yet iconicity plays an essential role in sociolinguistic variation. At a basic level, repetition and phonetic intensification can intensify the indexicality of variables. Iconicity plays a further role in variation in the form of sound symbolism, linking properties of sounds with attributes or objects. Production studies have shown some phonological variables exhibiting sound symbolism, particularly in the expression of affect. In some cases, the observation of sound symbolism has been largely interpretive. But in others, stylistic variability as a function of speaker affect has provided empirical evidence of iconicity. This article examines the role of iconicity and performativity in transcending the limits of reference, reviews iconicity in production studies, and provides experimental evidence that sound symbolism influences how listeners attribute affect to linguistic variation. (Variation, iconicity, affect)

Identity Markers and L2 Pronunciation

1988 ◽  
Vol 10 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Jane Zuengler
Keyword(s):  
Second Language ◽  
American English ◽  
Spanish Speakers ◽  
American Identity ◽  
Native Spanish Speakers ◽  
Sociolinguistic Variation ◽  
English Pronunciation ◽  
Identity Markers ◽  
Social Markers ◽  
Social Marking

This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.

Sociolinguistic variation: Theories, methods, and applications (review)

Language ◽  
2009 ◽  
Vol 85 (3) ◽  
pp. 690-693
Author(s):  
Richard Cameron
Keyword(s):  
Sociolinguistic Variation
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