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« C'est ça, en fait. » Développer l'idiomaticité dans une L2 pendant un séjour linguistique: Trois études sur le rôle des différences individuelles
Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
2019 (French)Doctoral thesis, comprehensive summary (Other academic)Alternative title
« C'est ça, en fait. » Developing L2 idiomaticity in a study abroad context. : Three studies on the role of individual differences. (English)
Abstract [en]

This thesis deals with the development of idiomaticity in French as a second language (L2). Idiomaticity in this context refers to knowledge and use of multiword expressions (MWEs), such as for example c'est ça and en fait. Developing idiomaticity is an important yet challenging aspect of L2 learning, and requires substantial exposure to the target language (TL). This makes the study abroad learning context ideal. However, research shows that learners vary considerably with respect to their linguistic development during their stay abroad. The aim of this thesis is to investigate what factors promote the development of idiomaticity in L2 French during a semester abroad. The thesis comprises three studies which are informed by usage-based approaches to language learning and individual difference research, and which include a total of 43 participants. Study I quantitatively investigates the role of quantity of TL contact for the learning of MWEs used in informal conversations. The results show that quantity of TL contact during the stay abroad did not predict the development of MWE knowledge. Study II qualitatively explores what kind of TL contact and what psychological orientation (a constellation of psychological factors) might promote MWE learning by focusing on contrasting cases of learners from Study I. The findings suggest that a relatively varied contact with the TL in combination with a favorable psychological orientation promoted MWE learning, including a self-reported tendency to notice language forms, a strong L2 motivation, a sense of self-efficacy and self-regulatory capabilities. Study III explores the role of social networks for the development of idiomaticity in spoken L2 French. It is found that the learner's repertoire of MWEs was promoted by a social network including several relationships sustained in the TL. Overall, the findings suggest that a relatively varied TL contact in combination with a favorable psychological orientation and/or a social network including TL speakers promote the development of L2 idiomaticity during the semester abroad. In other words, mere exposure to the TL does not seem to be enough to develop idiomaticity. This thesis contributes to SA research on L2 learning and can hopefully be of use to future SA participants who want to develop their knowledge and use of MWEs which are key to successful communication in an L2.

Place, publisher, year, edition, pages
Stockholm: Department of Romance Studies and Classics, Stockholm University , 2019. , p. 99
Keywords [en]
second language, idiomaticity, multiword expressions, study abroad, individual differences, French
National Category
Languages and Literature Specific Languages Learning
Research subject
Romance Languages
Identifiers
URN: urn:nbn:se:su:diva-173348ISBN: 978-91-7797-851-0 (print)ISBN: 978-91-7797-852-7 (electronic)OAI: oai:DiVA.org:su-173348DiVA, id: diva2:1354991
Public defence
2019-12-06, Ahlmansalen, Geovetenskapens hus, Svante Arrhenius Väg 12, Stockholm, 10:00 (French)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Accepted.

Available from: 2019-11-13 Created: 2019-09-26 Last updated: 2019-10-25Bibliographically approved
List of papers
1. Quantity of target language contact in study abroad and knowledge of multiword expressions: A Usage-Based approach to L2 development
Open this publication in new window or tab >>Quantity of target language contact in study abroad and knowledge of multiword expressions: A Usage-Based approach to L2 development
2019 (English)In: Study Abroad Research in Second Language Acquisition and International Education, ISSN 2405-5522, Vol. 4, no 2, p. 145-167Article in journal (Refereed) Published
Abstract [en]

This study takes a Usage-Based approach to the learning of French multiword expressions (MWEs) in Study Abroad (SA). MWEs are conventionalized form-meaning mappings, for example du coup (‘and so’) and en fait (‘actually’), and are assumed to be learned through repeated exposure. Based on this assumption, the study adopted a pretest/posttest design to explore how quantity of out-of-class target-language (TL) contact predicted the development of MWE knowledge among 41 Swedish students during a semester in France. MWE knowledge was assessed by a modified cloze test based on transcriptions of informal language use (www.clapi.fr) and TL contact information was obtained through the Language Engagement Questionnaire (McManus, Mitchell, & Tracy-Ventura, 2014). Contrary to expectations, the findings showed that quantity of out-of-class TL contact did not predict gains in MWE knowledge and add further counterevidence for the role of sheer quantity of TL contact for linguistic development in SA.

Keywords
L2 French, multiword expressions, target language contact and usage-based approach
National Category
General Language Studies and Linguistics
Research subject
Romance Languages
Identifiers
urn:nbn:se:su:diva-173344 (URN)10.1075/sar.18001.arv (DOI)
Available from: 2019-09-21 Created: 2019-09-21 Last updated: 2019-10-24Bibliographically approved
2. Learning multiword expression in a second language during study abroad – the role of individual differences
Open this publication in new window or tab >>Learning multiword expression in a second language during study abroad – the role of individual differences
(English)In: Study abroad and the second language learner / [ed] Martin Howard, Bloomsbury AcademicChapter in book (Refereed)
Abstract [en]

This study focuses on individual differences in the learning of multiword expressions (MWEs) in a second language (L2) in a study abroad (SA) context. The chapter reports on the findings from a qualitative component of a mixed-methods project, where a preceding quantitative study (Arvidsson, in press) of 41 Swedish SA participants revealed that quantity of target language (TL) contact did not predict the learning of MWEs in L2 French during a semester in France. Since quantity of TL contact did not play a role, this study aims to further explore what qualitative factors might be at play in the learning of MWEs in terms of TL contact and individual differences. The analysis is based on individual interviews with contrasting cases of learners who developed their MWE knowledge to opposing degrees during their semester abroad. The findings suggest that relatively varied and regular TL contact in combination with a certain psychological orientation (a constellation of individual differences) promote the learning of MWEs.

Place, publisher, year, edition, pages
Bloomsbury Academic
Keywords
multiword expressions, L2 French, study abroad, individual differences
National Category
General Language Studies and Linguistics
Research subject
Romance Languages
Identifiers
urn:nbn:se:su:diva-173345 (URN)
Note

Detta bokkapitel har genomgått en granskningsprocess och har accepterats för publicering.

Available from: 2019-09-21 Created: 2019-09-21 Last updated: 2019-10-11
3. Réseaux sociaux et développement linguistique: Une étude de cas en français L2
Open this publication in new window or tab >>Réseaux sociaux et développement linguistique: Une étude de cas en français L2
2019 (French)In: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 10, no 2, p. 255-288Article in journal (Refereed) Published
Abstract [fr]

Cette étude longitudinale contribue aux recherches sur l’ acquisition d’ une langue seconde (L2) dans le contexte de séjour linguistique à l'étranger (Study Abroad), où l’ on s’ intéresse de plus en plus à comprendre comment les facteurs non-linguistiques interagissent avec le développement linguistique. Elle étudie le rôle de la nature du réseau social (au sens sociologique) de l’ apprenant dans le développement de la production orale en français L2 chez deux étudiants suédois qui passent un semestre en France et dont les niveaux d’ intégration dans la communauté de la langue cible (LC) s’ opposent. L’ analyse suggère qu’ un réseau social plus riche en relations en LC confère un avantage supplémentaire en ce qui concerne le développement du répertoire des expressions polylexicales (EPL) de l’ apprenant, mais non pas le développement de l’ exactitude grammaticale, de la diversité lexicale et de l’ usage des marqueurs discursifs. Ainsi, l’ étude vient partiellement à l’ appui de la supposition que le réseau social de l’ apprenant explique la variation individuelle dans le développement linguistique.

Keywords
production orale, séjour linguistique, développement linguistique, variation individuelle, réseau social
National Category
Specific Languages
Research subject
Romance Languages
Identifiers
urn:nbn:se:su:diva-173347 (URN)10.1075/lia.19004.arv (DOI)
Available from: 2019-09-21 Created: 2019-09-21 Last updated: 2019-10-24Bibliographically approved

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