Can beginner L2 learners handle explicit instruction about language variation? A proof-of-concept study of French negation

Abstract Research has pointed to the importance of introducing social aspects of language at the beginning stages of second language (L2) acquisition (Yates, 2017). This proof-of-concept study therefore sought to determine if an explicit pedagogical intervention consisting of various types of sociolinguistic awareness activities could be implemented with beginner learners of French to bring about changes in knowledge about form, meaning and use of French negation. A beginner university-level French course (N = 22) received systematic explicit instruction on language variation over a 15-week period, targeting the variable use of the negative morpheme ne in verbal negation in French. To assess the effects of instruction on declarative knowledge, participants provided L1 explanations about the target feature at the beginning (Time 1) and end of the course (Time 2).They also displayed application of the rule in writing at Time 1 and 2. Findings point to increased awareness of variable presence of ne and its use, as well as increased ability to use target features in their appropriate contexts of use, suggesting that introduction of sociolinguistic features at early stages of acquisition can benefit L2 learners without confusing or overwhelming them. Discussed are the potential benefits of implementing pedagogical strategies to increase beginner learners’ sociolinguistic awareness.

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