Startseite Linguistik & Semiotik Teaching language variation in French through authentic chat discourse
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Teaching language variation in French through authentic chat discourse

  • Rémi A. van Compernolle und Isabelle Pierozak
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Electronic Discourse in Language Learning and Language Teaching
Ein Kapitel aus dem Buch Electronic Discourse in Language Learning and Language Teaching

Abstract

In this chapter, we provide a glimpse into the nature of moderated and non-moderated French-language chat in public, non-educational contexts, and we enumerate and explain a number of pedagogical applications aimed at helping learners of French participate in and have greater access to this type of authentic discourse beyond the classroom. We first present a corpus-based analysis of language variation in moderated and nonmoderated chat discussions, focusing in particular on orthography, the second-person pronouns tu and vous, the first-person plural pronouns nous and on, and verbal negation, in order to demonstrate the amount and types of variation that exist in these two different types of synchronous computer-mediated communication. We then provide a number of pedagogical recommendations for teaching sociolinguistic variation in French using computer-mediated communication data. The sample tasks and task components are conceptualized to include one or more spheres of learning opportunities proposed by the New London Group (1996).

Abstract

In this chapter, we provide a glimpse into the nature of moderated and non-moderated French-language chat in public, non-educational contexts, and we enumerate and explain a number of pedagogical applications aimed at helping learners of French participate in and have greater access to this type of authentic discourse beyond the classroom. We first present a corpus-based analysis of language variation in moderated and nonmoderated chat discussions, focusing in particular on orthography, the second-person pronouns tu and vous, the first-person plural pronouns nous and on, and verbal negation, in order to demonstrate the amount and types of variation that exist in these two different types of synchronous computer-mediated communication. We then provide a number of pedagogical recommendations for teaching sociolinguistic variation in French using computer-mediated communication data. The sample tasks and task components are conceptualized to include one or more spheres of learning opportunities proposed by the New London Group (1996).

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
https://doi.org/10.1075/lllt.25.09com

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
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Heruntergeladen am 22.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.25.09com/html
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