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Linguistic and social dimensions of French-language discussion forums

  • Géraldine Blattner und Lawrence Williams
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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

This study explores selected linguistic and social dimensions of 20 French-language discussion forums in order to provide teachers and learners of French with an overview of this relatively new type of online communication space. Although the discussion forum is an older type of computer-mediated communication (i.e., compared, for example, to blogs and text messaging), little research has focused on linguistic patterns and tendencies in French-language forums, which seem to vary greatly, depending on any number of factors. As such, this chapter examines the use of second-person pronouns (tu and vous), the subject pronouns nous and on, the variable use of the negative particle ne, and orthographic variation using a corpus-driven approach. The analyses provided here can serve as models or templates for teachers and/or learners who wish to examine these same linguistic and social dimensions in other forums or compare this type of communication to traditional spoken and/or written discourse, either in or beyond the formal learning context of the classroom.

Abstract

This study explores selected linguistic and social dimensions of 20 French-language discussion forums in order to provide teachers and learners of French with an overview of this relatively new type of online communication space. Although the discussion forum is an older type of computer-mediated communication (i.e., compared, for example, to blogs and text messaging), little research has focused on linguistic patterns and tendencies in French-language forums, which seem to vary greatly, depending on any number of factors. As such, this chapter examines the use of second-person pronouns (tu and vous), the subject pronouns nous and on, the variable use of the negative particle ne, and orthographic variation using a corpus-driven approach. The analyses provided here can serve as models or templates for teachers and/or learners who wish to examine these same linguistic and social dimensions in other forums or compare this type of communication to traditional spoken and/or written discourse, either in or beyond the formal learning context of the classroom.

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.25.19bla

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 9.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.25.19bla/html
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