國立虎尾科技大學 |

Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar : = A Psycholinguistic Approach.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar :/
Reminder of title:	A Psycholinguistic Approach.
Author:	Huntley, Elizabeth.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Sociolinguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9798381443158

Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar : = A Psycholinguistic Approach.
Huntley, Elizabeth.

Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar :A Psycholinguistic Approach. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--Michigan State University, 2024.

Includes bibliographical references

Sociolinguistic variation (SLV) entails that language is affected by social context (i.e. register, pragmatics). Interest in the acquisition of sociolinguistic variation in a second language (L2-SLV), as a key component of communicative competence, has grown exponentially over the past thirty years (Geeslin & Long, 2014). Researchers have primarily framed L2-SLV as a skill reserved for advanced learners (Geeslin, 2018). However, many language functions at even the novice proficiency level necessitate SLV awareness (ACTFL, 2012b). This is particularly true for learners of diglossic languages such as Arabic. In this study, I expand on L2-SLV research by exploring the acquisition of SLV at the initial stages of learning in a tightly controlled experimental setting. Novice participants studied Mini-Arabii, a miniature language (e.g., Cross et al., 2020; Mueller, 2006) which mimics lexical and morphosyntactic SLV between Modern Standard Arabic (MSA) and Egyptian Colloquial Arabic (ECA). The experiment was designed to explore two fundamental questions about the acquisition of L2-SLV: 1) is learning two registers (i.e., in a curriculum that teaches SLV; "+SLV" ) more difficult than learning in one register (i.e., in a traditional curriculum that ignores SLV; "-SLV"); and 2) for curricula that include SLV, is it more difficult to learn through an integrated approach (where SLV registers are taught side-by-side), or through a sequential approach (where one register is taught first, and an additional register is taught second)? The training conditions I designed for my study were intended to operationalize these L2-SLV curricular approaches.For the first comparison, +SLV vs. -SLV curriculum training, participants (novice learners of Arabic) received six exposures to the -SLV vocabulary and grammar set as well as six exposures to the +SLV vocabulary and grammar set (for +SLV, these were divided into three exposures in MSA, three in ECA). This within-participants manipulation mirrored the real-world trade-off of choosing to cover one vs. two SLV registers within a set period of time. As for the second comparison, participants were assigned to either a +SLV-Integrated or +SLV-Sequential approach as part of their +SLV training above. Participants who received the +SLV-Integrated approach were exposed to MSA and ECA side by side on each day. Those following the +SLV-Sequential approach were exposed to MSA on the first day and ECA on the second day. Learning was measured as progress on the training tasks throughout the three-day, web-based experiment in terms of mean accuracy (both as a binary 0/1 measure and as an approximate measure through the Levenshtein Distance([Levenshtein, 1966]) and mean processing speed (log RT). Vocabulary and grammar knowledge were assessed via production and reception post-tests.For the first comparison (+SLV vs. -SLV), participants were marginally less accurate but equally fast when they studied in two registers rather than one. As for the second comparison (+SLV-Integrated vs. +SLV-Sequential), participants also responded with comparable speed regardless of which approach they trained in. However, neither approach seemed to give participants a clear advantage in terms of accuracy. As a whole, the current study sheds nuanced light on how L2-SLV can be processed and acquired. For teachers, incorporating SLV at the initial stages of learning does not seem to come at a noticeable cost in learners' overall performance. For researchers, the results invite further investigation into why the acquisition of multiple variants affects accuracy but not processing speed, and what this means for theoretical models of L2-SLV.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381443158Subjects--Topical Terms:

555401
Sociolinguistics.
Subjects--Index Terms:

PsycholinguisticsIndex Terms--Genre/Form:

554714
Electronic books.

Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar : = A Psycholinguistic Approach.
LDR:05089ntm a22003857 4500 001 1150818
005 20241029122326.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381443158
035 $a (MiAaPQ)AAI30634084
035 $a AAI30634084
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Huntley, Elizabeth. $3 1477412
245 1 0 $a Ab Initio L2 Acquisition of Sociolinguistic Variation in Vocabulary and Grammar : $b A Psycholinguistic Approach.
264 0 $c 2024
300 $a 1 online resource (217 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Godfroid, Aline.
502 $a Thesis (Ph.D.)--Michigan State University, 2024.
504 $a Includes bibliographical references
520 $a Sociolinguistic variation (SLV) entails that language is affected by social context (i.e. register, pragmatics). Interest in the acquisition of sociolinguistic variation in a second language (L2-SLV), as a key component of communicative competence, has grown exponentially over the past thirty years (Geeslin & Long, 2014). Researchers have primarily framed L2-SLV as a skill reserved for advanced learners (Geeslin, 2018). However, many language functions at even the novice proficiency level necessitate SLV awareness (ACTFL, 2012b). This is particularly true for learners of diglossic languages such as Arabic. In this study, I expand on L2-SLV research by exploring the acquisition of SLV at the initial stages of learning in a tightly controlled experimental setting. Novice participants studied Mini-Arabii, a miniature language (e.g., Cross et al., 2020; Mueller, 2006) which mimics lexical and morphosyntactic SLV between Modern Standard Arabic (MSA) and Egyptian Colloquial Arabic (ECA). The experiment was designed to explore two fundamental questions about the acquisition of L2-SLV: 1) is learning two registers (i.e., in a curriculum that teaches SLV; "+SLV" ) more difficult than learning in one register (i.e., in a traditional curriculum that ignores SLV; "-SLV"); and 2) for curricula that include SLV, is it more difficult to learn through an integrated approach (where SLV registers are taught side-by-side), or through a sequential approach (where one register is taught first, and an additional register is taught second)? The training conditions I designed for my study were intended to operationalize these L2-SLV curricular approaches.For the first comparison, +SLV vs. -SLV curriculum training, participants (novice learners of Arabic) received six exposures to the -SLV vocabulary and grammar set as well as six exposures to the +SLV vocabulary and grammar set (for +SLV, these were divided into three exposures in MSA, three in ECA). This within-participants manipulation mirrored the real-world trade-off of choosing to cover one vs. two SLV registers within a set period of time. As for the second comparison, participants were assigned to either a +SLV-Integrated or +SLV-Sequential approach as part of their +SLV training above. Participants who received the +SLV-Integrated approach were exposed to MSA and ECA side by side on each day. Those following the +SLV-Sequential approach were exposed to MSA on the first day and ECA on the second day. Learning was measured as progress on the training tasks throughout the three-day, web-based experiment in terms of mean accuracy (both as a binary 0/1 measure and as an approximate measure through the Levenshtein Distance([Levenshtein, 1966]) and mean processing speed (log RT). Vocabulary and grammar knowledge were assessed via production and reception post-tests.For the first comparison (+SLV vs. -SLV), participants were marginally less accurate but equally fast when they studied in two registers rather than one. As for the second comparison (+SLV-Integrated vs. +SLV-Sequential), participants also responded with comparable speed regardless of which approach they trained in. However, neither approach seemed to give participants a clear advantage in terms of accuracy. As a whole, the current study sheds nuanced light on how L2-SLV can be processed and acquired. For teachers, incorporating SLV at the initial stages of learning does not seem to come at a noticeable cost in learners' overall performance. For researchers, the results invite further investigation into why the acquisition of multiple variants affects accuracy but not processing speed, and what this means for theoretical models of L2-SLV.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Sociolinguistics. $3 555401
650 4 $a Linguistics. $3 557829
650 4 $a Language. $3 571568
653 $a Psycholinguistics
653 $a Second language acquisition
653 $a Sociolinguistic variation
653 $a Pragmatics
655 7 $a Electronic books. $2 local $3 554714
690 $a 0679
690 $a 0636
690 $a 0290
710 2 $a Michigan State University. $b Second Language Studies - Doctor of Philosophy. $3 1190305
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30634084 $z click for full text (PQDT)