第二语言社会语言能力发展的特征动态:微观纵向强化研究的证据

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-03-15 DOI:10.1111/lang.12634
Mason A. Wirtz, Simone E. Pfenninger
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引用次数: 0

摘要

本研究首次采用密集的时间序列测量方法,探讨成年德语第二语言学习者对标准德语和奥地利-巴伐利亚方言的社会语言评价判断的微观发展。在 3 个月的时间里,我们以大约每周一次的间隔从 4 名学习者那里收集了密集的纵向数据(每名参与者 10 次观察)。我们采用了具有显著变化叠加期的广义加法模型来识别个体发展轨迹中的快速发展阶段。通过将这些模型与定性自省和回溯性访谈数据进行三角分析,我们确定了导致变化的环境和心理刺激因素。学习者经历的重大变化时期有长有短,与居住时间长短无关。身份和代理相关变量的动态组合,以及与目标语言使用者之间更密集的社会互动,促成了显著的变化。我们从复杂性的角度对研究结果进行了讨论,并主张对变异第二语言习得进行微观纵向研究,以更好地捕捉学习者新兴多变体语汇变化的刺激因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study

This study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro-Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity- and agency-related variables alongside more intensive social interaction with target-variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners’ emerging multivarietal repertoires.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
期刊最新文献
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