Can beginner L2 learners handle explicit instruction about language variation? A proof-of-concept study of French negation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research has pointed to the importance of introducing social aspects of language at the beginning stages of second language (L2) acquisition (Yates, 2017 Yates, L. (2017). Learning how to speak: Pronunciation, pragmatics and practicalities in the classroom and beyond. Language Teaching, 50(2), 227–246. https://doi.org/10.1017/S0261444814000238[Crossref], [Web of Science ®] , [Google Scholar]). 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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it