Explore the vast range of titles available.

Over the past 20 years, researchers have shown increasing interest in social network analysis to understand second language acquisition (SLA), especially in a study abroad (SA) context. To date, few longitudinal studies have examined the joint evolution of the learners’ sociolinguistic competence and socialisation during the SA. By shifting the focus from a global view of the study abroad context to a deep analysis of the composition and structure of each learner’ social networks in the host country, we aim to provide a better understanding of the development of sociolinguistic competence in SLA (Gautier & Chevrot, 2015). We apply the sociological concept of a social network to sociolinguistics. To explore the sociolinguistic competence of 29 learners, we focus on two well-described sociolinguistic variables in French: the optional liaison and the negative ne. We also gathered data on their social networks and provided a deep analysis of each participant’s network. We implemented a quantitative approach to analyse and depict the social networks of the learners. Statistically significant relationships were found between changes in the learners’ personal network and their use of the two sociolinguistic variables. The development of L2-oriented social networks (in terms of size, speaking time, and frequency) over nine months of the SA helps learners to reduce their use of standard variants. Conversely, the development of L1-oriented social networks during the SA is associated with greater use of standard variants.

DyLNet is a large-scale longitudinal social experiment designed to observe the relations between child socialisation and oral language learning at preschool. During three years, a complete preschool in France was followed to record proximity interactions of about 200 children and adults every 5 seconds using autonomous Radio Frequency Identification Wireless Proximity Sensors. Data was collected monthly with one week-long deployments. In parallel, survey campaigns were carried out to record the socio-demographic and language background of children and their families, and to monitor the linguistic skills of the pupils at regular intervals. From data we inferred real social interactions and distinguished inter- and intra-class interactions in different settings. We share ten weeks of cleaned, pre-processed and reconstructed interaction data recorded over a complete school year, together with two sets of survey data providing details about the pupils’ socio-demographic profile and language development level at the beginning and end of this period. Our dataset may stimulate researchers from several fields to study the simultaneous development of language and social interactions of children.Measurement(s)RSSI values (proximity interactions within a preschool) • sociodemographic information about children • children language skills (vocabulary and syntax)Technology Type(s)RFID badges • questionnaire • language testsSample Characteristic - OrganismHomo sapiensSample Characteristic - EnvironmentpreschoolSample Characteristic - LocationFrance

The emerging technologies of wearable wireless devices open entirely new ways to record various aspects of human social interactions in a broad range of settings. Such technologies allow to log the temporal dynamics of face-to-face interactions by detecting the physical proximity of participants. However, despite the wide usage of this technology and the collected datasets, precise reconstruction methods transforming the raw recorded communication data packets to social interactions are still missing. In this study we analyse a proximity dataset collected during a longitudinal social experiment aiming to understand the co-evolution of children’s language development and social network. Physical proximity and verbal communication of hundreds of pre-school children and their teachers are recorded over three years using autonomous wearable low power wireless devices. The dataset is accompanied with three annotated ground truth datasets, which record the time, distance, relative orientation, and interaction state of interacting children for validation purposes. We use this dataset to explore several pipelines of dynamical event reconstruction including earlier applied naïve approaches, methods based on Hidden Markov Model, or on Long Short-Term Memory models, some of them combined with supervised pre-classification of interaction packets. We find that while naïve models propose the worst reconstruction, Long Short-Term Memory models provide the most precise way to reconstruct real interactions up to ∼ 90 % accuracy. Finally, we simulate information spreading on the reconstructed networks obtained by the different methods. Results indicate that small improvement of network reconstruction accuracy may lead to significantly different spreading dynamics, while sometimes large differences in accuracy have no obvious effects on the dynamics. This not only demonstrates the importance of precise network reconstruction but also the careful choice of the reconstruction method in relation with the data collected. Missing this initial step in any study may seriously mislead conclusions made about the emerging properties of the observed network or any dynamical process simulated on it.

This volume provides a broad coverage of the intersection of sociolinguistic variation and language acquisition. Favoured by the current scientific context where interdisciplinarity is particularly encouraged, the chapters bring to light the complementarity between the social and cognitive approaches to language acquisition. The book integrates sociolinguistic and psycholinguistic issues by bringing together scholars who have been developing conceptions of language acquisition across the lifespan that take into account language-internal and cross-linguistic variation in contexts of both first and second language acquisition as well as of first and second dialect acquisition. The volume brings together theoretical and empirical research and provides an excellent basis for scholars and students wanting to delve into the social and cognitive dimensions of both the production and perception of sociolinguistic variation. The book enables the reader to understand, on the one hand, how variation is acquired in childhood or at a later stage and, on the other, how perception and production feed into one another, thus building up our understanding of the social meanings underpinning language variation.

In this paper, we present the methodology we have developed for the detection of lexical innovations, implemented here on a corpus of 650 million of French tweets covering a period from 2012 to 2019. Once detected, innovations are categorized as change or buzz according to whether their use has stabilized or dropped over time, and three phases of their dynamics are automatically identified. In order to validate our approach, we further analyse these dynamics by modelling the user network and characterising the speakers using these innovations via network variables. This allows us to propose preliminary observations on the role of individuals in the diffusion process of linguistic innovations which are in line with Milroy & Milroy’s (1997) theories and encourage further investigations.

Sociolinguistic studies have shown that linguistic usage is closely related to social relationships and interactions between individuals. This has been established in adults and adolescents but developmental studies involving children are lacking. This paper studies whether and how peers influence the acquisition of social dialects in young children by using direct observations and quantitative analyses of spontaneous peer interactions and relationships at kindergarten. The longitudinal follow-up of one group of French-speaking children 4 to 5 years of age shows that the individual scores of sociolinguistic variables converge after one year of frequent contact. Moreover, we find that children who interact more frequently adopt similar usage of sociolinguistic variables, whereas other factors have no influence (teacher's speech, child's awareness of standard sociolinguistics norms, reported interpersonal attraction). These results provide the first evidence that social interactions within the peer group do have an influence on children's linguistic usage through daily interactions at an early age.

In the linguistics field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged two to six years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of new words, the long-term stabilization of the word form in the lexicon and the formation of item-based constructions. According to this scenario, children favour the presence of initial CV syllables when segmenting stored chunks of speech of the type word1-liaison-word2 (les arbres ‘the trees’ is segmented as /le/+/zarbr/). They cope with the variation of the liaison in the input by memorizing multiple exemplars of the same word2 (/zarbr/, /narbr/). They learn the correct relations between the word1s and the word2 exemplars through exposure to the well-formed sequence (un+/narbr/, deux+/zarbr/). They generalize the relation between a word1 and a class of word2 exemplars beginning with a specific liaison consonant by integrating this information into an item-based schema (e.g. un+/nX/, deux+/zX/). This model is based on the idea that the segmentation of new words and the development of syntactic schemas are two aspects of the same process.

Child-directed speech by preschool teachers: differences between girls and boys? This study deals with teacher-pupils interactions in preschool by providing an analysis of the quantity, nature and pragmatic value of utterances addressed to girls and boys by two teachers (a female and a male). It is based on a corpus of 12 hours of interactions recorded in the classroom. Our results show differences in the quantity of speech addressed to pupils, as teachers address more words to boys than girls. Furthermore, teachers address more utterances related to classroom management to boys, while no such differences are found for utterances produced during the pedagogical activity. More specifically, within classroom management interactions, teachers give more injunctions and make more comments related to the evaluation of boys' behaviour. Finally, it appears that the evaluations concerning the quality of the pupils’ work and behaviour are equally distributed between both genders when they are positive, but concern mostly boys when they are negative. These results complete those established previously in family context or in other school levels. Cette étude aborde les interactions enseignants-élèves à l’école maternelle en proposant une analyse de la quantité, de la nature et de la valeur pragmatique des énoncés adressés aux élèves, filles et garçons, par deux enseignants (une femme et un homme) à partir de l’analyse d’un corpus de 12h d’interactions enregistrées en classe. Nos résultats montrent des différences quant à la quantité de parole adressée aux élèves, les garçons en recevant davantage que les filles. En outre, ces derniers reçoivent plus d’énoncés liés à la gestion de la classe que les filles, tandis qu’aucune différence de ce type n’est relevée pour les énoncés reçus lors du déroulement de l’activité pédagogique menée par l’enseignant. Plus précisément, dans les interactions visant la gestion de la classe, les enseignants adressent plus d’injonctions et font plus de commentaires liés à l’évaluation du comportement des garçons. Enfin, de manière générale, il apparaît que les évaluations portant sur la qualité du travail et le comportement sont distribuées équitablement à l’égard des enfants des deux genres lorsqu’elles sont positives mais concernent majoritairement les garçons quand elles sont négatives. Ces résultats complètent et nuancent ceux qui sont établis dans la famille ou dans d’autres niveaux scolaires que l’école maternelle.

L’une des particularités du processus d’acquisition, sociolinguistique en langue étrangère porte sur la difficulté des apprenants, à intégrer les normes sociolinguistiques de la langue cible. Si dans leur, culture native, les apprenants construisent un réseau d’associations entre, connaissances linguistiques et connaissances sociales, en langue étrangère, ils doivent transposer cette capacité. La question importante est de savoir, comment un apprenant développe cette compétence en langue étrangère, s’il n’a pas les mêmes repères sociaux que les natifs. Les études en langues,étrangères montrent que les apprenants utilisent davantage les variantes, sociolinguistiques formelles si comparés aux natifs. Quelques travaux se, basent sur la théorie des schémas pour expliquer cette différence. Ces,études indiquent que les apprenants possèdent des schémas incomplets en, langue cible. Dans cet article, nous avons mené une étude auprès de 66,étudiants de FLE, 24 anglophones et 42 sinophones à partir du Test de, Répétion Sociolinguistique. Les résultats montrent que, tel que les natifs, les étudiants modifient les variantes sociolinguistiques non compatibles, avec l’énoncé en le rendant homogène. Nous mettons ainsi en évidence, l’existence des schémas sociolinguistiques complets chez les apprenants de, langues étrangères. En outre, notre étude montre une différence dans la, construction des schémas en fonction du pays d’origine des apprenants. Foreign language sociolinguistic schemata acquisition and, structure. One of the particularity of the process of sociolinguistic, acquisition in a foreign language concerns the difficulty of leaner to, integrate the sociolinguistic norms of the target language. If in their native, culture, the learners build a network of associations between linguistic, knowledge and social knowledge, in foreign language they must transpose, this capacity. The important question is how a learner develops this, competence in a foreign language if he does not have the same social, references as the native ones. Studies in foreign languages show that, learners make more use of formal sociolinguistic variants when compared, to native speakers. Works based on schema theories advocate that learners, have incomplete schemas in the target language as to explain this, difference. In this work we conducted a study of 66 students of French, language, 24 of them being native s eakers of English and 42 being native speakers of Chinese. The experiment is based on the Sociolinguistic Repetition Task. The results show that, like natives, students modify sociolinguistic variants that are not compatible with the statement by making it homogeneous. We thus highlight the existence of complete sociolinguistic schemata among learners of foreign languages. We also show differences in the schemata structure according to the native country of the students.

Style and perception: cognitive patterns of categorization in adults and children. This paper presents an experiment about the cognitive categorization of sociolinguistic varieties in French, with a repetition task carried out with 98 adults and 199 children from 8 to 12. The experimental material is constituted with stylistically either homogeneous or non homogeneous utterances. The analysis of the repetitions shows that variants which are absent from the input but coherent with the global style of the sentence can be restored. These restorations show the existence of cognitive schemas associating patterns of sociolinguistic variants. Cet article présente une mise en évidence expérimentale des processus de catégorisation des variétés sociolinguistiques, via une tâche de répétition menée auprès d’adultes (98) et d’enfants entre 8 et 12 ans (199). Constituée d’énoncés soit homogènes soit hétérogènes stylistiquement, cette tâche révèle lors des répétitions la restauration de variantes cohérentes avec l’ensemble du message, y compris lorsqu’elles ne sont pas présentes dans les énoncés entendus, ce qui suppose l’existence de schémas cognitifs articulant des ensembles de variantes sociolinguistiquement congruentes. Ces schémas sous-tendraient la capacité des sujets à catégoriser les discours en variétés sociolinguistiques.