Julie Auger

Second language acquisition and "real" French: An investigation of subject doubling in the French of Montreal Anglophones

We investigated the French of the first generation of Montreal Anglophones who had had access to French immersion schooling. Our aim was to determine the extent to which these Anglophones had acquired the variable grammar of their Francophone peers and how that was related to the type of French instruction received and to the types of exposure to French. In Montreal French, a subject NP may be “echoed” by a pronoun without emphatic or contrastive effect. Because this is not a feature of standard French, Anglophones who learned French primarily in school were not expected to exhibit it. On the other hand, Anglophones who frequently spent time with Montreal Francophones were expected to have picked it up. To test this hypothesis, we used a database of speech from 29 speakers, varying in their quantity and type of exposure to French. Multivariate analyses determined the degree of correlation of several linguistic and social factors (related to type and quantity of exposure to French) to the presence of a doubled subject. These data were then compared with that for L1 French. Speakers who were more nativelike with respect to the rate of subject doubling and effects of linguistic factors were those who had had more contact with native speakers, especially as adults.

Phonological variation and Optimality Theory: Evidence from word-initial vowel epenthesis in Vimeu Picard

One striking feature of Vimeu Picard concerns the regular insertion of epenthetic vowels in order to break up consonant clusters and to syllabify word-initial and word-final consonants. This corpus-based study focuses on word-initial epenthesis. It provides quantitative evidence that vowel epenthesis applies categorically in some environments and variably in others. Probabilistic analysis demonstrates that the variable pattern is constrained by a complex interplay of linguistic factors. Following Labov (1972a, 1972b) and Antilla and Cho (1998), I interpret such intricate grammatical conditioning as evidence that this variation is a reflection of a grammatical competence that generates both categorical and variable outputs, and I propose an account within the framework of Optimality Theory. An analysis of individual patterns of epenthesis by members of the community reveals that, even though all speakers share the same basic community grammar, their use of epenthesis differs qualitatively as well as quantitatively. I show that individual grammars can be derived from the community grammar, and that Optimality Theory allows us to formalize the idea that individual grammars constitute more specific versions of community grammars.

Letting French Students Hear the Diverse Voices of Francophony

This response to Jean-Marie Saliens editorial “Quebec French: Attitudes and Pedagogical Perspectives” (MLJ, 82, 1998, pp. 95–102) deals with linguistic variation—particularly as it exists in Quebec—and aims at familiarizing students of French as a foreign language in the U.S. with variation in that language. The article stresses how important it is for French teachers to have an accurate understanding of the French spoken in Quebec. A characterization of Quebec French should include the different varieties spoken, recognize sociolinguistic differences, and acknowledge the functional effectiveness of all varieties. To acquaint American learners of French with language variation, it is appropriate to expose them to the varieties that can be found in neighboring communities, such as Quebec. This exposure can begin early so that learners will be able to recognize local particularities and variation. The use of a “pedagogical norm” is advisable, however, in guiding the learners’ own usage, because attitudes toward linguistic variants can produce negative reactions to nonnative speaker use of these features.

Variation in French

Even though variationist sociolinguistics has not had a strong impact in France, the work of many Canadian, American, and British sociolinguists has greatly contributed to the development of variationist methodology and theory, and to a better knowledge and understanding of spoken French. From the pioneering work of Gauchat to the major sociolinguistic corpora collected in many communities, to the continued efforts of research teams to develop tools designed to better probe crucial questions of variation and change, and explore different types of speakers and communities, studies of variation in French have played a very central role in the evolution of this school of thought.