"This volume provides a broad view of the field of sociolinguistic variation in acquisition. Favored by the current scientific context where interdisciplinarity is particularly encouraged, the chapters bring to light the complementarity between the social and cognitive sciences approaches to language acquisition. The book integrates sociolinguistic and psycholinguistic issues by bringing together scholars who have been developing conceptions of language acquisition throughout the lifespan that take into account the language-internal or cross-linguistic variation in first and second language, as well as in first and second dialect acquisition contexts. The volume gathers theoretical and empirical research and provides an excellent basis for scholars and students wanting to delve into the social and cognitive dimensions of both 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 hand, how perception and production feed into one another building awareness of the social meaning underpinning language variation"--.

• Sociolinguistic Variation and Language Acquisition across the Lifespan
• Editorial page
• Title page
• Copyright page
• Table of contents
• Introduction: Bridging contexts to document sociolinguistic variation in acquisition
  • References
• Section 1. Child language acquisition and sociolinguistic variation
• Chapter 1. Child language acquisition and sociolinguistic variation
  • References
• Chapter 2. Input effects on the acquisition of variation: The case of the French schwa
  • 1. Introduction
  • 2. The French schwa: A multifaceted variable
    • 2.1 Schwa categories
    • 2.2 Factors influencing schwa absence or presence
  • 3. Variation and constructions
    • 3.1 Usage-Based Models and constructions
    • 3.2 Frequency effects and phonological variation
  • 4. Methodology
    • 4.1 Data collection
    • 4.2 Corpus annotation
    • 4.3 Data selection
  • 5. Analysis
    • 5.1 General comparison of CDS, ADS and children’s speech
    • 5.2 Phonological contexts
    • 5.3 Focus on the je + VERB context
  • 6. Discussion
  • References
  • Appendix
• Chapter 3. The alternation between standard and vernacular pronouns by Belgian Dutch parents in child-oriented control acts
  • 1. Introduction
    • 1.1 Control acts
    • 1.2 Standard-vernacular variation in control acts
    • 1.3 The Dutch language laboratory
  • 2. Data and variables
    • 2.1 Self-recordings
    • 2.2 Response variable: Pronouns of address in control acts
    • 2.3 Predictor variables
  • 3. Analyses and results
    • 3.1 Results of the quantitative analyses
    • 3.2 Results of the qualitative analyses
  • 4. Discussion and conclusion
  • References
  • Appendix A. Transcription conventions
  • Appendix B. Overview of collected data
  • Appendix C. Multiple correspondence analysis
• Chapter 4. Testing interface and frequency hypotheses: Bilingual children’s acquisition of Spanish subject pronoun expression
  • Introduction
  • Discourse and morphological constraints on Spanish subject pronoun expression
  • The Interface Hypothesis and the acquisition of subject pronoun expression
  • The Frequency Hypothesis and the acquisition of subject pronoun expression
  • This study: Subject pronoun expression among school-age children in the U.S.
    • Participants
    • Methods
    • Results
  • Discussion
  • Conclusion
  • Acknowledgements
  • Funding
  • References
• Chapter 5. Acquiring social and linguistic competence: A study on morphological variation in Jakarta Indonesian preschoolers’ speech
  • 1. Introduction
  • 2. An overview of Jakarta’s sociolinguistic situation and its impact on children
  • 3. The observed prefixes and the morphological rules
  • 4. Method
    • Obtaining children’s speech data
  • 5. Children’s stylistic input
    • 5.1 Obtaining information on linguistic input
    • 5.2 Stylistic input
  • 6. Assessing children’s stylistic profile
  • 7. Applying the morphological rules in different situations
  • 8. Results and discussion
    • Using the observed prefixes, assessing the situation, and applying the rules
    • The use of (+sit+rul) in both situations over time
    • The use of (−sit+rul) in both situations over time
  • 9. When do children acquire the social and linguistic constraints?
  • 10. Conclusion
  • Acknowledgements
  • Funding
  • Abbreviations
  • References
  • Appendix 1. Allomorphs of BI verbal prefix marking transitivity meN- and their CJI counterparts
  • Appendix 2. Allomorphs of BI verbal prefix marking intransitivity ber- and their CJI counterparts
  • Appendix 3. Elicitation items in four scenarios (in formal and informal situation)
  • Appendix 3. Elicitation items in four scenarios (in formal and informal situation)
  • Appendix 4. Means of individual ratio on BI and CJI verbs in both situations
• Chapter 6. Children’s sociolinguistic preferences: The acquisition of language attitudes within the Austrian standard-dialect-continuum
  • 1. Introduction
  • 2. Sociolinguistic background: German in Austria
    • 2.1 Varieties of German in Austria
    • 2.2 Patterns of use
    • 2.3 The socio-indexical meaning of Austrian German varieties
  • 3. Acquisition of attitudes towards varieties of an L1 – results from international studies
  • 4. Austrian children’s attitudinal preferences in a ‘matched-guise’ task
    • 4.1 Participants
    • 4.2 Materials and procedure
    • 4.3 Results: Overall attitudinal preferences
    • 4.4 Predictors of attitudinal preferences
  • 5. Summary and discussion
  • Acknowledgements
  • References
  • Appendix
• Chapter 7. Variation in stress in the Jamaican classroom
  • 1. Introduction
  • 2. Phonostylistic variation in children’s speech
    • 2.1 Vowel length and word-level prominence in English and Jamaican
    • 2.2 Stylistic variation
  • 3. Methods for data analysis
    • 3.1 Vowel duration
    • 3.2 Pitch
    • 3.3 Loudness
  • 4. Results
    • 4.1 Teachers
    • 4.2 Children
  • 5. Discussion and conclusion
  • References
• Section 2. Second language acquisition and dialectal variation in adults
• Chapter 8. Second language acquisition and dialectal variation in adults
  • A stable variable, an incoming variable and the L2 speaker
    • A stable variable: Ne deletion
    • An in-coming variable: Discourse ‘like’
  • A qualitative perspective: Identity issues and migration
  • Current trends in the area of variation and second language acquisition
  • Conclusion
  • References
• Chapter 9. Navigating variation amid contested norms and societal shifts: A case study of two L2 Mandarin speakers in Singapore
  • Introduction
  • Research setting
    • Language shifts in multilingual singapore
    • Features of Singapore Mandarin
  • Subjects and methodology
    • Speakers’ language backgrounds
    • Methodology
  • Findings
    • Variation in retroflex and dental sibilant initials (zh), (ch), (sh), (z), (c), (s)
    • Variation in palatal initials (j), (q), (x)
    • Variation in (ü) and (i)
    • Variation in (ng) and (n)
    • Variation in (-uo)
    • Variation in (er)
    • Other variables: (n-), (r-), (h), (-üan)
    • Summary of features
    • Impact of the speak Mandarin Campaign
  • Discussion
  • Conclusion
  • References
• Chapter 10. Usage, evaluation and awareness of French sociolinguistic variables by second-language learners during a stay abroad: The case of negative ne and optional liaison
  • 1. Sociolinguistic variation in second language research
  • 2. Sociolinguistic variables in second language classroom and textbooks
  • 3. Awareness and evaluation of sociolinguistic variants
  • 4. Purpose of the study
  • 5. Methodology
    • a. Participants
    • b. Sociolinguistic variables
    • c. Sociolinguistic interviews
    • d. Judgement tasks for the two variables
    • e. Questionnaire on sociolinguistic variables
  • 6. Results
    • a. Optional liaison
    • b. Negative ne
    • c. Evolution of judgements from T1 to T3
  • 7. Conclusion and discussion
  • Bibliography
  • Appendix 1.
  • Appendix 2.
  • Appendix 3.
  • Appendix 4.
• Chapter 11. The standard-dialect repertoire of second language users in German-speaking Switzerland
  • 1. Introduction
  • 2. Constructing a dialect-standard L2 repertoire in an Alemannic context
    • 2.1 The relevance of learning sociolinguistic variation in an L2
    • 2.2 Distinguishing dialect and standard language
    • 2.3 The ability to align to native speakers and variation in the input
  • 3. Methods
    • 3.1 Participants
    • 3.2 Data
    • 3.3 Analysis
  • 4. Results
    • 4.1 Patterns of dialect and standard use in elicited free speech
    • 4.2 Nature of the code-mixing
  • 5. Discussion and conclusion
  • References
• Chapter 12. Identity, authenticity and dialect acquisition: The case of Australian English
  • 1. Australian English and national identity
  • 2. Acquisition of Australian English as a second dialect
    • 2.1 Explanation from previous research
    • 2.2 Authenticity and legitimacy
  • 3. Conclusion
  • Acknowledgements
  • References
• Chapter 13. Adult learners’ (non-) acquisition of speaker-specific variation
  • Introduction
  • Methods
    • Participants
    • The language and exposure stimuli
    • Experimental procedure
    • Experimental manipulation
    • Tests
  • Results
    • Vocabulary test
    • Sentence production
    • Determiner judgement
  • Discussion and conclusion
  • Funding
  • References
• Index