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Chapitre D'ouvrage Année : 2023

L2 acquisition of epistemic/evidential stance-marking by French learners of English: the case of ‘I think’

Résumé

Speaking about things involves taking a stance towards those things. To express their subjectivity, speakers use a variety of stance-markers, with different discursive functions. For L2 learners, acquiring a relevant repertoire of stance-markers, and making context-appropriate choices, is a crucial process. However, epistemic stance is generally observed to emerge at a late stage of L2 acquisition. In this study, we adopt a functional and developmental perspective to determine to what extent intermediate and advanced French learners of English use ‘I think’ in oral narratives and interviews, and to what extent this reveals learner style. We use two oral discursive tasks: an oral narrative (ten upper intermediate and ten advanced learners, plus a control group of ten English native speakers), where learners are recorded in a French context, and a longitudinal oral interview task (n=5), where intermediate and advanced learners are recorded in a study abroad context on three occasions, plus pre-departure, and post-return. Our study provides evidence of the influence of the type of discursive task in the way ‘I think’ is used by French learners of English, while contributing to illustrate the links between the linguistic choices of learners and their study-abroad experience.
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Dates et versions

hal-04334166 , version 1 (10-12-2023)

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Pascale Leclercq. L2 acquisition of epistemic/evidential stance-marking by French learners of English: the case of ‘I think’. Juana I. Marin-Arrese; Laura Hidlago-Downing; Juan Rafael Zamorano-Mansilla. Stance, Inter/Subjectivity and Identity in Discourse, Peter Lang, 2023, 978-30343-4372-5. ⟨10.3726/b20233⟩. ⟨hal-04334166⟩

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