Cover not available

In:Approaches and Methods in French Second Language Acquisition Research:
Edited by Martin Howard
[Research Methods in Applied Linguistics 9] 2025
► pp. 364–375

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 15
Research approaches and methods in second language French

Contributions, challenges, opportunities and directions

 | University College Cork
Published online: 3 March 2025
DOI logo with link
https://doi.org/10.1075/rmal.9.15how
Abstract
Following on the individual chapter contributions across different areas of SLA inquiry, this concluding chapter to the volume offers some synthesis reflections more generally on approaches and methods that characterise the study of L2 French. The presentation considers the specific research questions overriding the volume as a whole, looking at the main methodological trends of the past as opportunities to inform possible future methodological directions in the language going forward.
Article outline
  • Introduction
  • Past contributions
    • The specificity of L2-French learning in research methods
    • Informing SLA research methods — The case of L2 French
  • Methodological considerations in future research directions
  • References
References (19)
References
Benazzo, S., & Andorno, C. (2017). Is it really easier to acquire a closely-related language? A study on the expression of iteration and continuation in L2 French. In M. Howard & P. Leclercq (Eds.), Tense-Aspect-Modality in a second language. Contemporary perspectives (pp. 105–143). John Benjamins. Google Scholar logo with link to Google Scholar
Birdsong, D. (1992). Ultimate attainment in second language acquisition. Language, 68(4), 706–755. Google Scholar logo with link to Google Scholar
Donaldson, B. (2017). Negation in near-native French: Variation and sociolinguistic competence. Language Learning, 67(1), 141–170. Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2009). The L2 motivational self. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language, identity and the L2 self (pp. 9–42). Multilingual Matters. Google Scholar logo with link to Google Scholar
Forsberg Lundell, F., & Bartning, I. (2015). Cultural migrants and optimal language acquisition. Multilingual Matters. Google Scholar logo with link to Google Scholar
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.Google Scholar logo with link to Google Scholar
Geeslin, K. (2011). The acquisition of variation in second language Spanish: How to identify and catch a moving target. In M. Díaz Campos (Ed.), The handbook of Hispanic sociolinguistics (pp. 303–319) Blackwell. Google Scholar logo with link to Google Scholar
Howard, M. (2012). The advanced learner’s sociolinguistic profile: On issues of individual differences, L2 exposure conditions and type of sociolinguistic variable. Modern Language Journal, 96(1), 20–33.Google Scholar logo with link to Google Scholar
(2021). Une approche acquisitionniste du rôle de l’input dans l’apprentissage des langues secondes: l’apport du projet VILLA pour la didactique des langues secondes. In M. Watorek, R. Rast, & A. Arslangul (Eds.), Premières étapes dans l’acquisition des langues étrangères: Dialogue entre acquisition et didactique des langues (pp. 79–112). Presses de l’INACLO. Google Scholar logo with link to Google Scholar
Howard, M., & Oakes, L. (2024). How does motivation differ across European students of French? A comparison of four different countries. Journal of Multilingual and Multicultural Development, 45(2), 427–443. Google Scholar logo with link to Google Scholar
Isbell, D. R., Brown, D., Chen, M., Derrick, D. J., Ghanem, R., Arvizu, M. N. G., Schnur, E., Zhang, M., & Plonsky, L. (2022). Misconduct and questionable research practices: The ethics of quantitative data handling and reporting in applied linguistics. The Modern Language Journal, 106(1), 172–195. Google Scholar logo with link to Google Scholar
Knight, L., & Edmonds, A. (2024). Understanding indirect meaning: A close replication. Foreign Language Annals, 57, 450–471. Google Scholar logo with link to Google Scholar
May, S. (2019). Negotiating the multilingual turn in SLA. Modern Language Journal, 19, 122–129. Google Scholar logo with link to Google Scholar
Oakes, L., & Howard, M. (2022). Learning French as a foreign language motivation in a globalised world: An empirical critique of the L2 Motivational Self System. International Journal of Bilingual Education and Bilingualism, 25(1), 166–182. Google Scholar logo with link to Google Scholar
Singleton, D., & Ó Laoire, M. (2006). Psychotypologie et facteur L2 dans l’influence translexicale. Une analyse de l’influence de l’anglais et de l’irlandais sur le français L3 de l’apprenant. Acquisition et Interaction en Langue Etrangère, 24, 101–117. Google Scholar logo with link to Google Scholar
Thompson, A. (2017). Don’t tell me what to do! The anti-ought-to self and language learning motivation. System, 67, 38–49. Google Scholar logo with link to Google Scholar
Trévisiol, P. (2006). Influence translinguistique et alternance codique en français L3. Rôles des L1 et L2 dans la production orale d’apprenants japonais. Acquisition et Interaction en Langue Etrangère, 24, 13–43. Google Scholar logo with link to Google Scholar
Tyne, H., & Howard, M. (2024). The acquisition of French: lexical, pragmatic and sociolinguistic perspectives. In W. Ayres-Bennett & M.-L. McLaughlin (Eds.), The Oxford handbook of the French language (pp. 685–702). Oxford University Press. Google Scholar logo with link to Google Scholar
Wood, M., Larsson, T., Plonsky, L., Sterling, S., Kytö, M., & Yaw, K. (2024). Addressing questionable research practices in Applied Linguistics: A practical guide. Applied Linguistics Press.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue