Learner Perception of Formal and Informal Pronouns in Russian

Autor/in	Dykstra, Lisa Dewaard
Titel	Learner Perception of Formal and Informal Pronouns in Russian
Quelle	In: Modern Language Journal, 96 (2012) 3, S.400-418 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2012.01355.x
Schlagwörter	Form Classes (Languages); Second Language Learning; Video Technology; Native Speakers; Auditory Perception; Russian; Sociocultural Patterns; Task Analysis; Listening Skills; Films; Pragmatics; College Students; Gender Differences; Language Proficiency; Second Language Instruction + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Zweitsprachenerwerb; Muttersprachler; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Russisch; Soziokulturelle Theorie; Aufgabenanalyse; Film; Pragmalinguistik; Collegestudent; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht
Abstract	This project investigates whether learners of Russian perceive the sociocultural weight of the two personal pronouns for "you", "ty" (informal/intimate) and "vy" (formal/polite) when they listen to native speech. Research on address pronoun use shows it to be an important sociocultural variable and, while there is some general consistency in use, there is also a great deal of manipulation of the pronouns to create effect or demonstrate a change in relational dynamic. Students at Northeast College and Midwest University participated in a listening task involving video clips from Russian and Soviet films. Results indicate that perception of the pronouns in a listening task is not significantly different across proficiency levels. That is, beginning and advanced learners demonstrate similar ability with the understanding of the feature. Furthermore, female learners outperformed male learners on the listening task to a statistically significant degree within each program. These results add to the body of knowledge in second language acquisition and, more specifically, to our knowledge of how pragmatic features of a language are understood by learners. (Contains 2 notes, 1 figure and 12 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10