Aims and Objectives/Purpose/Research Questions:Previous studies have investigated if quantity of target language (TL) use predicts second language (L2) learning. The aim of this study is to understand what kind of TL use promotes host language proficiency among adults in the context of migration, operationalized as productive collocation knowledge.

Design/Methodology/Approach:The study takes a cross-sectional quantitative approach to explore what clusters of TL activities predict language proficiency among 63 first language (L1) French L2 Swedish long-term residents in Sweden.Data and Analysis:Data were collected within a larger project. Productive collocation knowledge was assessed by a collocation test and participants’ TL use through the Language Engagement Questionnaire. We conducted a factor analysis to identify patterns of TL use. We then used structural equation modeling to investigate the relationship between TL use and productive collocation knowledge.

Findings/Conclusions:Two factors emerged from the factor analysis: “Everyday Interactive Target Language Use” and “Non-interactive Target Language Use.” Only the former was related to productive collocation knowledge as evidenced by the structural equation modeling. “Everyday Interactive Target Language Use” included using the TL at the workplace, in conversations and service encounters, through text messages and emails, participating in online social network platforms, and browsing the internet.

The present study investigates the possible impact of language ideologies on second language proficiency. Based on interviews and a thematic analysis, we explored language ideologies among French long-term residents in Stockholm, Sweden. The participants had contrasting proficiency levels in the host community language: five were categorised as low-performers of Swedish and five as high-performers of Swedish, based on two linguistic measures. Overall, low-performing and high-performing language users in this sample of French long-term residents in Sweden appear to hold different ideologies related to mobility and language learning. While the low-performers tend to adhere to efficiency-related ideologies and a universalist cosmopolitan worldview, where English as a lingua franca is the most significant capital, the high-performers adhere to ideologies that are more identity-based and closer to assimilationist or nationalist views, where the participants see themselves as joining a majority culture into which they should adapt. High host language proficiency is seen as necessary capital for this. All in all, the study makes a clear case for further studies exploring language ideologies in relation to second language acquisition. 

The present paper responds to calls for more interdisciplinary research within applied linguistics by critically examining and illustrating how the crossing of perspectives and methods can shed light on new dimensions of second language learning. To do so, we present an ongoing research project investigating the role of linguistic resources in the development of interactional competence in second language French. We examine the benefits and challenges associated with combining longitudinal Conversation Analysis – a qualitative approach – and quantitative lexical bundle analysis, a corpus linguistics method sometimes used with Usage-Based Approaches to Second Language Acquisition. We describe and exemplify through empirical work-in-progress how these approaches and methods complement each other, and we discuss ways of addressing conceptual and practical challenges associated with the combined framework. We hope that the paper can serve as a useful practical resource for researchers and students within applied linguistics.

The present paper responds to calls for more interdisciplinary research within applied linguistics by critically examining and illustrating how the crossing of perspectives and methods can shed light on new dimensions of second language learning. To do so, we present an ongoing research project investigating the role of linguistic resources in the development of interactional competence in second language French. We examine the benefits and challenges associated with combining longitudinal Conversation Analysis – a qualitative approach – and quantitative lexical bundle analysis, a corpus linguistics method sometimes used with Usage-Based Approaches to Second Language Acquisition. We describe and exemplify through empirical work-in-progress how these approaches and methods complement each other, and we discuss ways of addressing conceptual and practical challenges associated with the combined framework. We hope that the paper can serve as a useful practical resource for researchers and students within applied linguistics.

L’apprentissage des unités polylexicales constitue un véritable défi dans le développement d’une langue additionnelle (Lx). Toutefois, la compétence communicative à l’oral repose en large partie sur la connaissance et l’utilisation de celles-ci. Ainsi, il est essentiel de les inclure dans l’enseignement de la communication orale. L’objectif de cet article est de faire le pont entre la recherche et l’enseignement de ces unités polylexicales, ici nommées séquences préfabriquées (SP). Dans l’article, nous préciserons les fonctions qu’ont les SP dans la communication orale. Ensuite, nous décrirons le processus d’apprentissage des SP dans une Lx et nous ferons un survol de quelques études qui proposent des méthodes pour faciliter leur apprentissage. Enfin, en nous inspirant de la recherche antérieure, nous proposerons des activités pédagogiques susceptibles d’inspirer les enseignants et de les soutenir dans l’incorporation des SP dans l’enseignement de la communication orale en français Lx.

Learning polylexical units is a real challenge in the development of an additional language (Lx). However, communicative competence in oral communication is largely based on knowledge and use of these units. It is therefore essential to include them in the teaching of oral communication. The aim of this article is to bridge the gap between research and the teaching of these polylexical units, referred to here as prefabricated sequences (PS). In the article, we shall describe the functions of PSs in oral communication. Next, we will describe the process of learning SPs in an Lx and review some studies that propose methods to facilitate their learning. Finally, drawing on previous research, we will propose pedagogical activities likely to inspire and support teachers in incorporating SPs into the teaching of oral communication in Lx French.

The study investigates how psychological and social factors relate to productive collocation knowledge in late L2 learners of Swedish (French L1) (N = 59). The individual factors are language aptitude (measured through the LLAMA aptitude test), reported language use, social networks, acculturation, and personality. Multiple linear regression analysis showed that positive effects were found for LLAMA D (phonetic memory), LLAMA E (sound-symbol correspondence), reported language use, and length of residence (LOR). Furthermore, a negative effect was found for the personality variable Open-mindedness. These variables explained 63% (adjusted R²) of the variance, which represents large effects compared to other studies on individual factors. In sum, the findings confirm earlier results on the importance of language aptitude and language use for productive collocation knowledge. They also add evidence of the importance of personality and LOR. In sum, cognitive and social factors combine to explain different outcomes in adult L2 acquisition.

This study investigated what psychological and social factors predict 'perceived nativelikeness' in late second language (L2) learners of French (L1 Swedish) (N = 62) with a minimum length of residence (LOR) of 5 years in France. The included factors were: language aptitude (LLAMA), acculturation (VIA), personality (MPQ), target language engagement and social networks (number of relations in L2). LOR and Length of French studies were also included as extraneous variables. Multiple linear regression analyses showed that positive effects were found for LLAMA D (sound recognition), acculturation (VIA France and VIA Sweden), number of relations in L2 and LOR. A negative effect was found for the personality variable Social initiative. The strongest effects were found for LLAMA D, Social initiative and LOR. All variables together explained 25% (adjusted R-2) of the variance in the sample, which represents medium-sized effects in relation to other studies on individual factors. In sum, these findings confirm results from earlier studies on the importance of language aptitude and acculturation in late L2 acquisition. They also add evidence of the importance of personality, social networks, and LOR. On a more general note psychological and social factors combine to explain different outcomes in adult L2 acquisition, although the effects of psychological variables are deemed somewhat stronger.