This study analyzes students' use of the French second-person pronouns tu (T) and vous (V) in small-group (2-3 students) inter-learner online chat sessions. The influence of internal linguistic factors (i.e., turn type and morphosyntactic environment) on learners' appropriate vs. inappropriate use of these pronouns is considered. The study also investigates the influence of Instructional Level on tu-vous use and the extent to which students from different instructional levels provide various types of peer assistance (e.g., lexical, morphosyntactic, and sociolinguistic/pragmatic) . Pronoun use was extremely unstable for learners of all levels, and a Kruskal-Wallis analysis revealed that Instructional Level did not significantly affect appropriate T/V use overall. Instructional Level and Syntax did, however, significantly affect interrogative T/V use, as shown through multivariate analyses. Peer-assisted performance was limited to lexical retrieval. Pedagogical recommendations are presented for teaching and learning second-person pronouns in French.

Stéphane Mallarmé, 1842-1897, was driven by a yearning for the ideal, and felt an immense despair when his human attempts to reach up to it, through his poetry, fell far too short. The void (le Néant) into which he fell is the subject of the present study. Sources used were the writer's poetry, as well as all critical works which seemed pertinent to the study of this poet whose symbolism is so wonderfully and yet frighteningly deep and meaningful.