Evaluation des voyelles nasales en français L2 en production : de la nécessité d’un corpus multitâches

Detey, Sylvain; Racine, Isabelle; Kawaguchi, Yuji; Zay, Françoise; Buehler, Nathalie; Schwab, Sandra

doi:10.1051/cmlf/2010119

Cited by 92 publications

(29 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, French nasal sounds, for example, vowels (often novel for learners) have proved problematic showing variation across advanced learners and particular types of nasal vowels: <ON> /ɔ̄/was the most accurately produced but <IN> /ɛ/ was the least accurately produced and tended to be substituted by <AN/EN> /ɑ̄/ (Adeline Charlton, 2014;Neveu et al, 2010). Foreign language instruction seems to assist the development of novel French nasal vowels and shifts in phonological representations occur between proficiency levels (Martinez, 2016).…”

Section: A Different Process--new Sounds and New Mappingsmentioning

confidence: 99%

Learning French sound/spelling links in English primary school classrooms

Porter

2020

E-JournALL

View full text Add to dashboard Cite

Two classes (n = 45) of 9- to 11-year-old children in different English primary schools experienced weekly French phonics instruction as part of a foreign language (FL) learning programme. The underpinning rationale of the phonics instruction was that systematic and explicit FL phonics could contribute to the development of FL phonological decoding, operationalised as reading aloud individual word cards. The study explored progression in learning French sound/spelling links over this period with data from a sub-sample of students (n = 23) from both classes. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age, and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding. This study found that French sound/spelling links developed slowly but showed significant gains between mid- and post-test and that learning appeared resistant to attrition evidenced by delayed post-test scores. Successful phonological decoders were likely to be successful FL learners generally and proficient in L1 literacy.

show abstract

Section: A Different Process--new Sounds and New Mappingsmentioning

confidence: 99%

Learning French sound/spelling links in English primary school classrooms

Porter

2020

E-JournALL

View full text Add to dashboard Cite

show abstract

“…Divers types d'analyse sont ensuite appliqués aux données. Pour les mots en isolé, une évaluation experte vs non experte, éventuellement complétées par des analyses acoustiques (pour des exemples concernant les voyelles nasales et arrondies, voir Detey et al, 2010 ;Racine, 2012). Ce type d'évaluation n'étant pas adapté à la parole continue -la dimension morphogrammaticale est en effet susceptible de biaiser l'évaluation de la production de surface -nous avons choisi d'appliquer, dans la lignée de ce qui a été fait dans PFC pour la liaison et le schwa, une approche par le biais d'un codage alphanumérique de différents paramètres (Detey, 2012 ;Detey et al, 2014a ;Detey et al, 2014b ;Detey et al, à paraître).…”

Section: Le Projet « Interphonologie Du Français Contemporain »unclassified

Liaison in the Interphonology of Contemporary French (IPFC) learner corpus

Racine¹,

Detey²

2016

corpus

Self Cite

View full text Add to dashboard Cite

Nous tenons à remercier Marie-José Béguelin, Fédérica Diémoz et Mathieu Avanzi pour l'organisation du colloque « Corpus de français parlé et français parlés des corpus », à Neuchâtel, les 8 et 9 mai 2014, journées qui sont à la base de cette publication. Nous remercions également Yuji Kawaguchi qui codirige le projet IPFC avec nous, ainsi que Julien Eychenne pour le développement de Dolmen-IPFC. Le travail présenté ici n'aurait pas été possible sans le précieux concours de Marion Didelot, Tanjema Majeed, Cécile Mollet, Marie-Laure Sandoz et Roberto Paternostro, qui ont transcrit, codé et vérifié les données. Enfin, nous tenons à remercier également tous nos collègues impliqués dans IPFC pour leur dynamisme qui contribue à faire vivre ce projet, ainsi que tous les apprenants qui ont donné de leur temps pour la constitution de ce corpus.

show abstract

“…In the light of studies conducted over the last 20 years, French orthography and, in particular, the nasal graphemes <n> and <m> play an important role in the acquisitional process of nasal vowels, as well as in the production process of nasal vowels in which phonological and orthographic representations are involved. Nevertheless, the graphemes <n> and <m> could play contradictory and potentially evolving roles in the acquisitional process: on the one hand, they inscribe in the orthography of the language the nasal feature inherent in the nasal vowel and could, as such, encourage the use of a nasal vowel; on the other hand, they materialise this nasality by means of the grapheme also used to write the nasal consonant /n/ and could, as such, explain the phenomenon of consonantisation of the vowel attested in several studies [4,5,[9][10][11].…”

Section: Introductionmentioning

confidence: 99%

“…In all the studies mentioned above, it refers to a language learned after the first language. In the studies by Montagu (2002) and Martinez-Marquez (2016), French is chronologically the second language learned, but in the case of Detey et al (2010) and Li et al (2019), it is probably the third language after English.Three studies point to a possible effect of orthography [8,9,12]. Only one study investigates the specific effect of a postvocalic nasal consonant [12].…”

Section: Introductionmentioning

confidence: 99%

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Granget,

Gunnarsson,

Saddour

et al. 2024

Education Sciences

View full text Add to dashboard Cite

In recent decades, a vast literature has documented crosslinguistic influences on the acquisition of L2 phonology and in particular the effects of spelling on pronunciation. However, articulating these research findings in terms of taking into account the effects of L1 phonology and spelling on L2 pronunciation in language teaching remains to be examined. These studies are based on experimental cross-sectional methods and mainly focus on L2 English learning by speakers of languages with an alphabetic system. In French, there are few studies on crosslinguistic influences on the acquisition of the nasal vowels (/ɑ~/, /ↄ~/ and /ε~/) and few experimental studies that point to a possible effect of orthography on the pronunciation of these phonemes. The results of experimental studies are difficult to transpose to the language classroom because they are based on word or sentence reading and writing activities, which are quite far-removed from the conversational activities practised in the classroom in interaction with peers and the teacher. Hence, we opted here for a case study of the effect of spelling on the production of nasal vowels in interaction tasks. We conducted a longitudinal study during the first year of extensive learning of French (4 hrs 30 per week). The results of a perceptive analysis by expert listeners show that (i) learners spell nasal vowels with an <n> or <m> in 98% of the obligatory contexts; (ii) most nasal vowels are perceived as nasal vowels in speech (72%), the others being perceived as vowels followed by a nasal consonant (19, 5%) or as oral vowels (8.5%); (iii) consonantisation is stronger when the learner spontaneously produces a word than when (s)he repeats it, (iv) which decreases with time (learning effect) and varies (v) according to the consonant, /ε~/ being less consonantised than /ↄ~/ and /ɑ~/. Finaly, we propose a didactic discussion in the light of intelligibility and influence of orthography.

show abstract

Evaluation des voyelles nasales en français L2 en production : de la nécessité d’un corpus multitâches

Cited by 92 publications

References 22 publications

Learning French sound/spelling links in English primary school classrooms

Learning French sound/spelling links in English primary school classrooms

Liaison in the Interphonology of Contemporary French (IPFC) learner corpus

The Effects of Orthography on the Pronunciation of Nasal Vowels by L1 Japanese Learners of L3 French: Evidence from a Longitudinal Study of Speech in Interaction

Contact Info

Product

Resources

About