Exploring the French Language

Lodge, R. Anthony; Shelton, Jane; Ellis, Yvette; Armstrong, Nigel

doi:10.4324/9781315824925

Cited by 8 publications

(3 citation statements)

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“…Progressive voice assimilation, where a phoneme takes on the voicing properties of the preceding one, is not very common in French (e.g.,Lodge, Armstrong, Ellis & Shelton, 1997) and, to our knowledge, progressive voice assimilation to French vowels has not been reported. Moreover, all voiced obstruents were in word-final position ([dʁ], [dʁǝ], [bl], [blǝ], [gl], [glǝ], [vʁ] and [vʁǝ] do not occur), which suggests that the voicing of obstruents does not result from assimilation to the voicing…”

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confidence: 60%

“…We also observed obstruent voicing before words starting with voiceless consonants. In French, regressive assimilation is more common than progressive assimilation (e.g., Lodge, Armstrong, Ellis & Shelton, 1997), and to our knowledge, progressive voice assimilation of a voiceless obstruent to a preceding vowel has not been reported so far. Further, the obstruent is never voiced if the liquid is present.…”

Section: Residual Acoustic Cues Of Absent Segmentsmentioning

confidence: 71%

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Reduction of word-final obstruent-liquid-schwa clusters in Parisian French

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Ernestus

2018

Corpus Linguistics and Linguistic Theory

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This corpus study investigated pronunciation variants of word-final obstruent-liquid-schwa (OLS) clusters in nouns in casual Parisian French. Results showed that at least one phoneme was absent in 80.7% of the 291 noun tokens in the dataset, and that the whole cluster was absent (e.g., [mis] for ministre) in no less than 15.5% of the tokens. We demonstrate that phonemes are not always completely absent, but that they may leave traces on neighbouring phonemes. Further, the clusters display undocumented voice assimilation patterns. Statistical modelling showed that a phoneme is most likely to be absent if the following phoneme is also absent. The durations of the phonemes are conditioned particularly by the position of the word in the prosodic phrase. We argue, on the basis of three different types of evidence, that in French word-final OLS clusters, the absence of obstruents is mainly due to gradient reduction processes, whereas the absence of schwa and liquids may also be due to categorical deletion processes.

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confidence: 60%

Section: Residual Acoustic Cues Of Absent Segmentsmentioning

confidence: 71%

Reduction of word-final obstruent-liquid-schwa clusters in Parisian French

Brand

Ernestus

2018

Corpus Linguistics and Linguistic Theory

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“…Si, pour l'apprenant étranger, ces variantes orthographiques de suites sonores identiques constituent autant de formes utiles qui lui permettent de voir la grammaire et ses sonorités (par ex. pour le FLE, certains exercices de repérage dans Lodge et al 1997 ;voir aussi Léon et al 2009), pour l'élève ayant comme L1 le français, l'appréhension de ces variantes présente une double difficulté. En effet, non seulement le natif découvre la diversité écrite d'une langue déjà maîtrisée à l'oral, mais il se retrouve aussi confronté à une certaine mise à plat de différents phénomènes autour d'une même problématique : par exemple, des formes verbales (mets, met du verbe mettre ; ou m'est, m'ait…) sont traitées avec des conjonctions (mais), et autres formes possessives (mes).…”

Section: Homophonie Et Maîtrise De La Langue éCrite En L1unclassified

Homophonie et maîtrise du français écrit : apport de l’apprentissage sur corpus

Leray¹,

Tyne²

2016

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Mastery of spelling in L1 French is notoriously complex, in particular due to morphographic difficulties and grammatical homophony. This study investigates the use of data-driven learning in French primary schools for the homophonous set /sE/ (c’est, s’est, ces, ses, sais/t). The results show that whereas initially there is no difference in comparison to traditional teaching (i.e. following pre-test, fewer errors are made in general at the time of learning by both experimental and control groups), there is less attrition for the data-driven learning group, with some spellings progressing even at the post-test stage. We suggest that data-driven learning may be used for developing spelling in L1 French as learners are exposed to enriched input. The question of how a predominantly L2-based method can be applied to L1 pedagogy is raised.

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The crossover effects of morphological awareness on vocabulary development among children in French immersion

Lam

Chen

2017

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Exploring the French Language

Cited by 8 publications

References 0 publications

Reduction of word-final obstruent-liquid-schwa clusters in Parisian French

Reduction of word-final obstruent-liquid-schwa clusters in Parisian French

Homophonie et maîtrise du français écrit : apport de l’apprentissage sur corpus

The crossover effects of morphological awareness on vocabulary development among children in French immersion

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