Aspects de la morphosyntaxe du français des sourds

L’acquisition d’une langue orale, sous sa forme écrite ou orale, dans le contexte de la surdité prélinguistique a généralement des conséquences morphosyntaxiques significatives, même pour des locuteurs très compétents. À la suite d’un survol des travaux sur les propriétés morphosyntaxiques du français acquis par des personnes sourdes, une étude de l’omission de pronoms objets est présentée ici, qui souligne l’influence de la structure particulière de la langue cible et l’influence des circonstances particulières entourant son acquisition par des sourds.Acquisition of an oral language, in written or oral form, in the context of prelingual deafness generally has significant morphosyntactic consequences, even for very competent speakers. Following an over-view of work on the morphosyntactic properties of the French acquired by deaf persons, a study of missing pronoun objects is presented which raises issues about the structure of the target language and the particular circumstances in which oral language is acquired by the deaf

The acquisition of partitive clitics in Romance five‐year‐olds

In this paper we look at a previously unexplored empirical domain: the acquisition of partitive clitics in Catalan, French, and Italian. The course of acquisition of third person object clitics is well known and clitic omission is limited to a first stage in the languages in which it is found, so that at age five children do not omit clitics any more, unless they suffer from Specific Language Impairment. Partitive clitics share many properties with third person object clitics and here we develop two experiments, an elicitation and a repetition experiment, of partitive clitics in transitive sentences, and report results for 60 children. Of the two experiments, repetition shows to be the more reliable method, while elicitation gives rise to more pragmatically adequate answers which nevertheless do not present a clitic. The results from both experiments show that partitive clitic omission is not found for any of the languages tested at age five, just like third person object clitics.Este artículo aborda un campo de estudios empíricos previamente inexplorados: la adquisición de clíticos partitivos en catalán, francés e italiano. El curso de adquisición de clíticos de tercera persona de objeto es bien sabido: la omisión de clíticos se limita a la primera etapa en las lenguas donde ocurre y a la edad de cinco años los niños ya no omiten los clíticos a menos que sufran Deficiencias Lingüísticas Específicas. Los clíticos partitivos comparten muchas propiedades con los clíticos de tercera persona de objeto. Aquí se desarrollan dos experimentos, una elicitación y un experimento de repetición de clíticos partitivos en oraciones transitivas, contando con resultados obtenidos a partir de 60 niños. De los dos experimentos, la repetición demuestra ser el método más fiable, mientras que la elicitación da lugar a respuestas pragmáticamente más adecuadas que sin embargo no presentan clíticos. Los resultados de los dos experimentos muestran que la omisión de clíticos partitivos no se encuentra en ninguna de las lenguas examinadas a la edad de cinco años, tal y como ocurre en el caso de los clíticos de tercera persona de objeto.  Neste artigo investigamos um domínio empírico ainda não explorado: a aquisição de clíticos partitivos em Catalão, Francês e Italiano. O processo de aquisição de clíticos de objecto da terceira pessoa é bem conhecido e a omissão de clíticos está limitada a um primeiro estádio das línguas em que se verifica, sendo que aos cinco anos de idade as crianças já não omitem clíticos, exceto quando sofrem de Perturbação Específica de Linguagem. Os clíticos partitivos partilham várias propriedades com os clíticos de objecto da terceira pessoa. Desenvolvemos aqui dois experimentos, um experimento de elicitação e um experimento de repetição, de clíticos partitivos em frases transitivas, apresentando os resultados de 60 crianças. De entre os dois experimentos, a repetição mostra ser o método mais fiável, enquanto a elicitação dá lugar a respostas pragmaticamente mais adequadas, que, no entanto, não apresentam um clítico. Os resultados de ambos os experimentos mostram que a omissão de clíticos partitivos não se verifica em nenhuma das línguas testadas aos cinco anos de idade, tal como acontece com os clíticos de objecto de terceira pessoa. 

L'acquisition du français L2 chez l'enfant (développement typique versus atypique)

La comparaison des enfants qui acquièrent une langue seconde (L2) à des enfants avec trouble spécifique du langage (TSL) a montré des similarités entre les performances morphosyntaxiques des deux groupes. Cette étude vise à mieux comprendre l acquisition L2 enfantine typique afin de permettre l identification d un TSL chez les enfants L2. Une étude longitudinale de taux de propositions enchâssées et d erreurs ont été a été faite à partir d échantillons de langage spontané en français de 22 enfants anglophones âgés de 6;9-12;7 et de 19 enfants monolingues francophones avec TSL âgés de 6;5 à 12;11. Les résultats révèlent que les L2 font plus d enchâssées que les enfants avec SLI, mais les deux groupes ont eu des taux d erreurs comparables. La discussion porte sur l implication de ces résultats sur l identification des TSL chez les enfants L2.Research on children acquiring a second language (L2 children) and children with SLI has revealed similarities in their morphosyntactic performance. This study seeks to better understand how children acquire an L2 in order to distinguish typical from atypical L2 acquisition. A longitudinal study of clausal embedding and error rates was made based on spontaneous language samples of 22 English-speaking children (aged 6;9-12;7) acquiring French as an L2 and 19 monolingual French-speaking children with SLI (aged 6;5-12;11). The results revealed that L2 children used clausal embedding more often than the children with SLI, but the SLI and L2 had similar error rates. Analyses of the frequency of embedding and errors revealed correlations that were positive in the L2 group and negative in the SLI. The discussion focuses on the implications of these findings for the identification of SLI in L2 children.TOURS-Bibl.électronique (372610011) / SudocSudocFranceF

La recherche sur la LSF : un compte rendu critique

Cet article retrace le parcours de la recherche sur la LSF depuis la fin du XVIIIe siècle pour arriver à un état des lieux de la recherche linguistique actuelle sur cette langue. Quels sont les domaines abordés, négligés? Quels sont les résultats et les perspectives ?This articles traces the course of research on LSF starting from the end of the 18th century and arriving at an account of current research on this language. Which areas are covered, neglected? What are the results and the prospects 

Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian

We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and were highly reliable in each language. We applied the same method of data collection as used in a previous study on 25 languages which allowed us to create a database of fully comparable AoA ratings of 299 words in 32 languages. We found that in the seven languages not included in the previous study, the words are estimated to be acquired at roughly the same age as in the previously reported languages, i.e. mostly between the ages of 1 and 7 years. We also found that the order of word acquisition is moderately to highly correlated across all 32 languages, which extends our previous conclusion that early words are acquired in similar order across a wide range of languages and cultures

Language in autism: domains, profiles and co-occurring conditions

This article reviews the current knowledge state on pragmatic and structural language abilities in autism and their potential relation to extralinguistic abilities and autistic traits. The focus is on questions regarding autism language profles with varying degrees of (selective) impairment and with respect to potential comorbidity of autism and language impairment: Is language impairment in autism the co-occurrence of two distinct conditions (comorbidity), a consequence of autism itself (no comorbidity), or one possible combination from a series of neurodevelopmental properties (dimensional approach)? As for language profles in autism, three main groups are identifed, namely, (i) verbal autistic individuals without structural language impairment, (ii) verbal autistic individuals with structural language impairment, and (iii) minimally verbal autistic individuals. However, this tripartite distinction hides enormous linguistic heterogeneity. Regarding the nature of language impairment in autism, there is currently no model of how language difculties may interact with autism characteristics and with various extralinguistic cognitive abilities. Building such a model requires carefully designed explorations that address specifc aspects of language and extralinguistic cognition. This should lead to a fundamental increase in our understanding of language impairment in autism, thereby paving the way for a substantial contribution to the question of how to best characterize neurodevelopmental disorders

Évolution de l'hétérogénéité linguistique chez les enfants sourds moyens et légers (étude de la complexité morphosyntaxique.)

Les répercussions linguistiques d une surdité moyenne ou légère congénitale sont encore peu connues. La littérature s accorde cependant sur un point: la grande variabilité inter-individuelle des profils linguistiques. Cette thèse explore l hétérogénéité de ces profils en identifiant la prévalence, la nature, la sévérité et l évolution des troubles du développement du langage dans une population de 32 participants sourds légers et moyens âgés de 6 à 13 ans. Les résultats indiquent que la variabilité inter-sujets des performances langagières s avère liée en partie au degré de perte auditive. Par ailleurs, une réduction de cette variabilité est observée dans l évolution de la complexitémorphosyntaxique. Cette évolution favorable ne permet cependant pas aux sourds moyens et légers de rattraper le niveau des normo-entendants. Une explication pour cet arrêt dans la progression du langage est avancée, qui fait appel à la maturation tardive et incomplète des systèmes de performance.The linguistic repercussions of congenital mild-to-moderate hearing loss are poorly understood. The literature agrees however on one point: large inter-subject variation of linguistic profiles. This thesis explores the heterogeneity of these profiles by identifying the prevalence, the nature, the severity and the evolution of developmental language disorders in a population of 32 participants with mild-to-moderate hearing loss, aged 6 to 13 years. The results or this study indicate that inter-subject variability in linguistic performance is at least partly tied to degree of hearing loss. In addition, this variability tends to diminish in the evolution of morphosyntactic complexity. This favourable outcome does not however mean that this groups catches up with the level of normally hearing children. An explanation of this cessation in language development is advanced which appeals to late and incomplete maturation of performance systems.TOURS-Bibl.électronique (372610011) / SudocSudocFranceF

Distinction retard simple de langage/disphasie (étude morphosyntaxique de cinq cas)

En milieu clinique francophone, les T(roubles)S(pécifiques) du D(éveloppement) du Langage oral renvoient à la disphasie et au retard simple.Ces troubles souffrent d'un manque de marquerurs linguistiques pathognomoniques. Pourtant, la distinction retard simple/disphasie fait très peu l'objet des recherches psycholinguistiques portant sur les TSDL. L'étude de la nature du lien entre données cliniques distinctes et données morphosyntaxiques (pronom clitiques/déterminants et temps verbaux) fut notre objectif prinicipal. Nous avons sélectionné cinq cas TSDL aux profils diagnostiques distincts (disphasie/retard simple/cas frontière). Nos résultats montrent une homogénéité linguistique qualitative en dépit de l'hétérogénéité diagnostique. Ils vont dans le sens de l'Hypothèse de Complexité de Calcul Syntaxique (Jakubowicz, 2003). les différences observées sont d'ordre quantitatif et permettent de remettre en cause la distinction qualitative tranchée entre dysphasie et retard simple.TOURS-BU Lettres (372612102) / SudocSudocFranceF