5. La phrase et son analyse

Introduction Un survol rapide de la production grammaticographique et syntaxique du xixe et du xxe siècle permettrait de constater très facilement que la période de la lin­guis­tique dite moderne est loin de présenter un profil homogène quant à la façon d’ana­lyser syntaxi­que­ment la phrase française et sa structure interne. Au xixe, les grammaires du français paraissent essentiellement en France et en Allemagne, cette dernière devançant même la France d’un demi-siècle en ma­tière de gram­ma..

The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research

Neurocognitive measures have only scarcely been used in second language (L2) vocabulary research. Traditionally, L2 vocabulary knowledge has been gauged by using off-line measures that allow for conscious thinking and attentional control. Yet, it has been argued that more research is warranted on the role of measures that have the sensitivity to tap into on-line lexical processing. Recording Event-Related Potentials (ERPs) may be an effective technique in order to refine our understanding of L2 vocabulary knowledge. In the current article, we provide a comprehensive review of the relevant literature in order to examine the extent to which ERP research may be valuable to L2 vocabulary research. This review focuses on the potential of ERPs to address the multifaceted nature of vocabulary knowledge. It also examines the role of ERPs to elucidate the neurocognitive mechanisms underlying the incremental nature of L2 vocabulary learning. Finally, this paper discusses the extent to which ERPs might contribute to understanding factors that affect L2 vocabulary learning

Effects of captioning on video comprehension and incidental vocabulary learning

This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips without captioning; the second group (n = 30) watched fully captioned clips; the third group (n = 34) watched keyword captioned clips; and the fourth group (n = 37) watched fully captioned clips with highlighted keywords. Prior to the learning session, participants completed a vocabulary size test. During the learning session, they completed three comprehension tests; four vocabulary tests measuring (a) form recognition, (b) meaning recognition, (c) meaning recall, and (d) clip association, which assessed whether participants associated words with the corresponding clip; and a final questionnaire. Our findings reveal that the captioning groups scored equally well on form recognition and clip association and significantly outperformed the control group. Only the keyword captioning and full captioning with highlighted keywords groups outperformed the control group on meaning recognition. Captioning did not affect comprehension nor meaning recall. Participants' vocabulary size correlated significantly with their comprehension scores as well as with their vocabulary test scores

Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest- posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.Cet article rend compte d'une étude quasi expérimentale qui a exploré les effets différentiels des tâches basées sur les entrées et les sorties sur l'apprentissage du vocabulaire L2. L'étude a adopté une conception intra-participants prétest-post-test, avec soixante étudiants universitaires vietnamiens EFL. Les participants du groupe expérimental ont effectué quatre tâches d'entrée et quatre tâches de sortie dans un environnement d'apprentissage en ligne. Les éléments cibles (dix mots simples et dix composés) ont été contrebalancés entre les tâches. L'étude a mesuré les gains de vocabulaire à quatre niveaux de sensibilité : utilisation spontanée des éléments cibles, rappel de forme, rappel de sens et reconnaissance de sens. Les analyses ont montré que les tâches basées sur les entrées entraînaient des gains de vocabulaire plus élevés au niveau du rappel de sens, tandis que les tâches basées sur les sorties entraînaient de meilleurs scores au niveau du rappel de forme. Aucune différence n'a été trouvée dans les tests d'utilisation spontanée et de reconnaissance de sens

Combining physiological data and subjective measurements to investigate cognitive load during complex learning

Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students’ self-reported cognitive load after the problem- solving process has been combined with measures of physiological data, namely, electrodermal activity (EDA) and skin temperature (ST) during the problem-solving process. Data was collected from 15 students during a high and low complex task about learning and teaching geometry. This study first investigated the differences between subjective and physiological data during the problem- solving process of a high and low complex task. Additionally, correlations between subjective and physiological data were examined. Finally, learning behavior that is retrieved from log-data, was related with EDA. Results reveal that the manipulation of task complexity was not reflected by physiological data. Nevertheless, when investigating individual differences, EDA seems to be related to mental effort

When Easy Becomes Boring and Difficult Becomes Frustrating: Disentangling the Effects of Item Difficulty Level and Person Proficiency on Learning and Motivation.

The research on electronic learning environments has evolved towards creating adaptive learning environments. In this study, the focus is on adaptive curriculum sequencing, in particular, the efficacy of an adaptive curriculum sequencing algorithm based on matching the item difficulty level to the learner’s proficiency level. We therefore explored the effect of the relative difficulty level on learning outcome and motivation. Results indicate that, for learning environments consisting of questions focusing on just one dimension and with knowledge of correct response, it does not matter whether we present easy, moderate or difficult items or whether we present the items with a random mix of difficulty levels, regarding both learning and motivation