75 research outputs found
Le rÎle de l'usage sur le développement des constructions nominales chez les enfants pré-lecteurs
International audienceThe development of nominal constructions including a categorical liaison in prereaders has been studied using usage-based theories (Chevrot et al., 2009). In this article, we investigate the development of the variable liaison, which is a sociolinguistic marker in French (for example, its frequency in adult usage depends on the speakerâs socio-economic status). One hundred and eighty-five children aged between 2 and 6, belonging to two distinct SES groups (higher- and lower-SES) participated in a picture naming task eliciting the production of variable liaisons in "adjective + noun" context.Our results show that social differences appear progressively during development. For 5-6 year olds, the social stratification of variable liaison use, observed in adults, appears in child productions.In line with the principles of usage-based theories, we extend the developmental model of the acquisition of nominal constructions in categorical liaisons to the context of variable liaisons.Le dĂ©veloppement des constructions nominales en contexte de liaison catĂ©gorique chez lâenfant prĂ©-lecteur a fait lâobjet dâune modĂ©lisation dans le cadre des thĂ©ories basĂ©es sur lâusage (Chevrot et al., 2009). Dans cet article, nous examinerons le dĂ©veloppement de la liaison variable, marqueur sociolinguistique du français, dont la frĂ©quence de rĂ©alisation, chez lâadulte, est notamment liĂ©e Ă lâorigine sociale.Cent quatre-vingt cinq enfants, issus de milieux sociaux contrastĂ©s (des enfants de cadres et des enfants dâouvriers) et ĂągĂ©s de 2 Ă 6 ans, ont passĂ© une tĂąche expĂ©rimentale de dĂ©nomination dâimages induisant la production de liaisons variables dans le contexte "adjectif + nom".Nos rĂ©sultats montrent que les diffĂ©rences sociales se crĂ©ent progressivement au cours du dĂ©veloppement et quâĂ 5-6 ans, la stratification sociale des usages de la liaison variable, relevĂ©e chez lâadulte, est en place dans les productions enfantines.En accord avec les principes dĂ©fendus par les thĂ©ories basĂ©es sur lâusage, nous gĂ©nĂ©raliserons le modĂšle dĂ©veloppemental de lâacquisition des constructions nominales en contexte de liaison catĂ©gorique Ă celui de la liaison variable
« Les ESLOs, du portrait sonore au paysage digital »
International audienceThis article is an analysis of the constitution and the exploitation of a large corpus of spoken French: Les EnquĂȘtes sociolinguistiques Ă OrlĂ©ans (ESLO). This corpus has been created from the beginnings of sociolinguistics and now it evolves with digital humanities, methodological and epistemological specificities. Which objectives? Which data? Which analysis? These are the questions that guide our thinking in order to contribute to the elaboration of new scientific practices in a variationnist perspective.Cet article souhaite porter un regard rĂ©flexif sur un projet scientifique de constitution et dâexploitation dâun grand corpus de français parlĂ©, les EnquĂȘtes sociolinguistiques Ă OrlĂ©ans, nĂ© Ă lâaube de la sociolinguistique et qui se dĂ©veloppe au tournant mĂ©thodologique et Ă©pistĂ©mologique des digital humanities. Quels objectifs ? Quelles donnĂ©es ? Quels traitements ? Ce sont les questions qui guident la rĂ©flexion proposĂ©e ici afin dâapporter une contribution Ă lâĂ©laboration de nouvelles pratiques scientifiques dans une perspective variationniste contemporaine
Incidence dâeffets de frĂ©quence sur lâusage de la liaison en lecture Ă haute voix et dans des jugements normatifs chez des enfants de CE2-CM1
International audienceA partir des erreurs de liaison observĂ©es chez lâenfant prĂ©-lecteur de moins de 6 ans, Chevrot, Dugua et Fayol (2009) ont Ă©laborĂ© un scĂ©nario dĂ©veloppemental de lâacquisition de la liaison qui prend appui sur les principes des thĂ©ories basĂ©es sur lâusage et des grammaires de constructions (Kemmer & Barlow, 2000). Il rend compte notamment de lâimpact de la frĂ©quence des formes perçues dans lâinput sur lâacquisition de ce phĂ©nomĂšne.Au-delĂ de 6 ans, lorsque lâenfant entre vĂ©ritablement dans les apprentissages de lâĂ©crit, nous disposons de peu de donnĂ©es sur lâusage de la liaison. Nous savons que lâaccĂšs Ă la forme Ă©crite des mots influence leur production (Chevrot & Malderez, 1999). Cependant, Ă partir du cadre des thĂ©ories basĂ©es sur lâusage, nous chercherons Ă montrer que ces nouvelles connaissances (ortho)graphiques ne supplantent pas pour autant les connaissances antĂ©rieures fondĂ©es sur la mĂ©morisation et lâusage de constructions plus ou moins concrĂštes (Tomasello, 2003). Nous nous attendons donc Ă trouver en lecture Ă haute voix des effets de frĂ©quence sur la rĂ©alisation des liaisons. Deux types de frĂ©quences ont Ă©tĂ© pris en compte : 1/ la frĂ©quence de co-occurrence des deux termes impliquĂ©s dans la liaison, par le biais de la base de donnĂ©es Lexique (New, Brysbaert, Veronis & Pallier, 2007 ; New, Pallier, Ferrand & Matos, 2001) ; 2/ la frĂ©quence du taux de rĂ©alisation des liaisons dans diffĂ©rentes catĂ©gories grammaticales, Ă travers le travail de De Jong (1994) sur le corpus dâOrlĂ©ans.Nous avons proposĂ© trois tĂąches expĂ©rimentales Ă un Ă©chantillon de plus de 100 enfants tout-venant de CE2-CM1. Selon la littĂ©rature, Ă cet Ăąge, les enfants ne sont plus dans le dĂ©chiffrage, la lecture sâautomatise, sans pour autant ĂȘtre encore experte (Valdois, Passarotto, Coindre & Stauffert, 2000). Câest donc Ă ce moment de lâapprentissage quâil est le plus intĂ©ressant dâobserver si des effets de frĂ©quence subsistent.-TĂąche 1 : DĂ©nomination dâimages dans deux contextes nominaux : en liaison obligatoire (un/deux + X) et en liaison facultative (petit/gros + X). Cette tĂąche devrait montrer que les enfants rĂ©alisent convenablement les liaisons obligatoires, mais quâil subsiste de la variation dans le contexte de liaisons facultatives.-TĂąche 2 : Lecture de 38 Ă©noncĂ©s comprenant chacun un contexte de liaison : 32 Ă©noncĂ©s avec liaisons facultatives (diffĂ©rentes de celles utilisĂ©es dans la tĂąche 1), et 6 Ă©noncĂ©s avec liaisons obligatoires.-TĂąche 3 : Jugement dâacceptabilitĂ© avec les mĂȘmes 38 Ă©noncĂ©s que dans la tĂąche de lecture. Ces Ă©noncĂ©s sont proposĂ©s au jugement de lâenfant sous deux formes : rĂ©alisĂ©es avec liaison et rĂ©alisĂ©es sans liaison.Les Ă©noncĂ©s des tĂąches 2 et 3 ont Ă©tĂ© contrĂŽlĂ©s au regard des deux types de frĂ©quences Ă©voquĂ©s prĂ©cĂ©demment. Ce travail permettra de mieux cerner les liens entre modalitĂ© orale et modalitĂ© Ă©crite, au travers de lâĂ©tude de la frĂ©quence
Acquisition de la liaison chez l'enfant francophone : formes lexicales des Mots 2
International audienceThe aim of this research is to establish which lexical forms in Word2 position are available to the child in liaison processes. It is known that the child makes many errors at the beginning of the acquisition of liaison and elision, of the sort "la noreille, le zours, petit néléphant, un zéléphant...". These variants argue in favour of the encoding of the liaison consonant at the beginning of Word2 in the early stages of the acquisition of liaison. To test this hypothesis, we present the results of two studies (one transversal, the other longitudinal) of French-speaking children between 2;6 and 6;3. The data collected allow us to conclude that the children have, at the outset, in their mental lexicon, Word2 forms with both an initial consonant and an initial vowel. These observations suggest that the child posseses several exemplars of the same Word2
Liaison, segmentation lexicale et schémas syntaxiques entre 2 et 6 ans - Un modÚle développemental basé sur l'usage
This thesis focuses on the acquisition of liaison by french children aged between 2 and 6. Through cognitive functional approaches, more specifically on usage-based models and construction grammars, our analyses highlight how linguistic levels (phonological, lexical, syntactic) interact during the development. From 8 corpora studies as well as a measurement of errors in liaison contexts, taken from a child's utterances, we elaborated 6 experimental study protocols, in particular, a four-year longitudinal follow up of 20 children, as well as 2 cross-studies with larger samples (122 and 200 subjects).We suggest a 3 stage developmental model integrating liaison phenomenon, lexical segmentation and constructional schemas emergence. Precociously, the child would retrieve concrete linguistic sequences in her linguistic environment. She would then memorise these sequences and store them in her lexicon in same form as that one heard. For example, she could memorise sequences like "des Ăąnes" (donkeys), "l'Ăąne" (with determiners), "zĂąne", "nĂąne" (with consonant liaison on the initial). These concret sequences constitute the base from which more abstract schemas emerge progressively. The first are general, integrating a determiner (the pivot) and a slot which can receive any lexical forms. They are like un (a/an) + X and they explain early frequent substitution errors (like "un zĂąne"). Gradually, these schemas become more specific, integrating the phonetic nature of the liaison consonant: un + nX. Their application explains progress in liaison contexts and overgeneralization errors on words starting with a consonant (like "un nĂšbre" instead of "un zĂšbre" (zebra)).Cette thĂšse aborde la question de l'acquisition de la liaison par les enfants francophones entre 2 et 6 ans. Elle s'inscrit dans les thĂ©ories basĂ©es sur l'usage et les grammaires de construction et permet de montrer la forte interaction des diffĂ©rents niveaux linguistiques (phonologique, lexical, syntaxique) au cours du dĂ©veloppement. A partir de l'analyse de 8 Ă©tudes de corpus et d'un relevĂ© d'erreurs de liaison chez une fillette, nous Ă©laborĂ© 6 dĂ©marches expĂ©rimentales comprenant notamment un suivi longitudinal de 20 enfants durant 4 ans et 2 Ă©tudes transversales avec 12 et 200 sujets.Dans ce cadre, nous proposons un modĂšle dĂ©veloppemental en trois Ă©tapes qui intĂšgre liaison, segmentation lexicale et Ă©mergence de schĂ©mas syntaxiques. PrĂ©cocement, l'enfant rĂ©cupĂšrerait des sĂ©quences globales concrĂštes dans son environnement langagier et les mĂ©moriserait telles quelles dans son lexique. Par exemple, il rĂ©cupĂšrerait /dezan/, /nan/, /lan/. A partir du socle constituĂ© par ces Ă©lĂ©ments lexicaux de formes diverses, des schĂ©mas plus abstraits Ă©mergeraient progressivement. D'abord gĂ©nĂ©raux, ils se prĂ©senteraient sous la forme des + X ; dans ce cas, le dĂ©terminant distribue des emplacements pouvant accueillir tout type de forme lexicale, d'oĂč la prĂ©gnance des erreurs par remplacement (un zane) Ă 2-3 ans. Peu Ă peu, ces schĂ©mas se spĂ©cifieraient en intĂ©grant la nature de la consonne de liaison dans leur reprĂ©sentation (des + zX). Ces derniers expliquent les progrĂšs en liaison et aussi le pic d'erreurs par surgĂ©nĂ©ralisation Ă des mots Ă initiale consonantique (erreurs du type "un nĂšbre" pour "un zĂšbre") vers 4-5 ans
Liaison acquisition, word segmentation and construction in French: A usage based account
International audienceIn the linguistic field, liaison in French is interpreted as an indicator of interactions between the various levels of language organization. The current study examines the same issue while adopting a developmental perspective. Five experiments involving children aged 2-6 years provide evidence for a developmental scenario which interrelates a number of different issues: the acquisition of phonological alternations, the segmentation of new words, the long-term stabilization of the word form in the lexicon, and the formation of item-based constructions. According to this scenario, children favour the presence of initial CV syllables when segmenting stored chunks of speech of the type word1-liaison-word2 (les arbres 'the trees' is segmented as /le/ + /zarbr/). They cope with the variation of the liaison in the input by memorizing multiple exemplars of the same word2 (/zarbr/, /narbr/). They learn the correct relations between the word1s and the word2 exemplars through exposure to the well-formed sequence (un + /narbr/, deux + /zarbr/). They generalize the relation between a word1 and a class of word2 exemplars beginning with a specific liaison consonant by integrating this information into an item-based schema (e.g. un + /nX/, deux + /zX/). This model is based on the idea that the segmentation of new words and the development of syntactic schemas are two aspects of the same process
pour un modÚle de l'acquisition des liaisons basé sur l'usage : trois études de cas
International audienceDes Ă©tudes rĂ©centes, essentiellement fondĂ©es sur des expĂ©rimentations, ont prĂ©cisĂ© les relations entre l'usage enfantin des liaisons, les erreurs commises par les enfants et la segmentation des mots nouveaux. Alors que les auteurs s'accordent sur les faits, ils divergent sur les facteurs explicatifs susceptibles de rendre compte des Ă©tapes dĂ©veloppementales. Chevrot, Dugua et Fayol (2005) dĂ©fendent une approche base Ìe sur l'usage alors que Wauquier-Gravelines (2005) et Wauquier-Gravelines et Braud (2005) soutiennent une conception dans laquelle le dĂ©veloppement est guidĂ© par les principes universels de la grammaire. Les donnĂ©es issues de trois Ă©tudes de cas confirment et clarifient les rĂ©sultats expĂ©rimentaux. Deux types d'effets de frĂ©quence soutiennent l'approche basĂ©e sur l'usage
Usage-based account of the acquisition of liaison: evidence from sensitivity to plural / singular orientation of nouns
International audienceThis study investigates whether the production and the recognition of liaison sequences in children depend on the singular/plural orientation of nouns. Certain nouns occur more frequently in the plural (e.g., arbre "tree") whereas others are found more often in the singular (e.g., arc-en-ciel "rainbow"). In the input, children more frequently encounter these plural-oriented nouns after determiners which indicate plurality (e.g., les, des, "the", deux, "two", etc.) and which are often associated with a /z/ liaison [dĂžzarbr],"two trees". In experiment 1, 122 children (aged from 3;2 to 6;3) were asked to produce nominal phrases with either /z/ liaisons (i.e., in plural contexts like deux ours [dĂžzurs],"two bears") or with /n/ liaisons (i.e., in singular contexts like un ours [oenurs],"one bear"). We found correlations between the plural-orientation of the nouns and (1) the probability that they will be preceded by an incorrect /z/ liaison in singular contexts (2) the probability that they will be preceded by a correct /z/ liaison in the plural context. This result was however restricted to the younger children. In experiment 2, 20 children (aged from 5;5 to 6;3) were asked to monitor target words in auditorily presented sentences. The results showed shorter responses times for singular-oriented nouns when preceded by singular determiners than when preceded by plural determiners. Conversely, plural-oriented nouns were responded to faster when preceded by a plural determiner than by a singular determiner. Results are discussed within the framework of a two-stage model of liaison acquisition recently proposed by Chevrot, Chabanal and Dugua (2007) and Chevrot, Dugua and Fayol (2009)
(Re)faire le corpus dâOrlĂ©ans quarante ans aprĂšs :quoi de neuf, linguiste ?
La comparaison de deux corpus dâenquĂȘtes sociolinguistiques rĂ©alisĂ©s Ă quarante ans dâintervalle permet de mettre en perspective certains aspects centraux de la constitution des donnĂ©es et dâinterroger, par delĂ une description des diffĂ©rents choix mĂ©thodologiques et thĂ©oriques opĂ©rĂ©s, la place des donnĂ©es dans la linguistique de corpus.Forty years later: collecting a second Orleans corpus. Whatâs up, you linguist? Comparing two corpora based on sociolinguistic studies and carried out forty years apart enabled to underline certain central questions of corpus constitution, and question the description of mĂ©thodological and theorical choices, and more generally the status of the data in linguistic corpora
Liaison acquisition: debates, critical issues, future research
International audienceLiaison is a sandhi phenomenon in French. Over the last four decades, it has given rise to many different models illustrating the whole range of phonological theories. More recently, new studies have documented its acquisition in French-speaking children as well as adult learners of French as a second language. These studies have resulted in the elaboration of two models of the acquisition process: 1/ the constructionist model (Chevrot, Dugua & Fayol, 2009; Nicoladis & Paradis, 2011) developed within the framework of the usage-based theories; 2/ the phonological model (Wauquier, 2009) which represents the framework of nonlinear phonology. Our aim is to re-examine the usage-based model in the light of the criticisms and suggestions made by Wauquier (2009). We shall first present the two models and then examine the issues under discussion. After that, we shall present longitudinal data testing a prediction made by the phonological model with regard to the generalization process in L1 and L2 acquisition. To conclude, we shall identify the points that remain to be clarified for each of the models and the directions which future research should take
- âŠ