Studies on the acquisition of Frenchliaisonhave primarily focused on monolingual children or adult second language (L2) learners in a university context. To bridge the gap between these two populations, the present article focuses on child L2 (cL2) learners – a particularly interesting group, since they are L2 learners who, unlike adults, do not have access to writing. How doesliaisondevelop in cL2 French? Is the development more similar to L1 or L2 acquisition? These questions are explored through longitudinal data from cL2 learners (age of onset: 3;0–3;5,n = 3), with monolingual (n = 2) and bilingual (n = 3) L1 controls. The cL2 data present certain similarities with adult L2 learners, but also with L1 controls. However, productions vary greatly within the L2 group: whereas one of the three learners shows clear development over time, behaving similarly to the L1 children at the end of the observation period, another learner hardly produces anyliaisonsat all.
{"title":"The development of obligatory liaison in early L2 learners of French","authors":"Frida Splendido","doi":"10.1075/LIA.17024.SPL","DOIUrl":"https://doi.org/10.1075/LIA.17024.SPL","url":null,"abstract":"Studies on the acquisition of Frenchliaisonhave primarily focused on monolingual children or adult second language (L2) learners in a university context. To bridge the gap between these two populations, the present article focuses on child L2 (cL2) learners – a particularly interesting group, since they are L2 learners who, unlike adults, do not have access to writing. How doesliaisondevelop in cL2 French? Is the development more similar to L1 or L2 acquisition? These questions are explored through longitudinal data from cL2 learners (age of onset: 3;0–3;5,n = 3), with monolingual (n = 2) and bilingual (n = 3) L1 controls. The cL2 data present certain similarities with adult L2 learners, but also with L1 controls. However, productions vary greatly within the L2 group: whereas one of the three learners shows clear development over time, behaving similarly to the L1 children at the end of the observation period, another learner hardly produces anyliaisonsat all.","PeriodicalId":398878,"journal":{"name":"French liaison in second language acquisition / La liaison en français langue étrangère","volume":"435 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134287500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The beginning stages of speech segmentation in a second language (L2) have received little attention to date. The literature on L2 phonological acquisition tends to focus on learner populations who have access to discrete (orthographic) forms through exposure to the L2 in a classroom setting. Specifically, the existing literature on L2 acquisition of French liaison holds that the processing of liaison is greatly influenced by orthographic representations and that L1 and L2 phonological learning subsequently follow distinctly different developmental paths. We present data suggesting that more naturalistic L2 learners, who have had little formal L2 instruction and whose exposure is primarily oral, process liaison employing strategies previously observed only in children learning L1 French, calling into question the assumption that L1 and L2 phonological acquisition differ fundamentally and suggesting rather that phonological development depends on both the quality and quantity of the input to which the L2 learner is exposed.
{"title":"The emergence of speech segmentation in adult L2 learners of French","authors":"Ellenor M. Shoemaker, S. Wauquier","doi":"10.1075/LIA.17016.SHO","DOIUrl":"https://doi.org/10.1075/LIA.17016.SHO","url":null,"abstract":"The beginning stages of speech segmentation in a second language (L2) have received little attention to date. The literature on L2 phonological acquisition tends to focus on learner populations who have access to discrete (orthographic) forms through exposure to the L2 in a classroom setting. Specifically, the existing literature on L2 acquisition of French liaison holds that the processing of liaison is greatly influenced by orthographic representations and that L1 and L2 phonological learning subsequently follow distinctly different developmental paths. We present data suggesting that more naturalistic L2 learners, who have had little formal L2 instruction and whose exposure is primarily oral, process liaison employing strategies previously observed only in children learning L1 French, calling into question the assumption that L1 and L2 phonological acquisition differ fundamentally and suggesting rather that phonological development depends on both the quality and quantity of the input to which the L2 learner is exposed.","PeriodicalId":398878,"journal":{"name":"French liaison in second language acquisition / La liaison en français langue étrangère","volume":"2009 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129533547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The acquisition of preverbal liaison (e.g. ils arrivent /ilzaʀiv/) in second language (L2) French has rarely been explored in detail in previous studies on obligatory liaison. In this study, we conducted an elicited imitation test in order to study the influence of proficiency level, modality (spoken or written), and verb frequency on the use of preverbal liaison among 42 Swedish learners of L2 French and 21 native speakers of French. The results indicate that L2 beginners had considerable difficulty with the production of preverbal liaison, while the most proficient L2 learners performed nearly as well as the native speakers. In addition, we observed that beginner learners, in contrast to the more proficient ones, performed better with written than spoken stimuli. Finally, we observed no impact of verb frequency on participant performance. Based on these results, we discuss the possible influence of input frequency (both type and token) on the production of preverbal liaison, and conclude that future studies need to address the input characteristics of the L2 classroom in more detail.
{"title":"The production of preverbal liaison in Swedish learners of L2 French","authors":"Malin Ågren, J. Weijer","doi":"10.1075/LIA.17023.AGR","DOIUrl":"https://doi.org/10.1075/LIA.17023.AGR","url":null,"abstract":"\u0000 The acquisition of preverbal liaison (e.g. ils arrivent /ilzaʀiv/) in second language (L2) French\u0000 has rarely been explored in detail in previous studies on obligatory liaison. In this study, we conducted an elicited imitation\u0000 test in order to study the influence of proficiency level, modality (spoken or written), and verb frequency on the use of\u0000 preverbal liaison among 42 Swedish learners of L2 French and 21 native speakers of French. The results indicate that L2 beginners\u0000 had considerable difficulty with the production of preverbal liaison, while the most proficient L2 learners performed nearly as\u0000 well as the native speakers. In addition, we observed that beginner learners, in contrast to the more proficient ones, performed\u0000 better with written than spoken stimuli. Finally, we observed no impact of verb frequency on participant performance. Based on\u0000 these results, we discuss the possible influence of input frequency (both type and token) on the production of preverbal liaison,\u0000 and conclude that future studies need to address the input characteristics of the L2 classroom in more detail.","PeriodicalId":398878,"journal":{"name":"French liaison in second language acquisition / La liaison en français langue étrangère","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132405768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many of the studies devoted to the acquisition of liaison in French as a foreign language have been carried out with advanced learners, whose first languages were often typologically close to French, and typically without much consideration to the graphophonemic dimension, which is an essential part of the learning process. In this article, we provide a brief overview of the linguistic and contextual factors in the acquisition of liaison by Japanese learners of French in Japan, with a particular focus on the connection between literacy and phonological skills. We then present initial results of a two-year longitudinal study (four sessions) of text-reading tasks with beginner Japanese learners of French (n = 12) in Tokyo, using the same tasks employed in two large corpora of French native (PFC) and non-native (IPFC) speakers/readers. Our data offer a glimpse into the evolution of these learners during the initial acquisition of L2 phonological/literacy skills.
{"title":"Learning to read liaison in French as a Foreign Language","authors":"Sylvain Detey, Isabelle Racine","doi":"10.1075/LIA.17020.DET","DOIUrl":"https://doi.org/10.1075/LIA.17020.DET","url":null,"abstract":"Many of the studies devoted to the acquisition of liaison in French as a foreign language have been carried out with advanced learners, whose first languages were often typologically close to French, and typically without much consideration to the graphophonemic dimension, which is an essential part of the learning process. In this article, we provide a brief overview of the linguistic and contextual factors in the acquisition of liaison by Japanese learners of French in Japan, with a particular focus on the connection between literacy and phonological skills. We then present initial results of a two-year longitudinal study (four sessions) of text-reading tasks with beginner Japanese learners of French (n = 12) in Tokyo, using the same tasks employed in two large corpora of French native (PFC) and non-native (IPFC) speakers/readers. Our data offer a glimpse into the evolution of these learners during the initial acquisition of L2 phonological/literacy skills.","PeriodicalId":398878,"journal":{"name":"French liaison in second language acquisition / La liaison en français langue étrangère","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115649809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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