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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 An Acoustic Study of Penultimate Accentuation in Three Varieties of French Schwab, Sandra; Avanzi, Mathieu; Goldman, Jean-Philippe... In: ISBN: 978-7-5608-4869-3 ; Proceedings of the 6th International Conference on Speech Prosody 2012 pp. 266-269 (2012) BASE Show details 2 Les apprenants de français face aux normes de prononciation: quelle(s) entrée(s) pour quelle(s) sortie(s)? Detey, Sylvain; Racine, Isabelle In: ISSN: 1386-1204 ; Revue française de linguistique appliquée, Vol. 17 (2012) pp. 81-96 (2012) BASE Show details 3 Des atouts d'un corpus multitâches pour l'étude de la phonologie en L2: l'exemple du projet "InterPhonologie du français contemporain" (IPFC) Racine, Isabelle; Zay, Françoise; Detey, Sylvain... In: ISBN: 978-3-0343-1129-8 ; Recherches récentes en FLE pp. 1-19 (2012) BASE Show details 4 Spanish learners' productions of French close rounded vowels: a corpus-based perceptual study Racine, Isabelle In: ISBN: 978-90-272-0771-5 ; Developmental and Crosslinguistic Perspectives in Learner Corpus Research pp. 205-228 (2012) Abstract: In this chapter, we present a corpus-based perceptual study of the French /y/ and /u/ produced by Spanish learners of French, as carried out in the framework of the InterPhonologie du Français Contemporain (IPFC) project. In order to evaluate the quality of realization of our learners' productions, we performed an experiment in which French native listeners had to identify the vowel (/y/, /u/) of four monosyllables produced by two groups of Spanish learners (one from Geneva and one from Madrid) and a group of native French speakers in two tasks (repetition and reading). The results revealed a better identification rate for /u/ than for /y/, suggesting that a new vowel, such as a vowel that has no phonemic and phonetic equivalent in L1 (/y/), is more difficult to learn than a vowel that is phonemically but not phonetically similar (/u/). Also, for /y/, orthography seems to interfere negatively with more errors for the words produced in the reading task. On the contrary, orthography acts positively for /u/, with better performance for the words produced in the repetition task. Lastly, although our results surprisingly showed better performance for the Spanish learners in Madrid, a detailed analysis revealed that this difference has to be attributed to individual differences among learners. Keyword: French; info:eu-repo/classification/ddc/440; L2 oral corpus; L2 production; Perceptual assesment; Rounded vowels; Second Language Acquisition; Spanish Learners; Speech Learning Models; Task URL: https://archive-ouverte.unige.ch/unige:20374 BASE Hide details

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