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French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties
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In: Canadian Journal of Applied Linguistics; Vol. 18 No. 2 (2015); 78-95 ; Revue canadienne de linguistique appliquée; Vol. 18 No. 2 (2015); 78-95 ; 1920-1818 ; 1481-868X (2016)
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| 62 |
Segmental difficulties in French learners of German
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In: International Symposium on Monolingual and Bilingual Speech 2015 ; https://halshs.archives-ouvertes.fr/halshs-01398545 ; International Symposium on Monolingual and Bilingual Speech 2015, ELENA BABATSOULI; DAVID INGRAM, Sep 2015, Chania, Greece (2015)
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Abstract:
International audience ; The French Learners Audio Corpus of German Speech (FLACGS) was recorded to study the quantity and nature of French learners’ pronunciation difficulties in German on a segmental level across three different tasks: word repetition, reading and picture description. The corpus was transcribed manually. The orthographic transcription was automatically aligned with the MAUS-web service. Among others, the data suggests that French learners of German have difficulties with vowel quantity contrasts as well as presence of /h/ onset on a segmental level. Duration is a valid cue to investigate vowel quantity as well as /h/ onset production. The French learners performed well across the tasks on vowel quantity distinction, except for the contrast /a/- /a:/ in the reading task. French learners of German produce identical durations for /a/-/a:/ that neither match the usual short vowel or the long vowel duration. French learners of German might only have one /a/-sound they can produce without any auditory input. That could explain why the duration for /a/-/a:/ is not clearly associated to the short-long vowel duration pattern. The quantity contrast between /a/-/a:/ was well performed by the French learners of German in the repetition task. That result suggests that the omitted contrast in the reading task is not due to erroneous perception. Regarding the /h/ onset, /h/ onset production decreases with higher production complexity in the task. At least three out of four possible /h/ onsets are produced as /h/ onset by French learners. The others are widely replaced by empty onsets, about 15% of the uttered words with /h/ onset, except for the reading task. In reading, French learners prefer a glottal stop to an empty onset. This result could be explained by decoding efforts. In reading and picture describing, French learners of German tend to produce longer /h/ onsets than German natives. The French learners may aim to be unambiguous by insisting on the first segment of the word. Across the tasks, French learners of German behave native-like for the vowel quantity contrast and the /h/ onset in the repetition task. This result suggests that French learners of German perceive vowel quantity and /h/ onsets well. The speech corpus is not a resource that allows us by itself to conclude whether the participants have achieved contrastive perception of the vowel quantity contrast or the /h/ onset, however.
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; second language learning; segmental difficulties; speech corpus
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URL: https://halshs.archives-ouvertes.fr/halshs-01398545
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| 63 |
Σχέση παραβατικής συμπεριφοράς και δυσκολιών μάθησης: περιπτώσεις από το Γυμνάσιο του Ειδικού Καταστημάτος Κράτησης Νέων Βόλου (ΕΚΚΝ) ...
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| 64 |
Κοινωνικές Αναπαραστάσεις των εκπαιδευτικών για τις μαθησιακές δυσκολίες: Η περίπτωση των δίγλωσσων παιδιών γλωσσικών μειονοτήτων. Σύγκριση Ελλήνων και Γάλλων εκπαιδευτικών ...
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| 65 |
台灣大學生英文口說策略、學習動機及學習焦慮 ; Taiwanese College Students' English Communication Strategies Use, English Learning Motivation and English Learning Anxiety
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| 66 |
性別差異於英語學習信念與學習策略使用 ; Gender Differences in English Learning Beliefs and Learning Strategy Use
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| 67 |
台灣大學生專業英文之閱讀能力、信念及閱讀策略使用 ; A Study of Taiwanese College Student’s English Reading Proficiency, English Learning Beliefs, and English Reading Strategies Use on ESP
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| 68 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten ...
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| 69 |
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors
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In: Journal of Learning Disabilities 48 (2015) 6, S. 622-634 (2015)
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| 70 |
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties
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In: Zeitschrift für Psychologie 223 (2015) 2, S. 83-92 (2015)
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| 71 |
Working memory in children with learning disabilities in reading versus spelling. Searching for overlapping and specific cognitive factors ...
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| 72 |
Working memory functioning in children with poor mathematical skills. Relationships to IQ-achievement discrepancy and additional reading and spelling difficulties ...
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| 73 |
Γνωστικές και γλωσσικές ιδιαιτερότητες μαθητών δημοτικού σχολείου με χαμηλή σχολική επίδοση ...
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| 74 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten
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In: Zeitschrift für Erziehungswissenschaft 18 (2015) 3, S. 513-526 (2015)
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| 75 |
An Investigation into the Classroom Interactions of Twice Exceptional Students in Comparison to their Typically Developing Peers
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| 76 |
Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 5 of 11
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| 77 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 3 of 10
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| 78 |
Students’ Perception Of English Learning Difficulties and Strategies
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 1, Pp 68-81 (2015) (2015)
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| 79 |
French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties
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In: Canadian Journal of Applied Linguistics, Vol 18, Iss 2, Pp 78-95 (2015) (2015)
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| 80 |
STUDENTS’ PERCEPTION OF ENGLISH LEARNING DIFFICULTIES AND STRATEGIES
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 1, Iss 1, Pp 68-81 (2015) (2015)
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