Differences in l2 learners liseth chicaLiseth ChIk
Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
The document discusses the effects of age on second language acquisition. It examines several studies that have looked at how factors like age of acquisition, biological maturity, and amount of practice and use of the second language can influence ultimate attainment levels, particularly in terms of grammar, syntax and pronunciation. While age of acquisition is a factor, with younger learners generally achieving higher levels of proficiency, talent and amounts of practice can also influence outcomes. The document also explores the critical period hypothesis but notes there is no consensus on an exact critical period for second language learning.
This document discusses the debate around using students' first language (L1) in the second language (L2) classroom. It outlines the history of approaches to L1 use over time, from bilingual methods to monolingual ones. While the dominant approach remains monolingual, the document discusses reasons both for and against strategic use of L1. It presents findings on the varying amounts of L1 used in classrooms and considers principles for its appropriate functions. The document raises questions about optimal L1 use and aims to stimulate discussion on balancing L1 and L2 in the multilingual classroom.
Individual learner differences and l2 acquisitionozzyl_bintang
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Differences in l2 learners liseth chicaLiseth ChIk
Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
The document discusses the effects of age on second language acquisition. It examines several studies that have looked at how factors like age of acquisition, biological maturity, and amount of practice and use of the second language can influence ultimate attainment levels, particularly in terms of grammar, syntax and pronunciation. While age of acquisition is a factor, with younger learners generally achieving higher levels of proficiency, talent and amounts of practice can also influence outcomes. The document also explores the critical period hypothesis but notes there is no consensus on an exact critical period for second language learning.
This document discusses the debate around using students' first language (L1) in the second language (L2) classroom. It outlines the history of approaches to L1 use over time, from bilingual methods to monolingual ones. While the dominant approach remains monolingual, the document discusses reasons both for and against strategic use of L1. It presents findings on the varying amounts of L1 used in classrooms and considers principles for its appropriate functions. The document raises questions about optimal L1 use and aims to stimulate discussion on balancing L1 and L2 in the multilingual classroom.
Individual learner differences and l2 acquisitionozzyl_bintang
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Voici un aperçu de mes résultats de recherche concernant une étude menée sur deux groupes d'apprenants : anglais et malaisiens.
J'analyse dans cette étude les occurences conformes et non-conformes des apprenants dans leur interlangue en FLE en ce qui concerne l'utilisation des temps verbaux du passé. Ces occurences sont expliquées en fonction de l'influence translinguistique ou des chemins d'acquisition universaux en langue seconde.
Les langues maternelles des apprenants malaisiens sont anglais, anglais malaisien, mandarin et malais.
Support de la conférence de Mme Leclercq au cddp91 (Essonne).
Mercredi 25 septembre 2013
#jourDDYS Journée de l’enseignement adapté et des élèves à besoins éducatifs particuliers.
Problématique de l'enseignement de la prononciationMichel Billières
Pourquoi a-t-on des difficultés à acquérir une bonne prononciation en langue étrangère. Existe-t-il des méthodes permettant de pallier ces difficultés?
Programme innovant et ludique, multimédia et téléchargeable, pour améliorer avec plaisir son orthographe de base. 25 "Orthochansons" pour 75 règles, avec animations, karaoke, règles et exercices interactifs.
Site de test, vente, téléchargement : www.orthochansons.fr
"Le Blog Orthographique" : www.orthochansons.fr/blog
Facebook : http://www.facebook.com/Orthochansons
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
Voici un aperçu de mes résultats de recherche concernant une étude menée sur deux groupes d'apprenants : anglais et malaisiens.
J'analyse dans cette étude les occurences conformes et non-conformes des apprenants dans leur interlangue en FLE en ce qui concerne l'utilisation des temps verbaux du passé. Ces occurences sont expliquées en fonction de l'influence translinguistique ou des chemins d'acquisition universaux en langue seconde.
Les langues maternelles des apprenants malaisiens sont anglais, anglais malaisien, mandarin et malais.
Support de la conférence de Mme Leclercq au cddp91 (Essonne).
Mercredi 25 septembre 2013
#jourDDYS Journée de l’enseignement adapté et des élèves à besoins éducatifs particuliers.
Problématique de l'enseignement de la prononciationMichel Billières
Pourquoi a-t-on des difficultés à acquérir une bonne prononciation en langue étrangère. Existe-t-il des méthodes permettant de pallier ces difficultés?
Programme innovant et ludique, multimédia et téléchargeable, pour améliorer avec plaisir son orthographe de base. 25 "Orthochansons" pour 75 règles, avec animations, karaoke, règles et exercices interactifs.
Site de test, vente, téléchargement : www.orthochansons.fr
"Le Blog Orthographique" : www.orthochansons.fr/blog
Facebook : http://www.facebook.com/Orthochansons
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
Digital technologies are increasingly used in education both formally and informally. While technologies may engage students as "digital natives," simply using technologies does not guarantee effective learning. Meaningful learning requires understanding principles rather than just practicing skills. Studies show skills can transfer between similar tasks, but not always to novel tasks without principles. Technologies offer potential to simulate real-world problem solving, but more research is needed to identify how and why specific technologies may improve learning outcomes.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document discusses the emergence of cognitive studies and its application to education as a new interdisciplinary field. It provides a brief history of related initiatives dating back to the 1990s from various organizations studying topics like neuroscience and education, the science of learning, and learning sciences. The disciplines involved include biology, cognitive science, education, neuroscience, psychology, and technology. The goals are to better understand cognitive and social processes involved in learning and teaching to improve learning outcomes and design better learning environments. While the new insights from these fields may transform education, William James cautioned in 1899 that teaching remains an art, and sciences do not directly generate teaching methods, requiring inventive minds to apply findings creatively.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
1. The document discusses issues around evaluating the cognitive and educational impacts of technologies. It emphasizes the need for rigorous empirical testing and evidence-based approaches rather than pseudoscience.
2. Fair testing requires considering alternative explanations, ensuring experimental and control groups are equivalent, using active controls, and not overinterpreting results. Transfer of skills from one context to another is difficult to achieve.
3. Some studies show potential cognitive benefits of techniques like brain training games and video games for skills like visuospatial attention, while others find limited evidence of broader real-world impacts. Generalization of skills is challenging.
The document discusses cognitive resistance to learning science and the difficult acquisition of scientific concepts. It covers how children develop intuitive theories about the world from a young age that sometimes clash with scientific explanations, making conceptual change challenging. While babies observe and experiment with the world like scientists, developing abstract causal systems, their thinking differs from professional science. Science requires skills that must be taught, as scientific reasoning does not come naturally to the human mind due to our evolutionary history in small social groups. Overall, the document examines the origins of scientific thinking in childhood and challenges to learning science posed by natural intuitive theories developed from a young age.
1. Laboratoire de Sciences Cognitives et Psycholinguistique, EHESS-ENS-CNRS, Paris
Departement d’Etudes Cognitives, ENS
Difficultés persistantes dans la
perception des sons étrangers
Emmanuel Dupoux
Groupe Compas 2008
2. Les bases biologiques du langage
(Lenneberg 1967)
langage parlé langage écrit
• dans toutes les sociétés + -
• éducation nécessaire - +
• acquisition explosive + -
• correlation avec QI - +
! période critique pour le langage parlé (puberté)
! latéralisation progressive dans l’hémisphère gauche
3. Les différents niveaux de traitement
Sémantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
6. Apprentissage d’une première langue:
L’Hypothèse Bottom-Up
Sémantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
7. Apprentissage d’une première langue:
L’Hypothèse Bottom-Up
Sémantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
8. Apprentissage d’une première langue:
L’Hypothèse Bottom-Up
Semantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
9. Apprentissage d’une seconde langue:
une stratégie top-down?
Semantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
10. • Hypothèse: les niveaux de traitement acquis
très tôt pendant l ’enfance sont difficile à
changer dans l ’acquisition d ’une langue
étrangère.
11. Le traitement des sons linguistiques
1. les catégories segmentales
Code lexical
Segmentation et
identification
des mots
Code prélexical
Décodage
Phonétique
Code acoustique/phonétique
13. Les bébés perçoivent la parole
de façon catégorielle
/ba/ /da/
Intra Inter
Contrôle
test de t
Intra Contrôle Inter
Eimas et al, 1971 test de t test de t
Dehaene-Lambertz & Baillet, NeuroReport, 1998
15. L ’émergence des catégories
phonémiques
6-8mois 8-10mois 10-12mois 10-12mois
Werker & Tees (1984)
Les catégories phonémiques:
• sont formées pendants la première année de vie
• sur la base de l ’input acoustique disponible
• elles déterminent notre perception des Maye and Gerken (2002)
contrastes maternels et étrangers
16. Les voyelles
3 vowels systems 20 vowels systems
~ ~
i u i u i~ u
~
I U I U
~
a e -- o
o e -- õ
õ
æa D e ~
ã ãD
(Aranda, Greenlandic) (Panjabi)
Kuhl (1996): learning at 6 months
17. La mise en route du langage
Naissance
1 discrimination de langues/rythme (Mehler et al. 1988)
2
segmentation en syntagmes intonationels (Hirsh-Pasek et
3 al. 1987)
4 catégories de voyelles (Kuhl et al. 1992; Polka & Werker 1994)
5 segmentation statistique des mots (Jusczyk & Aslin 1995)
6
segmentation en syntagmes phonologiques (Gerken et al.
7 1994)
8 contraintes phonotactiques (Friederici & Wessels 1993; Jusczyk
9 et al. 1993, 1994)
10 mots de function (Shady 1996)
11 répertoire de consonnes (Werker & Tees 1984)
12
début du lexique
(mois)
18. Le traitement des segments
Code lexical
Segmentation et
identification
des mots
Japonais Espagnol Catalan
[‰a] ["] [e,"]
Code prélexical
Assimile au segment
phonétiquement le plus Prototypes
proche Décodage
consonnes et
Phonétique voyelles
|la, ®a| |e, "| |e, "| Code acoustique/phonétique
19. Apprentissage d’une L2
Spanish-Catalan bilinguals (L2 started at age 4) (Pallier et al, 1998)
[e] vs ["] classification Lexical decision: long term repetition priming
[pera] ... [pera]
[p"ra] ... [pera]
20. Apprentissage d’une L2
Spanish-Catalan bilinguals (L2 started at age 4) (Pallier et al, 1998)
[e] vs ["] classification Lexical decision: long term repetition priming
[pera] ... [pera]
[p"ra] ... [pera]
21. 2. Les suprasegments
• l’accent tonique durée pitch qualité
– espagnol: bébe vs bebé !
– italien: ‘ancora vs anc‘ora ! !
– anglais: record vs record ! !
• la gémination
– japonais: to vs too
kita vs kitta
• les tons
– chinois, suédois
22. Spécialisation de la perception des
suprasegments
– Difficulties for English hearers with
Chinese tones (Wang et al. 2000)
– Tokyo dialect versus non-accented Mito &
Kumamoto dialect (Otake & Cutler, 1999).
• significantly less sensitivity to pitch accent in making
lexical judgments
• more reliance on guessing (based on vocabulary statistics)
– Duration ‘ deafness’: (Dupoux et al. 1997)
• tookjoo ! tokjo
• kjooto ! kjoto
French Spanish
– Stress ‘ deafness ’
• ABX discrimination task (Dupoux, Pallier, Sebastian, Mehler, 1997)
24. Spécialisation suprasegmentale à 9
mois
20
18
16
Mean looking time (sec)
14
12
Switch
10
Same
8
6
4
2
0
Spanish (n=24) French (n=24) French (n=24)
Skoruppa, K., Pons, F. Christophe, A., Bosch, L. Dupoux, E.,
Sebastián-Gallés, N., Limissuri, R.A., Peperkamp, S. (submitted)
25. La mise en route du langage
Naissance
1 discrimination de langues/rythme (Mehler et al. 1988)
2
segmentation en syntagmes intonationels (Hirsh-Pasek et
3 al. 1987)
4 catégories de voyelles (Kuhl et al. 1992; Polka & Werker 1994)
5 segmentation statistique des mots (Jusczyk & Aslin 1995)
6
spécialisation suprasegmentale (Jusczyk et al, Skoruppa et al)
7
segmentation en syntagmes phonologiques (Gerken et al.
8 1994)
9 contraintes phonotactiques (Friederici & Wessels 1993; Jusczyk
10 et al. 1993, 1994)
11 mots de function (Shady 1996)
12 répertoire de consonnes (Werker & Tees 1984)
(mois)
début du lexique
26. Le traitement des suprasegments
French Spanish
[bebe] [bébe, bebé] Phonological
Code
Assimilate to the closest phonetic
legal form Phonetic Suprasegmental
syllables
Prototypes
Decoding
|bébe, bebé| |bébe, bebé|
Acoustic/Phonetic Code
27. French (N=32) Late learners (N=51) Spanish (N=32)
Total amount of exposure to Spanish
small (N=16) moderate (N=18) large (N=17) all late learners
Biographic data
Mean age 25 26 27 30 28 22
Country of testing
France N=32 (100%) N=4 (25%) N=6 (33%) N=8 (47%) N=18 (35%) 0%
Spain N=0 (0%) N=12 (75%) N=12 (67%) N=9 (53%) N=33 (65%) 100%
Language background
Mean age of acquisition n.a. 17 17.1 14.3 16.1 n.a.
Mean number of years spent in a Hispanic country n.a. 0.6 1.8 3.4 2.0 n.a.
Learned Spanish in school n.a. 80% 67% 88% 76% n.a.
Learned Spanish at university n.a. 75% 56% 88% 73% n.a.
Regularly visits Hispanic countries n.a. 9% 56% 94% 54% n.a.
Regularly speaks Spanish in private life n.a. 13% 64% 74% 51% n.a.
Regular speaks Spanish in professional/student life n.a. 94% 94% 100% 96% n.a.
Subjective assessment
Importance of Spanish (1: no importance - 10:extremely important )
Mean n.a. 8.94 8.94 9.35 9.08 n.a.
SE n.a. 0.28 0.31 0.12 0.15 n.a.
Pronunciation (1: extremely poor - 10: perfect)
Mean n.a. 6.25 6.61 7.88 6.92 n.a.
SE n.a. 0.50 0.41 0.24 0.25 n.a.
Grammar (1: extremely poor - 10: perfect)
Mean n.a. 6.75 7.00 7.94 7.24 n.a.
SE n.a. 0.43 0.28 0.29 0.20 n.a.
Vocabulary (1: extremely poor - 10: perfect)
Mean n.a. 6.94 7.22 7.94 7.37 n.a.
SE n.a. 0.31 0.37 0.20 0.18 n.a.
Production
Native-like accent (1: extremely poor - 6: perfect)
Mean n.a. 2.03 2.78 3.80 2.90 5.67
SE n.a. 0.28 0.25 0.32 0.19 0.09
Stress errors
Mean n.a. 16.4% 14.9% 4.5% 12.1% 0.0%
SE n.a. 3.8 3.2 2.5 2.0 0.0
Lexicon
Errors in Lexical Decision
Mean na. 14.6% 10.5% 5.9% 10.7% 1.7%
SE na. 2.6 2.0 1.5 1.3 0.5
28. French (N=32) Late learners (N=51) Spanish (N=32)
Total amount of exposure to Spanish
small (N=16) moderate (N=18) large (N=17) all late learners
Biographic data
Mean age 25 26 27 30 28 22
Country of testing
France N=32 (100%) N=4 (25%) N=6 (33%) N=8 (47%) N=18 (35%) 0%
Spain N=0 (0%) N=12 (75%) N=12 (67%) N=9 (53%) N=33 (65%) 100%
Language background
Mean age of acquisition n.a. 17 17.1 14.3 16.1 n.a.
Mean number of years spent in a Hispanic country n.a. 0.6 1.8 3.4 2.0 n.a.
Learned Spanish in school n.a. 80% 67% 88% 76% n.a.
Learned Spanish at university n.a. 75% 56% 88% 73% n.a.
Regularly visits Hispanic countries n.a. 9% 56% 94% 54% n.a.
Regularly speaks Spanish in private life n.a. 13% 64% 74% 51% n.a.
Regular speaks Spanish in professional/student life n.a. 94% 94% 100% 96% n.a.
Subjective assessment
Importance of Spanish (1: no importance - 10:extremely important )
Mean n.a. 8.94 8.94 9.35 9.08 n.a.
SE n.a. 0.28 0.31 0.12 0.15 n.a.
Pronunciation (1: extremely poor - 10: perfect)
Mean n.a. 6.25 6.61 7.88 6.92 n.a.
SE n.a. 0.50 0.41 0.24 0.25 n.a.
Grammar (1: extremely poor - 10: perfect)
Mean n.a. 6.75 7.00 7.94 7.24 n.a.
SE n.a. 0.43 0.28 0.29 0.20 n.a.
Vocabulary (1: extremely poor - 10: perfect)
Mean n.a. 6.94 7.22 7.94 7.37 n.a.
SE n.a. 0.31 0.37 0.20 0.18 n.a.
Production
Native-like accent (1: extremely poor - 6: perfect)
Mean n.a. 2.03 2.78 3.80 2.90 5.67
SE n.a. 0.28 0.25 0.32 0.19 0.09
Stress errors
Mean n.a. 16.4% 14.9% 4.5% 12.1% 0.0%
SE n.a. 3.8 3.2 2.5 2.0 0.0
Lexicon
Errors in Lexical Decision
Mean na. 14.6% 10.5% 5.9% 10.7% 1.7%
SE na. 2.6 2.0 1.5 1.3 0.5
30. 90
80 Phoneme
70 Stress
60
Percent Error
50
40
30
20
10
0
Training Test Training Test Training Test Training Test Training Test
French Beginners Intermediate Advanced Spanish
Bilinguals
STM task: sequence recall
31. 90
80 Phoneme
70 Stress
60
Percent Error
50
40
30
20
10
0
Training Test Training Test Training Test Training Test Training Test
French Beginners Intermediate Advanced Spanish
Bilinguals
STM task: sequence recall
32.
33.
34. Stress ‘deafness’ in good bilinguals 1
sequence repetition
recall
100
80
% error (stress minus
60
phoneme)
40
20
0
-20
-40
-60
French 'bad' 'good' Spanish
monolinguals bilinguals bilinguals monlinguals
73% 27%
35. Stress ‘deafness’ in good bilinguals 2
lexical decision
100
80
% error (stress minus
60
phoneme)
40
20
0
-20
-40
French 'bad' 'good' Spanish
monolinguals bilinguals bilinguals monlinguals
73% 27%
36. 3. la structure syllabique:
(ou les illusions phonologiques)
• Japonais
syllabes légales: V, CV, VN, CVN
syllabes illégales: *CVC, *CCV, ...
! insérer /u/ après une
emprunts:
consonne de coda, ou
“Sphinx” ! [sufi˜kusu] dans un cluster d’onset
“Christmas” ! [kurisutomasu] (insérer /o/ après une
stop dentale)
• Français
syllabes légales: CCV: dra, pnØ
syllabes illégales: CCV: *dla, * npØ, ...
• Berber
37. Les voyelles fantômes
Détection de voyelle Tâche ABX
time
% u detection
100
S1 S2 S3
80 A B A Response
A B B A or B
Japanese
60 female voice male voice
40
Conditions:
20 French cluster: ebuzo-ebzo
zo
vowel length: ebuzo-ebu…
0
Other No 0ms 14ms 29ms 44ms 58ms Full
Cluster - Vowel score (%)
50
[ebazo] [ebzo] [ebuzo]
0
-50
Dupoux, Kakehi, Hirose, Pallier, & Mehler (1997) French Japanese
38. ERPs de haute densité
600 ms
Time Ebuzo …Ebizo
Ebzo … Ebizo
r
ist
D
S1 S2 S3 S4 S5 Ebuzo … Ebzo
B B B B A Deviant Ebzo … Ebuzo
nt
ia
ev
A A A A A
D
Control
Ebuzo …Ebuzo
6 female voices male voice
l
ro
Ebzo … Ebzo
t
on
0 25 50 75 100
C
Japanese French #v
+
400
-400
800
[ebuzo] 200
vs _
+
[ebzo] + Mismatch Negativity
.001 .01 .05 .05 .01 .001
p
Dehaene-Lambertz, Dupoux & Gout (2000)
39. Où? IRMf
Phonological Acoustic
p<.001
Phonological - Acoustic
Supramaginal Gyrus
Superior Temporal Gyrus L
p<.005
Jacquemot, Pallier, Dehaene, Lebihan and Dupoux (submitted)
40. illusion phonologique à 14 mois
12
Same
Switch
10
*
8 † **
Looking time (sec)
6
4
2
0
French infants Japanese infants French infants Japanese infants
8 month-olds 14 month-olds
Average looking times during same and switch trials for French and Japanese 8 and 14 month-old infants
† p= .053 * p< .03 ** p< .003
41. La mise en route du langage
Naissance
1 discrimination de langues/rythme (Mehler et al. 1988)
2
segmentation en syntagmes intonationels (Hirsh-Pasek et
3 al. 1987)
4 catégories de voyelles (Kuhl et al. 1992; Polka & Werker 1994)
5 segmentation statistique des mots (Jusczyk & Aslin 1995)
6
segmentation en syntagmes phonologiques (Gerken et al.
7 1994)
8 contraintes phonotactiques (Friederici & Wessels 1993; Jusczyk
9 et al. 1993, 1994)
10 mots de function (Shady 1996)
11 répertoire de consonnes (Werker & Tees 1984)
12
début du lexique
(mois)
42. Le role de la structure syllabique
Code lexical
Segmentation et
identification
des mots
Japonais Portugais
Brésilien
[e.bu.zo, en.zo] [e.bi.zo]
Code prélexical
Assimile à la plus proche Prototypes
syllabe Décodage
syllabiques
Phonétique
|ebzo, enzo| |ebzo| Code acoustique/phonétique
43. Apprentissage d’une L2:
la persistence des voyelles fantomes
• Japanese Monolinguals (N=10)
• French Monolinguals (N=12)
• Japanese-French Late learners (N=20)
– French after 12
– more than 1.5 year outside Japan
• Perception: /u/ detection on a ebzo-ebuzo
continuum
• Production: imitation of tokens from continuum;
scoring by two phoneticians
44. 100% 100%
%u perceived
80%
%u produced
80%
Japanese
60% Late 60%
40% learners
40%
French
20% 20%
0% 0%
ne
ll
r
0
3
4
1
2
er
he
ne
l
fu
4
1
2
0
3
ful
no
oth
ot
no
duration of /u/ duration of /u/
45. • French-Japanese late learners (N=16)
– native Japanese speakers
– late learners of French
– between 2 and 7 years in France
lexical decision (french stimuli)
60
sequence repetition
50
100 40
error rate
80
percent error
30
60
40 20
20 10
0 0
ebiza vs eboza ebza vs ebuza policier plicier boulanger blanger
contrast V insertion V deletion
Nakamura & Dupoux (work in progress)
46. epenthese en decision lexicale versus en short term
memory
100
80
short term task (seq=4) (Errs)
60
40
Français
Japonais
20
0
-20 0 20 40 60
-20
-40
blanger/aluphabet - plicier/alaphabet (Errs)
47. Le traitement des sons linguistiques
le filtre phonologique
Code lexical
Segmentation et
identification
des mots
Code prélexical
Pas plastique! « Surdité »
phonologique
Décodage
Phonétique
Code acoustique/phonétique
48. Apprentissage d’une seconde langue:
une stratégie top-down?
Semantique
Syntaxe
Lexique
Mots de fonction
Intervention?
Phonologie
Acoustique
49. Apprentissage d’une seconde langue:
une stratégie top-down?
Semantique
Syntaxe
Lexique
Mots de fonction
Phonologie
Acoustique
50. Age d’acquisition et accent étranger
Flege, Yeni-
Komshian, & Liu
(1999).
! pourquoi?
51. • Peu de plasticité pour une langue apprise
‘ tardivement ’:
– Compétition entre le système phonologique maternel et
le système de la L2
– Période critique
• Stratégies de compensation
– relative plasticité de la phonétique en production, par
rapport à la perception
– existence de modes de traitement alternatifs (l ’écriture)
– compensation par le contexte
• Degrés de plasticité différents en fonction du
niveau de traitement
– grande plasticité lexicale
– relative plasticité syntaxique (Neville et al 1994, Flege et al,
1999)
52. Conclusions
• Certain tasks show plasticity, others not
– perception tasks:
• good performances:
– /u/ detection,
– /u/ classification, • bad performances:
– standard lexical decision – STM encoding /u/ vs 0
– lexical decision catches /u/ vs 0
– production tasks
• good performances:
– imitation,
– reading
– naming
• Problems in perception and not in production ….
aha … !
53. Lexical Code Lexical Code
Word Form Word Form
Identification Retrieval
Short Term
Phonological store
Input Output
Phonological Code Phonological Code
Phonetic Phonetic
Non plastic Decoding Encoding
Quite plastic
Acoustic/Phonetic Articulatory/Phonetic
Code Code
54. Lexical Code Lexical Code
Word Form Word Form
Identification Retrieval
Short Term
Phonological store
Input Output
Phonological Code Phonological Code
L2 specific
Phonetic Phonetic expertise
Phonetic
Non plastic Decoding Encoding
Quite plastic
Acoustic-
Acoustic/Phonetic Articulatory Articulatory/Phonetic
Code Conversion Code
Quite plastic
55. Why do late learners have a foreign
accent?
Flege, Yeni-
Komshian, & Liu
(1999).