DI-UMONS : Dépôt institutionnel de l’université de Mons

Recherche transversale
(titres de publication, de périodique et noms de colloque inclus)
2014-04-11 - Colloque/Présentation - communication orale - Anglais - 1 page(s)

Delvaux Véronique , Huet Kathy , Piccaluga Myriam , Harmegnies Bernard , "The « Cogniphon » research project: Studying intrinsic and extrinsic factors influencing L2 sound learning" in International Workshop: "Multilinguality in Speech Research: Data, Methods and Models", Schloss Dagstuhl, Germany, 2014

  • Codes CREF : Psycholinguistique (DI5321), Phonétique (DI5312), Logopédie (DI3355), Traitement du langage (DI4299), Enseignement des langues étrangères (DI5328), Phonologie (DI5311)
  • Unités de recherche UMONS : Métrologie et Sciences du langage (P362)
  • Instituts UMONS : Institut de recherche en sciences et technologies du langage (Langage)
Texte intégral :

Abstract(s) :

(Anglais) Cogniphon is an active research project in the Institut de Recherches en Sciences et Technologies du Langage (IRSTL) (UMons, Belgium), which was initiated thanks to public funding (ARC Convention (AUWB- 08/12-UMH 17). Cogniphon is concerned with the (phonetic and cognitive) processes involved in the acquisition of new phonetic control regimes in second language (L2) learning. In the project, we test in the laboratory several ways of implementing phonetic training that are inspired by didactic techniques reported to be efficient in L2 classrooms. One of them is ‘adapted pronunciation’, in which learners are asked to repeat sounds in which gestures of interest are overshot with respect to the actual target. Generally speaking, we are interested in how controlled manipulations of the L2 sound models presented to participants may allow to improve their performances in L2 speech production and perception. In this presentation, I will present the rationale, experimental design and results, of three experiments carried out in the framework of Cogniphon. Study 1 shows that adapted pronunciation may increase performances when native Belgian French speakers are asked to reproduce long (English-like) VOTs. A complementary study, using an experimental paradigm adapted from study 1, addresses the issue of how phonetic learning abilities are preserved among elderly speakers. Study 2 investigates the influence of attention orientation (through presence vs. absence of feedback and explicit vs. implicit instructions provided to the participants) on phonetic learning. Study 3 proposes a new paradigm to assess individual predisposition to deal with non familiar speech sounds ('phonetic compliance') prior to specific training in the laboratory.