The aim of the chapter is to propose a ToBI transcription system for French, F_ToBI. The system is designed in such a way as to (i) be (surface) transparent and easily learnable by researchers working in different theoretical frameworks; and to (ii) make the exchange of data more feasible. It is couched in the Autosegmental Metrical framework and follows the usual ToBI conventions. This is to facilitate research in prosodic typology in particular within Romance, for which ToBI-style systems are often used. F_ToBI is designed to transcribe distinct intonation contours that are generally accepted in the literature on French intonation and which are supported by the analysis of empirical data. While it is inspired by existing theoretical accounts of French phrasing and intonation, it does not follow one single precursor, since its primary goal is to allow for an adequate and comprehensive transcription of French prosody in a cross-dialectal perspective.

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Previous work has shown how native listeners benefit from observing iconic gestures during speech comprehension tasks of both degraded and non-degraded speech. By contrast, effects of the use of gestures in non-native listener populations are less clear and studies have mostly involved iconic gestures. The current study aims to complement these findings by testing the potential beneficial effects of beat gestures (non-referential gestures which are often used for information-and discourse marking) on language recall and discourse comprehension using a narrative-drawing task carried out by native and non-native listeners. Using a within-subject design, 51 French intermediate learners of English participated in a narrative-drawing task. Each participant was assigned 8 videos to watch, where a native speaker describes the events of a short comic strip. Videos were presented in random order, in four conditions: in Native listening conditions with frequent, naturally-modeled beat gestures, in Native listening conditions without any gesture, in Non-native listening conditions with frequent, naturally-modeled beat gestures, and in Non-native listening conditions without any gesture. Participants watched each video twice and then immediately recreated the comic strip through their own drawings. Participants' drawings were then evaluated for discourse comprehension (via their ability to convey the main goals of the narrative through their drawings) and recall (via the number of gesturally-marked elements in the narration that were included in their drawings). Results showed that for native listeners, beat gestures had no significant effect on either recall or comprehension. In non-native speech, however, beat gestures led to significantly lower comprehension and recall scores. These results suggest that frequent, naturally-modeled beat gestures in longer discourses may increase cognitive load for language learners, resulting in negative effects on both memory and language understanding. These findings add to the growing body of literature that suggests that gesture benefits are not a "one-sizefits-all" solution, but rather may be contingent on factors such as language proficiency and gesture rate, particularly in that whenever beat gestures are repeatedly used in discourse, they inherently lose their saliency as markers of important information.