Markedness, Faithfulness, Vowel Quality and Syllable Structure in French

Féry, Caroline

doi:10.1017/s0959269503001121

Cited by 27 publications

(34 citation statements)

References 38 publications

(36 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Perhaps, the final /R/ of French -OR sequences is a syllable in and of itself. However, French does not allow sonorant consonants such as /R/ to appear in the nucleus (lettre ' letter' /lEtR/) (Féry, 2003). Thus, it is unlikely that French-speaking children go through a stage of development where they treat final /R/ as syllabic.…”

Section: Discussionmentioning

confidence: 99%

“…Rialland (1994) suggests that the first consonant of a final cluster is syllabified in the coda, whereas a subsequent consonant is 'extrasyllabic ', onset rhyme nucleus coda /b l a n d or prosodified outside the syllable (CVC<C>) at the higher level of the prosodic word, as show in Figure 4. Plénat (1987) andFéry (2003) further propose that French rhymes are maximally bipositional, with limitations on the consonants that can appear in coda position. They suggest that only a sonorant consonant may be syllabified in the coda (beurre ' butter ' /boeR/), whereas an obstruent must be syllabified in the onset of an empty-headed syllable (truc 'thing ' /tRy.kØ/).…”

Section: The Acquisition Of French Word-initial Versus Word-final Clumentioning

confidence: 99%

See 1 more Smart Citation

The longitudinal development of clusters in French

Demuth

McCullough

2008

J. Child Lang.

View full text Add to dashboard Cite

A B S T R A C TStudies of English and German find that children tend to acquire word-final consonant clusters before word-initial consonant clusters. This order of acquisition is generally attributed to articulatory, frequency and/or morphological factors. This contrasts with recent experimental findings from French, where two-year-olds were better at producing word-initial than word-final clusters (Demuth & Kehoe, 2006). The purpose of the present study was to examine Frenchspeaking children's longitudinal acquisition of clusters to determine if these results replicate developmentally. Analysis of spontaneous speech productions from two French-speaking children between one and three years confirmed the earlier acquisition of initial clusters, even when sonority factors were controlled. The findings suggest that French-speaking children acquire complexity at the beginnings of words before complexity appears word-finally. The role of frequency, morphological, structural and input factors is discussed. I N T R O D U C T I O NMuch of the research on the children's acquisition of consonant clusters has focused on word-initial position in English (e.g. Templin, 1957 ; see Kirk & Demuth (2005) for review). In contrast, relatively little attention has been paid to children's developing abilities with word-final clusters. Studies that have addressed this issue report that in German and English, wordfinal clusters are typically produced before word-initial clusters (e.g.[*] We thank Harriet Jisa and other members of Dynamique du

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Acquisition Of French Word-initial Versus Word-final Clumentioning

confidence: 99%

The longitudinal development of clusters in French

Demuth

McCullough

2008

J. Child Lang.

View full text Add to dashboard Cite

show abstract

“…In this section, we provide background information on the phonology of Vietnamese (Emerich 2012;Hoa 1965;Hwa-Froelich et al 2002;Kirby 2011;Phạm 2006;Phạm To appear;Tang & Barlow 2006;Thompson 1965) and French (Féry 2003;Fougeron & Smith 1999;Storme 2015;Strange et al 2007;Tranel 1987;Walker 2001). The information on Vietnamese is based on the Northern (Hanoi) dialect.…”

mentioning

confidence: 99%

“…Similar to Vietnamese, French contrasts tense (=higher) and lax (=lower) mid vowels. These mid vowels of French are subject to a phonotactic restriction known as the Loi de Position (LP) (Féry 2003;Storme 2015); generally, the lax vowels /ɛ/, /oe/ and /ɔ/ are found in closed syllables and the tense vowels /e/, /ø/ and /o/ are found in open syllables. This restriction holds fairly systematically in non-final unstressed syllables.…”

mentioning

confidence: 99%

See 1 more Smart Citation

French loanwords in Vietnamese: the role of input language phonotactics and contrast in loanword adaptation

Kang

Pham

Storme

2016

AMP

View full text Add to dashboard Cite

This study examines the adaptation of French vowels in Vietnamese focusing on adaptation patterns that seem to defy a straightforward analysis based on native phonotactic restrictions or comparison of phonetic input-output similarity. A proper analysis requires reference to knowledge of the input language phonology. In the first case study, we observe that Vietnamese adapters extend the French phonotactic tendencies, i.e., Loi de Position, to loan adaptation productively. Such “intrusion” of L2 phonology knowledge may arise when phonetics underdetermines the adaptation and the adapters look to their knowledge of L2 phonology to arrive at adaptation. It is also notable that the L2 knowledge employed in adaptation is not native-like as the adaptation is not always isomorphic to the French input. In the second case study, the contrast of L2 phonology (/ʁ/ vs. /k/) is neutralized due to an L1 phonological restriction (i.e., no /ʁ/ in Vietnamese coda) but the Vietnamese adaptation systematically retains the contrast in the quality and length difference in the preceding vowel. There is plausible phonetic motivation for this adaptation pattern, but phonetically faithful mapping underdetermines the attested adaptation pattern, and reference to knowledge of L2 phonological contrasts is necessary. These findings illustrate the complexity of the loanword adaptation process, where a variety of different factors including L1 phonological restrictions, phonetic similarity, and L2 phonological knowledge, interact to affect adaptation.

show abstract

The Sound of Mute Vowels in Auditory Word-Stem Completion

Beland

Prunet

Peretz

2009

J Psycholinguist Res

View full text Add to dashboard Cite

Some studies have argued that orthography can influence speakers when they perform oral language tasks. Words containing a mute vowel provide well-suited stimuli to investigate this phenomenon because mute vowels, such as the second in , are present orthographically but absent phonetically. Using an auditory word-stem completion task, we tested whether subjects were influenced by the presence of mute vowels. We ran experiments in two languages which contain numerous mute-vowel words: Tigrinya, which uses a syllabic/moraic writing system, and French, which uses an alphabetic writing system. We argue that Tigrinya and French speakers based their completion on the sound form of words, rather than the written one. We suggest that the presence of mute vowels at the underlying phonological level, rather than their orthographic representation, influences speakers in the word-stem completion task. Some effects previously attributed to orthography may instead be attributable to underlying phonological representations.

show abstract

Markedness, Faithfulness, Vowel Quality and Syllable Structure in French

Cited by 27 publications

References 38 publications

The longitudinal development of clusters in French

The longitudinal development of clusters in French

French loanwords in Vietnamese: the role of input language phonotactics and contrast in loanword adaptation

The Sound of Mute Vowels in Auditory Word-Stem Completion

Contact Info

Product

Resources

About