Meaning and orthography in L2 French

Sturm, Jessica L.

doi:10.1080/17586801.2011.635950

Cited by 3 publications

(3 citation statements)

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“…Alternatively, L2 acquisition may involve the same writing system (e.g., alphabet) but require learning a new script (e.g., Roman for English vs. Cyrillic for Russian; Showalter, 2018a). Even within the same script, L1 and L2 use different orthographies-that is, language-dependent rules for the use of a script (Cook & Bassetti, 2005, p. 3)-to encode sounds (e.g., L1 English L2 French; Sturm, 2012); this last scenario is common in FL settings, yet less commonly studied in the literature (Bassetti, Vaid, & Cook, 2012). Even sharing a common script, L1 and L2 often differ in how their orthographies encode sounds, so that GPCs-"the mapping between letters and sounds"-are not congruent between languages; furthermore, alphabetic orthographies also vary in terms of how consistent their GPCs are.…”

Section: Tablementioning

confidence: 99%

Sound-Spelling Correspondences in FL Instruction: Same Script, Different Rules

2022

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Auditory perceptual and orthographic confusions challenge foreign language (FL) learners. Hearing first-language (L1) learners establish reliable acoustic parameters for sound categories during infancy (Strange, 2011;Werker & Tees, 1984), before learning how to encode them orthographically. In contrast, FL classrooms simultaneously expose adult learners to new second language (L2) sounds and new orthography, a process which is fundamentally different from L1 alphabetic literacy. Even if both employ the "same" script (e.g., Roman alphabet), grapheme-phoneme correspondences (GPCs) are not congruent between languages, and languages differ in internal consistency of GPCs. Perceptual categories for FL are not robust, requiring greater attentional resources to distinguish L2 phonetic contrasts (Strange, 2011), and likely influenced by the L1, and learners' GPCs are influenced by the L1 (or prior L2s), especially when languages share a script (e.g., German, English). Interaction between orthography and acquisition of L2 sound categories is widely acknowledged, yet poorly understood. We review L2 segment perception research, alphabetic literacy, and early-stage FL instruction, then present results from a longitudinal study of 19 adult FL students beginning to learn German. Prior to instruction, participants spelled 92 auditorily-presented German words featuring 19 phones (9 consonants, 10 vowels). After one semester, they spelled 92 words from course vocabulary lists and 92 unfamiliar words with the same GPCs. We analyze spelling responses to characterize GPC development in FL and generalizability of early gains to novel words.

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Section: Tablementioning

confidence: 99%

Sound-Spelling Correspondences in FL Instruction: Same Script, Different Rules

2022

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“…La plupart des recherches menées dans le domaine de l'orthographe s'intéressent soit aux processus d'acquisition de l'orthographe (comme celles de Sprenger-Charolles, 1992;Fayol, 1999;Stanké, 2009et Sturm, 2012 ou aux difficultés liées à l'orthographe chez des apprenants. Selon cette deuxième perspective, les études disponibles gravitent autour de la comparaison du niveau orthographique d'apprenants d'une époque à une autre, de la comparaison de différents niveaux scolaires ou de différents publics, ou de la simple description d'erreurs d'un public spécifique (Katoozian, 2013b : 65).…”

Section: La Revue De La Littératureunclassified

“…Si même les experts ont du mal à maîtriser l'usage du système accentuel du français, que dire d'un apprenant de français langue étrangère ? Sturm (2012 :2) décrit le système accentuel du français comme un système complexe à comparer à ceux d'autres langues européennes comme l'espagnol, l'italien ou l'allemand. C'est un système fait de 5 marques à savoir l'accent aigu, l'accent grave, l'accent circonflexe, la cédille et le tréma.…”

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Une Analyse Descriptive Des Erreurs D’orthographe Lexicale Dans L’interlangue D’apprenants Nigérians Du Français

Osunniran¹

2021

Ujah J. Art Hum

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Cette étude se plonge dans l’interlangue d’un groupe d’apprenants nigérians de Français Langue Étrangère pour évaluer leur compétence en construction dans le domaine de l’orthographe lexicale. Cette compétence est évaluée par le biais des erreurs qui représentent des symptômes révélateurs des difficultés d’apprentissage et des points d’appui pour un enseignement meilleur. L’étude cherche dans un premier temps à expliquer les difficultés liées au processus d’apprentissage de l’orthographe lexicale et dans un deuxième temps à proférer des voies et moyens pour aider l’apprenant à mieux apprendre. Le corpus est constitué de productions écrites collectées auprès d’étudiants de première année de licence inscrits au cours de rédaction en français. Les résultats montrent que les types d’erreurs qui prédominent sont les erreurs liées aux accents, suivies des erreurs à dominante phonétique et des erreurs à dominante non-fonctionnelle. Par ailleurs, l’anglais, la langue seconde de ces apprenants, constitue la langue pourvoyeuse de la plus grande influence sur leur comportement orthographique. L’étude recommande que plus d’attention soit accordée à l’enseignement de l’orthographe lexicale dans les activités de classe de FLE au Nigéria. This study focuses on the interlanguage of a group of Nigerian learners of French as a Foreign Language in order to assess their competence level in lexical spelling. This competence in phonographic encoding is measured through errors, which can be seen as symptoms showing learning difficulties and at the same as tools through which the learning process can be improved upon. Specifically, the study investigates the difficulties associated with learning of lexical spelling and suggest ways through which the learner can learn it better. Data for the study are elicited through written productions of first-year undergraduate students enrolled in a French Composition course. Results reveal that errors of diacritic marks predominate in the written productions of these students, followed by phonetic induced spelling errors and errors related to non-functional alphabetic letters. English, the second language of these learners, is the language with the greatest influence on their spelling behaviour. The study recommends that more attention should be accorded to the teaching of lexical orthography in French Language classroom activities in Nigeria.

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The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice

Hove¹,

Vanderhoven²,

Cornillie

2017

Comunicar: Media Education Research Journal

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Las tecnologías móviles están aumentando su presencia en las aulas. Mientras estas tecnologías ofrecen oportunidades para facilitar el aprendizaje, entre ellas la adquisición de una segunda lengua (L2), su potencial sigue sin aprovecharse plenamente. Aunque las aplicaciones de las tablets permiten la escritura y tareas similares a las que pueden hacerse en papel, siguen ofreciendo mayoritariamente ejercicios de selección múltiple o de relleno de huecos. Este cambio en medio y modalidad de práctica podría significar un impacto en el aprendizaje de una segunda lengua. Basada en la perspectiva de la cognición incorporada, nuestra hipótesis predice que el hecho de escribir se traduce en un mejor proceso de memorización y una mejor ortografía frente a la mecanografía o al uso de ejercicios de opción múltiple. Esta hipótesis ha sido comprobada en un estudio cuasi-experimental basado en el aula: alumnos (N=282) que practicaron vocabulario de francés a través de tres modalidades de práctica: ejercicios de opción múltiple, escritura con un teclado y escritura a mano alzada. Aunque se haya encontrado que las tres modalidades de práctica apoyaron al proceso de aprendizaje, los resultados demostraron que los alumnos que practicaron el vocabulario escribiendo con lápiz o con la tablet obtuvieron puntuaciones más altas en ortografía y dominio de signos diacríticos comparados con los alumnos que realizaron ejercicios de selección múltiple. Pasar más tiempo aprendiendo vocabulario a un nivel más alto de procesamiento conduce a una mayor adquisición de vocabularioMobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gain

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Meaning and orthography in L2 French

Cited by 3 publications

References 36 publications

Sound-Spelling Correspondences in FL Instruction: Same Script, Different Rules

Sound-Spelling Correspondences in FL Instruction: Same Script, Different Rules

Une Analyse Descriptive Des Erreurs D’orthographe Lexicale Dans L’interlangue D’apprenants Nigérians Du Français

The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice

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