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Article published In: French liaison in second language acquisition / La liaison en français langue étrangère: Issues, methods and perspectives / Thèmes, méthodes et perspectives
Edited by Martin Howard and Malin Ågren
[Language, Interaction and Acquisition 10:1] 2019
► pp. 96–116

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Learning to read liaison in French as a Foreign Language

A longitudinal study of beginner Japanese learners in Japan

 | Waseda University Tokyo
 | University of Geneva
Published online: 16 May 2019
DOI logo with link
https://doi.org/10.1075/lia.17020.det
Abstract
Many of the studies devoted to the acquisition of liaison in French as a foreign language have been carried out with advanced learners, whose first languages were often typologically close to French, and typically without much consideration to the graphophonemic dimension, which is an essential part of the learning process. In this article, we provide a brief overview of the linguistic and contextual factors in the acquisition of liaison by Japanese learners of French in Japan, with a particular focus on the connection between literacy and phonological skills. We then present initial results of a two-year longitudinal study (four sessions) of text-reading tasks with beginner Japanese learners of French (n = 12) in Tokyo, using the same tasks employed in two large corpora of French native (PFC) and non-native (IPFC) speakers/readers. Our data offer a glimpse into the evolution of these learners during the initial acquisition of L2 phonological/literacy skills.
Résumé
La plupart des études dédiées à l’apprentissage de la liaison en FLE portent généralement sur des apprenants assez avancés et de langues premières souvent typologiquement proches du français. Ces études font souvent peu cas de la dimension graphophonémique, alors que celle-ci est cruciale dans l’apprentissage. Dans cet article, après une problématisation nécessaire de l’apprentissage de la liaison en contexte hétéroglotte vis-à-vis des caractéristiques du système phonologique et graphophonémique du japonais, nous présentons les premiers résultats d’une étude longitudinale effectuée à Tokyo sur deux ans (quatre sessions) auprès d’apprenants japonophones débutants de FLE (n = 12), dans une tâche de lecture d’un texte utilisé dans deux grands corpus: PFC (natifs) et IPFC (non-natifs). Ces résultats nous permettent de tracer l’évolution du profil initial en lecture de ces apprenants.
Article outline
  • 1.Introduction
  • 2.Previous research on L2 liaison learning
    • 2.1Japanese students learning liaison: Constraints, crosslinguistic influence and input
      • 2.1.1Linguistic constraints and crosslinguistic influence
      • 2.1.2Input and educational factors
    • 2.2Studies of liaison learning by Japanese students
  • 3.A two-year longitudinal study of a text-reading task within the CLIJAF corpus
    • 3.1The CLIJAF corpus
      • 3.1.1Project design
      • 3.1.2Methodology of the liaison study in CLIJAF
        • Participants
        • Material
        • Recording procedure
        • Data processing procedure
    • 3.2Results for liaison
      • 3.2.1Rates of liaison realization over the four sessions
      • 3.2.2Obligatory liaison
      • 3.2.3Optional liaison
      • 3.2.4Forbidden liaison
  • 4.Discussion
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
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