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Acquisition Et Apprentissage De La Phonologie Anglaise Par Les Francophones : Le Rôle Des Segments Et Suprasegments Marc Capliez

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Acquisition Et Apprentissage De La Phonologie Anglaise Par Les Francophones : Le Rôle Des Segments Et Suprasegments Marc Capliez Acquisition et apprentissage de la phonologie anglaise par les francophones : le rôle des segments et suprasegments Marc Capliez To cite this version: Marc Capliez. Acquisition et apprentissage de la phonologie anglaise par les francophones : le rôle des segments et suprasegments. Linguistique. Université Charles de Gaulle - Lille III, 2016. Français. NNT : 2016LIL30011. tel-01405675 HAL Id: tel-01405675 https://tel.archives-ouvertes.fr/tel-01405675 Submitted on 30 Nov 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITÉ LILLE III – CHARLES DE GAULLE École Doctorale Sciences de l'Homme et de la Société THÈSE DE DOCTORAT Discipline : linguistique anglaise Thèse présentée et soutenue publiquement par Marc CAPLIEZ le 13 septembre 2016 ACQUISITION AND LEARNING OF ENGLISH PHONOLOGY BY FRENCH SPEAKERS ON THE ROLES OF SEGMENTS AND SUPRASEGMENTS Directeur de thèse : Maarten LEMMENS ___________________ JURY Tracey DERWING, Professeur émérite, Université de l'Alberta Mark GRAY, Maître de conférences, Université Paris-Est Nadine HERRY-BENIT, Maître de conférences HDR, Université Paris 8 Philippe HILIGSMANN, Professeur, Université Catholique de Louvain Maarten LEMMENS, Professeur, Université Lille 3 ACKNOWLEDGEMENTS There are many people I am thankful to: Maarten Lemmens, who supervised my Master's degree dissertation, and then this doctoral thesis. Thanks to him, I was able to develop this fascinating project. I am thankful to his constant help, advice, support, and kindness. Thank you for being a great supervisor! The members of the jury – Tracey Derwing, Mark Gray, Nadine Herry-Bénit, Philippe Hiligsmann –, who kindly accepted to read and evaluate this thesis. I also thank Elisabeth Delais-Roussarie and Sophie Herment, for their useful and constructive feedback. Researchers of the Université Lille 3: Cédric Patin, who contributed to my knowledge of French phonology; Kathleen O'Connor, who was of great help as to the elaboration of the experimental protocol; Efstathia Soroli, for her major help with methodological and psycholinguistic issues; Caroline Bouzon, who let me attend her Praat classes which were so useful to me. Nadine Herry-Bénit, for showing such interest in my project, giving me her contribution with useful comments on the methodology, and sharing with me her experience in the field of English phonetics teaching. i ACKNOWLEDGEMENTS Tracey Derwing, whose work was a real inspiration for me, and because she gave me so many pieces of advice as to readings and the elaboration of my experiment. Her sharing her experience with me has been essential. Other researchers that I contacted or met at various conferences, who at some point gave me advice on important issues: Ewa Dabrowska, Dylan Glynn, Talia Isaacs, Jennifer Larson-Hall and Lucía Gómez Vicente. The teachers of English as a foreign language, whose contributions through questionnaires enabled me to gain an interesting overview of the practical teaching of spoken English in France. The French-speaking participants, that is all my students, who participated in my experiment, having to follow pronunciation lessons and take various tasks without even understanding, and yet asking no questions. Without them, my study would simply have been impossible to complete. The native English speakers, who either recorded for me, or accepted to be the evaluators of the productions even though the amount of work was considerable. I also thank the people who helped me to find the participants. All those people, too, played a crucial role in the completion of my study. My colleagues from the Université du Littoral Côte d'Opale, for always encouraging me in every way they could. Other MA and PhD students from the Université Lille 3: Sabina, Perrine, Mathilde, Cécile, Julien, Aurore, for mutual support and enriching advice. Guillaume Winter, who is at the origin of my genuine interest in the field of phonetics and phonology. His own liking for the subject has been influential. I thank him for all his advice and encouragement throughout my studies. My family and friends, for the help, support, and motivation that they kept giving me all along. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS.........................................................................................................i TABLE OF CONTENTS.........................................................................................................iii LIST OF FIGURES..............................................................................................................vii LIST OF TABLES...............................................................................................................viii LIST OF ABBREVIATIONS....................................................................................................xi 1. INTRODUCTION...............................................................................................................1 2. THE ACQUISITION PROCESS OF ORAL ENGLISH.............................................................7 2.1. FIRST LANGUAGE ACQUISITION..................................................................................8 2.1.1. Early language perception: from suprasegments to segments.......................8 2.1.2. The various stages of production.................................................................12 2.1.3. The role of L1 prosodic features..................................................................18 2.1.4. Conclusion: from L1 to L2 acquisition........................................................19 2.2. SECOND AND FOREIGN LANGUAGE ACQUISITION.......................................................21 2.2.1. Language acquisition: interlanguage, interference, and errors....................21 2.2.2. The acquisition of L2 segmentals.................................................................23 2.2.3. Is native-likeness attainable?........................................................................26 2.2.4. The acquisition of L2 suprasegmentals........................................................29 2.2.5. Towards a stronger importance of prosody?................................................36 2.3. L2 TEACHING AND LEARNING..................................................................................37 iii TABLE OF CONTENTS 2.3.1. Acquisition and learning..............................................................................37 2.3.2. A review of L2 teaching approaches............................................................38 2.3.3. Should prosody be prioritised?.....................................................................46 2.3.4. Towards an integration of research findings into classroom practices.........48 2.4. CONCLUSION..........................................................................................................50 3. FRENCH SPEAKERS AND ORAL ENGLISH......................................................................53 3.1. DEFINITIONS AND PRELIMINARIES............................................................................54 3.1.1. Terminology and disambiguation.................................................................54 3.1.2. Transcription systems...................................................................................56 3.2. ENGLISH AND FRENCH: TWO DIFFERENT PHONOLOGICAL SYSTEMS............................59 3.2.1. Suprasegmental features...............................................................................60 3.2.2. Syllable- and stress-timing theory................................................................73 3.2.3. Segmental features.......................................................................................77 3.2.4. Summary: on the role of prosody.................................................................85 3.3. INTERFERENCE, ERRORS, AND THE IMPACT ON COMMUNICATION................................87 3.3.1. Recordings....................................................................................................87 3.3.2. Prosodic errors.............................................................................................91 3.3.3. Segmental errors...........................................................................................96 3.3.4. Is the impact of prosodic errors stronger?..................................................102 3.4. CONCLUSION........................................................................................................110 4. EXPERIMENTS.............................................................................................................113 4.1. INTRODUCTION.....................................................................................................114 4.2. EXPERIMENTAL PROTOCOL....................................................................................116 4.2.1. Pilot study...................................................................................................116 4.2.2. Revised study: participants and method.....................................................119 4.2.3. Treatments..................................................................................................125
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