Search

Die Masterarbeit beschäftigt sich mit der phonetischen Perzeption und Produktion des deutschen /r/ bei slowenischen DaF-Lernern im Gymnasium. Im theoretischen Teil werden die /r/ Laute im Deutschen und im Slowenischen kontrastiv vorgestellt und phonetische Fehler beim Zweitsprachenerwerb im Allgemeinen erläutert. Im empirischen Teil wird der Verlauf der Untersuchung präsentiert, die aus einer Umfrage, einem Perzeptionstest und einem Produktionstest bestand. Anschließend werden die Hypothesen bewertet und mit zwei anderen Ansätzen verglichen. Magistrsko delo preučuje fonetično prepoznavanje in izgovor nemškega fonema /r/ pri slovenskih gimnazijskih učencih, ki se nemščine učijo kot drugi tuji jezik. V teoretičnem delu so kontrastivno predstavljeni alofoni fonema /r/ v nemščini in slovenščini ter fonetične napake pri usvajanju tujega jezika. V empiričnem delu avtor predstavi potek raziskave, ki je sestajala iz vprašalnika in slušnega ter izgovornega preizkusa. Nato ovrednoti hipoteze in jih primerja z dvema drugima pristopoma.

Der Artikel erörtert den Unterschied zwischen vergleichenden und kontrastiven Methoden, den Ablauf des phonetischen Experiments, die Aufgaben und Hypothesen für die vergleichende auditive und instrumentelle Analyse von Unterscheidungsmerkmalen von Vokalen und Konsonanten der germanischen und slawischen Sprachen. Die Organisation der Probenahme und der statistischen Datenverarbeitung wird beschrieben., The article discusses the difference between comparative and contrastive methods, the procedure of the phonetic experiment, the tasks and hypotheses for comparative auditory and instrumental analysis of distinctive features of vowels and consonants of Germanic and Slavic languages. The organization of sampling and statistical data processing is described., У статті розглянуто проблему зіставного аналізу реалізації голосних і приголосних фонем сучасної німецької, англійської, нідерландської, української, російської та польської мов у підготовленому й спонтанному мовленні з погляду ало- та ізоморфізму функціонування мовних одиниць. Висвітлено головну відмінність порівняльного й зіставного методу, процедуру проведення фонетичного експерименту, постановку завдань й гіпотези до зіставного слухового й інструментального аналізів диференційних ознак голосних та приголосних фонем. Запропоновано фонетичну транскрипцію спонтанного мовлення дикторів із урахуванням темпу мовлення, гучності, ритмічного наголосу.

Ce n’est que récemment que la didactique des langues commence à considérer explicitement le volet affectif dans l’apprentissage d’une langue seconde. Or, l’intégration des élèves allophones au sein de la société québécoise nécessite la prise en conscience de l’enjeu identitaire que pourrait provoquer l’apprentissage d’une langue autre que sa langue maternelle. En effet, les élèves allophones ont besoin d’exprimer leurs émotions qui touchent à des évènements de la vie quotidienne. Dans ce contexte, le recours aux émojis semble constituer un moyen propice à l’acquisition du vocabulaire des émotions. Ce mémoire avait donc pour objectif d’explorer d’une part, les perceptions des élèves allophones du 2e cycle du primaire quant à l’apprentissage du vocabulaire des émotions par l’entremise des émojis et d’autre part, la possibilité selon laquelle l’utilisation des émojis permet l’émergence d’épisodes de négociation de sens, l’une des conditions majeures à la création d’une interaction significative auprès des élèves. Ainsi, dans un premier temps, des enregistrements vocaux réalisés auprès de trois groupes d’élèves (n = 7) ont été transcrits pour rejoindre les notes prises lors de l’observation des trois tâches. Dans un deuxième temps, des entrevues effectuées auprès de l’enseignante et de ses élèves (n=9) ont permis de révéler ce que pensent les participants du recours aux trois dispositifs de recherche assignés à cette étude, à savoir les émojis et l’album jeunesse Migrants. Les résultats de cette étude montrent que le recours aux émojis incite les élèves à s’impliquer dans des épisodes de négociation de sens pour vérifier les propos de l’interlocuteur, lui demander des informations supplémentaires et s’assurer d’une compréhension adéquate du message voulant être transmis. De plus, ce mode d’enseignement rarement évoqué dans les recherches empiriques les plus récentes favorise l’enrichissement du vocabulaire des émotions grâce aux diverses opportunités d’apprentissage de nouveaux mots à l’oral et à l’écrit., It is only recently that language didactics has begun to explicitly consider the affective component in second language learning. However, the integration of allophone students into the Quebec society requires an awareness of the identity issue the second language learning may cause. Allophone students need to express their emotions about everyday events. In this context, the use of emojis seems to be an appropriate way to acquire the vocabulary of emotions. The objective of this dissertation was therefore to explore on the one hand, the perceptions of allophone students in the 2nd cycle of primary school regarding the learning of emotional vocabulary through the use of emojis and, on the other hand, the possibility that the use of emojis allows the participation of students in episodes of negotiation of meaning which is considered as one of the major conditions for the creation of a meaningful interaction. Thus, in the first instance, voice recordings made with three groups of students (n = 7) were transcribed to join the notes taken during the observation of the three tasks. Second, interviews with the teacher and her students (n=9) revealed what the participants thought about the use of the two research devices assigned to this study, namely the emojis and the children's album named Migrants. The results of this study show that the use of emojis encourages students to participate in episodes of negotiation of meaning in order to verify what the speaker is saying, to ask for additional informations, and to ensure adequate understanding of the message intended to be conveyed. In addition, this mode of teaching, rarely mentioned in the most recent empirical research, promotes the enrichment of the vocabulary of emotions through the various opportunities to learn new words in oral and written form.

he proposed textbook offers a comprehensive introduction to key aspects in phonetics and phonology with a special focus on the sound pattern of English. Both segmental and suprasegmental aspects of the language are explored and several of the main concepts of phonetics and phonology are discussed in relation to English, Greek, but also other languages. Initially, students are introduced to the study of phonetics. The vocal tract and the articulation of consonants (place, manner, voicing) and vowels (tongue height, tongue backness, rounding) is explained. The need for a one-to-one correspondence between sounds and symbols is addressed, accompanied by the presentation of the International Phonetic Alphabet (IPA). Special reference to the sounds of English and Greek is made. The concept of voice onset time (VOT) is subsequently described for two reasons. On the one hand it clarifies voicing and aspiration in plosives, and on the other, it offers the chance to briefly refer to acoustic phonetics and acquaint students with waveforms and spectrograms. In the phonological part of the textbook, students are first exposed to the core concepts of phonemic and allophonic distribution. The difference between phonemic and phonetic transcription is addressed and additional IPA symbols/diacritics are offered. Core phonological processes are then demonstrated, such as assimilation, insertion, deletion and neutralization. Basic theoretical tools are explored, including distinctive features and linear rules. The textbook then proceeds to a description of syllable structure as well as aspects of stress in English and elsewhere. The textbook closes with a brief overview of tone and intonation. Throughout, the textbook is accompanied by several exercises and small datasets. Some are discussed and analyzed within the text, and some are left for students to work through at home, so that they practice their critical, analytical and problem-solving skills., The proposed textbook offers a comprehensive introduction to key aspects in phonetics and phonology with a special focus on the sound pattern of English. Both segmental and suprasegmental aspects of the language are explored and several of the main concepts of phonetics and phonology are discussed in relation to English, Greek, but also other languages. Initially, students are introduced to the study of phonetics. The vocal tract and the articulation of consonants (place, manner, voicing) and vowels (tongue height, tongue backness, rounding) is explained. The need for a one-to-one correspondence between sounds and symbols is addressed, accompanied by the presentation of the International Phonetic Alphabet (IPA). Special reference to the sounds of English and Greek is made. The concept of voice onset time (VOT) is subsequently described for two reasons. On the one hand it clarifies voicing and aspiration in plosives, and on the other, it offers the chance to briefly refer to acoustic phonetics and acquaint students with waveforms and spectrograms. In the phonological part of the textbook, students are first exposed to the core concepts of phonemic and allophonic distribution. The difference between phonemic and phonetic transcription is addressed and additional IPA symbols/diacritics are offered. Core phonological processes are then demonstrated, such as assimilation, insertion, deletion and neutralization. Basic theoretical tools are explored, including distinctive features and linear rules. The textbook then proceeds to a description of syllable structure as well as aspects of stress in English and elsewhere. The textbook closes with a brief overview of tone and intonation. Throughout, the textbook is accompanied by several exercises and small datasets. Some are discussed and analyzed within the text, and some are left for students to work through at home, so that they practice their critical, analytical and problem-solving skills.

Minangkabau language is one of the regional languages ​​in Indonesia. The purpose of this study was to determine the sounds, phonemes and their distributions in Minangkabau language of Sikucur isolect. The observation and interview methods were used to obtain data. During the interview, the results of the interview were recorded and phonetic transcription was made based on IPA chart. Furthermore, the method used to analyze the data was a phonetic articulator matching method. The data that had been collected was classified according to sound pairs that were phonetically similar. The results showed that there were 30 phonemes found. There were five vowels: /i/, /e/. /a/, /u/, and /o/. Each vowel had an allophone, namely [i~ɪ], [e~ɛ], [a~ʌ], [u~ʊ], dan [o~ɔ]. There were seven diphthongs: /aw/, /ay/, /uy/, /ua/ with allophones [ua~ue], /ia/ with allophones [ia~ie], /oy/, and /ea/. Finally, there were eighteen consonants: /p/, /b/, /m/, /t/, /d/, /n/, /l/, /ʀ/, /s/, /c/, /j/ , /ɲ/, /k/, /g/, /ŋ/, /h/, /w/, and /y/. The sound [ʔ] was the realization of /k/ when it was at the end of the closing syllable. Furthermore, [ʀ] and [r] were free variations and did not differentiate in meaning.

En el amuzgo de San Pedro Amuzgos, Oaxaca, algunos estudios previos han planteado un fonema marginal /d/, que aparece solo después de un nasal, dando lugar a un contraste entre [nd] y [nt] (Smith-Stark & Tapia García 1984: 204; Buck 2000: 365). En principio, proponemos que [nd] es un alófono post-oralizado de /n/ antes de vocales orales, mientras que el alófono [n] aparece antes de vocales nasalizadas. Seguidamente, damos cuenta de la distribución de [n], [nd] y [nt] en varios contextos fonológicos, y mostramos que las tendencias ortográficas indican cierta afinidad entre la laringización, los diptongos crecientes, y la sonoridad. Confirmamos con datos fonéticos que la principal diferencia entre [nd] y el grupo consonántico [nt] radica en la duración de la oclusión posnasal. Finalmente, presentamos datos morfofonológicos que apoyan nuestro análisis y también sugieren la existencia de un grupo consonántico verdadero [nd], distinto a [nd], creado a partir de /nt/ por una regla contextualmente restringida de la sonorización posnasal.

International audience; Il est commun d’entendre que les mathématiques, c’est universel et que d’une certaine façon, ce serait un langage et une pratique qui dépasseraient les différentes langues, sorte de vieil esperanto essentialiste de chiffres et de symboles capable de décrire le réel (mathesis universalis, dit-on…). Loin s’en faut ! Les mathématiques donnent lieu à des représentations différentes suivant les langues qui les disent et les pensent : les pratiques sont variées, par exemple dans la façon de compter (système décimal ou duodécimal), de mesurer (les Canadiens mesurent en pouces tandis que les Portugais utilisent les centimètres), etc. Au sein d’une même langue, les discours produits correspondent aussi à des pratiques sociolangagières qui ne sont pas univoques : il y a plusieurs façons de dire les mathématiques (Hache, 2019). À l’école, à une époque où apprenants, enseignants, savoirs migrent ou coexistent, il parait intéressant de tenir compte du plurilinguisme dans l’activité mathématique de sorte à en faire émerger les potentiels atouts et leviers, sur le plan conceptuel, cognitif, social, émotionnel aussi. Cet atelier est l’occasion de présenter des exemples illustrant une posture interculturelle et translinguistique dans l’enseignement et l’apprentissage mathématique scolaire, en contexte multilingue. Il ne s’agit pas d’en constituer une pédagogie prescriptive intégrant le plurilinguisme comme précepte, mais d’amener les enseignants à s’étonner, à se décentrer de leurs habitudes, s’interroger sur leurs représentations pour mieux accompagner les différentes voies de réflexion et de solution de leurs élèves dans les tâches disciplinaires qui leur sont soumises, d’envisager l’interdépendance des langues (Cummins, 1979). Nous proposerons plusieurs phénomènes du plurilinguisme en classe de mathématiques, à partir d’exemples concrets simples, susceptibles d’intéresser le professeur de langues et de mathématiques. Puis, nous partagerons des expériences de pratiques plurilingues en mathématiques, en coenseignement langues-mathématiques ou non, à discuter suivant les contextes scolaires des participants.

International audience; En France, plus de 60 000 élèves arrivent chaque année dans le système scolaire, après avoir quitté leur pays d’origine (Brun et Le Caignec 2019). En fonction des besoins et des offres locales, les élèves peuvent bénéficier d’une double inscription pédagogique, en classe régulière et en Unité pédagogique pour élèves allophones arrivants (désormais UPE2A), dans laquelle ils bénéficient d’un apprentissage intensif du français en tant que langue seconde et parfois avec un enseignement disciplinaire, tel que les mathématiques. […] Dans l’exemple des mathématiques, certains rencontrent des difficultés dans la manipulation des instruments de géométrie ou ne maîtrisent pas les savoirs scolaires appris par leurs camarades natifs dans les classes antérieures (Millon-Fauré 2019 et 2020). Ce décalage scolaire peut s’expliquer par la combinaison de différentes causes, antérieures à leur arrivée en France : une scolarité partielle ou parcellaire, des variations dans les programmes, les conditions et les cultures scolaires, des expériences de discrimination institutionnelle, des difficultés scolaires liées à des aptitudes cognitives. A contrario, les jeunes ont des compétences « dormantes » (Mendonça Dias 2020b), c’est-à-dire des compétences non ou peu mobilisées dans leur apprentissage en langue seconde, qui avaient été développées au cours de leurs expériences antérieures, telles que des procédures opératoires, des pratiques algébriques abordées plus tard dans le programme scolaire français, des compétences plurilingues… […]Pour ces raisons, nous nous sommes intéressés à différentes propositions pédagogiques susceptibles de faciliter leur inclusion dans les activités de la classe (Millon-Fauré 2017) et favoriser l’appropriation langagière des discours scolaires (Mendonça Dias 2020a). […] À cette fin, nous avons proposé à un professeur des écoles une expérimentation dans laquelle ses élèves réalisent des vidéos plurilingues sur un thème mathématique. Dans cette recherche coopérative, la mise en œuvre, l’analyse et la restitution se font à trois voix, avec l’enseignant qui expérimente le projet (Jérémie Maugez), une didacticienne des mathématiques (Karine Millon-Fauré) et une didacticienne des langues (Catherine Mendonça Dias). Après avoir exposé des résultats de recherches antérieures, nos outils théoriques et notre méthodologie, nous décrivons quelques productions d’élèves et nous étudions les retombées que ce projet a pu avoir sur eux, mais également les difficultés rencontrées. Ces réflexions nous amènent à réfléchir aux prolongements susceptibles d’être mis en place en milieu scolaire ou pour la formation d’enseignants.

International audience; Nous nous intéressons dans cet article aux difficultés rencontrées par les élèves allophones durant le cours de mathématiques et aux pratiques enseignantes qui peuvent faciliter leurs apprentissages dans cette discipline. Pour cela, nous nous focalisons sur trois dimensions particulières : la dimension plurilingue et pluriculturelle ; l'accompagnement de l'acquisition du français en tant que langue seconde ; les pratiques favorisant l'oral. Nous terminons par une étude de cas où une enseignante parvient, grâce à des gestes simples à faciliter les apprentissages mathématiques de Matilde, une élève allophone présente dans sa classe.

We investigate the relative intensity of use of English and French at home for allophone immigrants in the Montreal metropolitan area. We find that the linguistic distances between immigrants’ mother tongues and English and French have an important impact on the relative intensities of use at home of the two Canadian official languages. However, immigrants whose mother tongues are closer to French than to English are relatively less likely to use an official language at home. We further investigate the role of spousal and other characteristics on the integration of immigrants. The results suggest that the home environment is an important factor contributing to the linguistic integration. Individuals exposed to an official language at home with their spouse have significantly higher rates of linguistic integration. Also, English is more attractive than French in the sense that immigrants with an Anglophone partner will have higher integration rates to English than those with a Francophone partner integrating to French.

The aim of the article is to reflect the theoretical premises in the construction of the specific model of technical terminology exploitation in the Romanian language by allophone students. The theoretical and practical studies devoted to professional languages, mentioned in this paper, have been fundamental elements of the pedagogical model developed for the objective of the research. The models reflected in the Common European Framework of Reference for languages, designed for formative actions, which constitute a privileged opening in supporting the formation of communicative competence in a language other than the mother tongue, served as the basis: Model of development of generalindividual competences; Model of extension and diversification of linguistic communicative competence; Model of performing the determined communicative activity (-ies); Model of optimal functional insertion in a particular domain; Model of enrichment/diversification of strategies in terms of performing tasks. Communicative competence is a category that reflects the authors' point of view equating communicative competence and terminological competence, element in the reference system ofprofessional and personal training purposes. In conclusion, the modeling construct represented in Figure 3 defines the plan to affirm the coordinates of the methodology for valuing technical terminology in higher education (formative and operational), which will be concretized at the level of performance achieved at graduation integrating the technical terminology into a message for various communication contexts.

French immersion programs throughout Canada have historically consisted of predominantly Anglophone populations pursuing bilingualism in the country’s two official languages, English and French. Nevertheless, recent developments in immigration and refugee resettlement have contributed to increasingly diverse student backgrounds nationwide (Statistics Canada, 2014). Researchers have explored the motivation for Allophone families to pursue FSL in Canada (Dagenais & Berron, 2001; Dagenais & Jacquet, 2000; Mady, 2010); the language proficiency of Allophone learners in FSL programs (Bérubé & Marinova-Todd, 2012; Carr, 2007; Mady, 2015); and the perspectives of FSL educators with respect to such learners (Mady, 2016; Mady & Masson, 2018; Roy, 2015). The present study draws from interview data to explore and compare the experiences and perspectives of seven Allophone parents and 43 FI educators in Saskatchewan. In the present article, we examine the perspectives of FI educators, the experiences of Allophone families, and the implications for immersion programs worldwide.

espanolLos primeros estudios sobre la sexta vocal del mapudungun, de corte articulatorio, la han asociado con dos alofonos: uno central [ə] y otro posterior [ɯ]. Sin embargo, las aproximaciones acusticas no reportan un alofono posterior [ɯ], sino, mas bien, uno central. Este trabajo presenta una descripcion acustica de la sexta vocal del mapudungun producida por ninos bilingues del Alto Bio-Bio. Se realizo un analisis de los dos primeros formantes normalizados de las realizaciones de /ə/ y se hicieron comparaciones de estos resultados por sector y comunidad. Los resultados evidencian la presencia de dos alofonos: uno central-posterior, en contextos en los que debiera aparecer [ə], y otro central, en contextos en los que debiera aparecer [ɯ]. Estos hallazgos son coherentes con otros estudios realizados desde una perspectiva acustica, pero difieren de las primeras aproximaciones articulatorias EnglishThe first studies about the Mapudungun sixth vowel, performed from an articulatory perspective, have associated it with two allophones: one central [ə] and another posterior [ɯ]. However, acoustic studies do not report a posterior allophone [ɯ], but a central one. This work presents an acoustic description of the Mapudungun sixth vowel produced by bilingual children from Alto Bio-Bio. An analysis of the normalized first two formants of /ə/ realizations was performed and a series of comparisons of these results between communities and sectors was made. The results show the presence of two allophones: one posterior-central in contexts where [ə] should be produced, and a central one in contexts where [ɯ] should be produced. These results are consistent with previous studies performed from an acoustic perspective but differ from the first articulatory approaches.

This article primarily explores allophonic variation of the affricate series in two dialects (Changxu and Lianghekou) of Jintang Tibetan, spoken in Darmdo Municipality, Kandze Tibetan Autonomous Prefecture, Sichuan Province, China. The target language possesses different affricate series:tripartite (denti-alveolar, denti-postalveolar, and prepalatal) in Changxu and bipartite (denti-alveolar and prepalatal) in Lianghekou. However, we find at least five sorts of affricate sounds (dentialveolar, denti-postalveolar, postalveolar, prepalatal, and palatal) in Lianghekou. The article discusses the sound correspondences of the affricate series between the two dialects as well as between them and Literary Tibetan. The results show that the Lianghekou dialect's allophonic forms reflect different origins in Literary Tibetan that have merged into two phonemic series., 本稿では、中国四川省甘孜州康定市金湯地区で話されるカムチベット語の方言2種(三合郷昌須方言と捧塔郷雨河口方言)における破擦音の音声記述を行い、その異音ならびに音声学的変異の関係を明らかにする。昌須方言には歯ー歯茎、歯ー後部歯茎、前部硬口蓋破擦音の3種が、雨河口方言には歯ー歯茎、前部硬口薔破擦音の2種が音韻体系上対立を形成する。しかし雨河口方言には、少なくとも5種の変異音、すなわち歯歯茎、歯ー後部歯茎、後部歯茎、前部硬口蓋、硬口蓋における破擦音が認められる。本稿は、2種の方言それぞれの音韻と音声実現の概要を示し、それを踏まえて両者の音韻対応を明らかにする。次に、両者の破擦音系列がチベット文語形式とどのような対応関係を見せるかを明らかにする。この手続きを通して、昂須方言が破擦音系列については雨河口方言よりも古態的な特徴をもつと結論づけられる。

This final dissertation presents a plurilingual Narramus device, following a survey of teachers’ representations of bilingualism and the management they do with their students in class. There are multiple aims to this; an allophone pupil from a European of Nordic country will not receive the same welcome as a child whose origins are from Africa of Eastern countries. Thus, the way in which teachers apprehend these differences impacts their teaching, but also learning. Insofar as children whose native language is Italian, English, Spanish or German, have a better chance of finding an interlocutor in a French school, alongside a Romanian, Turkish or Arabic, this inevitably reinforces social inequalities. The fastest way to intervene has therefore been to offer cultural references such as nursery rhymes or audio tales in the student’s native language, so that he or she feels understood. Over time, such ways for the student to be understood have been developed thanks to picture books. Finally, to help them understand, certain essential words have been repeated and used in different contexts (children’s albums in particular). As such, the student understands the main meaning of the interventions of adults on the educational team.; Ce mémoire présente le dispositif « Narramus plurilingue » à l’issue du recueil des représentations d’enseignants sur le bilinguisme et la gestion qu’ils en font avec leurs élèves en classe. Les buts visés sont multiples : un élève allophone originaire d’un pays européen ou nordique ne recevra pas le même accueil qu’un enfant dont les origines sont l’Afrique ou les pays de l’est. Ainsi, la façon dont les enseignants appréhendent ces différences impacte leur enseignement, mais aussi les apprentissages. Et dans la mesure où un enfant dont la langue maternelle est l’italien, l’anglais, l’espagnol ou l’allemand a plus de chance de trouver un interlocuteur dans une école française, à côté d’un roumain, d’un turc ou d’un arabe cela renforce forcément les inégalités sociales. Le moyen le plus rapide pour intervenir a donc été de proposer des repères culturels comme des comptines ou contes audio dans la langue maternelle de l’élève, afin que celui-ci se sente compris. Dans le temps, des moyens pour que l’élève puisse se faire comprendre ont été développés grâce à des imagiers puis, enfin, pour comprendre, certains mots essentiels ont été répétés et utilisés dans différents contexte (les albums de jeunesse notamment), afin que l’élève comprenne le sens principal des interventions des adultes de l’équipe éducative.

The article is dedicated to the study of phonetic characteristics of Canadian Ukrainians' speech of three age group representatives, who dwell in Alberta and Manitoba provincies, The study of Canadian variant of English has aroused great interest among linguists. Due attention has been paid to vowel system, its allophone variation, nevertheless prosodic system hasn't been studied thoroughly. None has been said about phonetic peculiarities of regional variants of English in Canada, in particular phonetic features of Canadian Ukrainians' speech behavior haven't got scientific qualification. The population of Canada is devided into three large groups: Anglophones – Canadian whose native language is English; French speaking Canadians and allophones, whose native language is not English. According to Canadian media sources more than million Ukrainians live in Canada. Their speech peculiarities hasn't been investigated yet. This phonetic research makes an attempt to study phonetic variation on both segmental and prosodic levels and to reveal differentiating features, typical for Canadians' of Ukrainian origin speech. The conducted research allowed to single out the most specific features which expose the originality of Ukrainian origin Canadian's speech. The most frequent prosodic interferent features in the speech of the analysed informants are the following: sloping character of Falling and Rising nuclear tone, smooth melodic contur, prevalence of wavy Head. Differentiating vowel features in the speech of various age group Canadians are: diphtongization of short vowel phonemes, front articulation of back vowels, absence of short-long vowel opposition. Such phonetic peculiarities of Canadian's speech behavior are the result of native (Ukrainian) language interference. Most vividly these interfering features are expressed in the speech of "more than 55 years old" age group. Thus, speech behavior of a person is formed in childhood and is preservel in the speech during the whole period of life.

Previous studies have investigated the cognitive processes of simultaneous interpreting and translation using eye-tracking. No study has yet utilized eye-tracking to investigate cognitive load and cognitive effort in dialogue interpreting. An eye-tracking study was conducted on two groups of interpreters (experienced and inexperienced) with varying language backgrounds during a staged dialogue interpreting session. The aim of the study was to explore gaze patterns in dialogue interpreting in relation to the interpreters’ action and translation direction. The results indicated there were differences in gaze patterns depending on the action and the language used. Participants averted gaze more when interpreting into the allophone language (the L2 for a majority of the participants in this study). This may indicate that interpreting into L2 in a dialogue may involve more cognitive effort than interpreting into L1. Finally, gaze patterns did not differ significantly between inexperienced and experienced dialogue interpreters.

Tangut, a mediaeval Qiangic language (Sino-Tibetan family) distinguishes three grades (děng 等). The traditional Sofronov-Gong reconstruction of this distinction postulates different degrees of medial yod: Grade I {-Ø-}, Grade II {-i-}, Grade III {-j-}. The yods, however, are not supported by the transcriptional evidence. Based on cognates between Tangut and Rgyalrongic languages, this study proposes the uvularization hypothesis: Tangut syllables have contrastive uvularization. Grade I/II syllables are uvularized, while Grade III syllables are plain. For phonological velars, uvularized syllables trigger a uvular allophone, while plain syllables trigger a velar allophone. Tangut uvularization is an instance of a common typological feature in Qiangic languages, that of Guttural Secondary Vocalic Articulations (GSVA), variously termed uvularization, velarization, tenseness, or Retracted Tongue Root (RTR). Recognizing Tangut grades as a case of Qiangic GSVA has far-ranging potential consequences for Sino-Tibetan comparative linguistics.

This article analyzes the communicative behaviors of non-professional interpreters and primary participants in the context of therapy/counseling sessions in a prison setting. It describes the negotiation and collaboration patterns established among all members of the communicative triad in order to co-construct the interpreter’s role dialogically, in a corpus of 26 mental health interviews in a prison setting between therapists/counselors and allophone prisoners, with other inmates as interpreters. Using Goffman’s (1981) concept of footing as the main analytical tool, it sheds light on the conversational strategies that all members of the triad use to initiate, accept, or resist the interpreter’s shifts to different footings, especially those that depart most dramatically from widely accepted “translator” ones.

This article claims that because English as a lingua franca (ELF) users sometimes orient to phones as something reminiscent of both phonemes and allophones, an ELF phonology exists. However, an ELF...

The article dedicated to the memory of Ludmila Verbitskaya is concerned with the role of acoustic and perceptual research in the development of Lev Shcherba’s phonological theory. Of fundamental importance for this were the studies of the Laboratory of Experimental Phonetics of Leningrad University, conducted in the 1950–1970s, in which fundamental theoretical issues were inseparable from the problems of application. It is at this period that Verbitskaya’s early works were created, largely responsible for her reputation of an outstanding linguist. In 1965, she defended her Ph.D. dissertation Russian Speech Units vis-à-vis Аllophones and Phonemes (Lev Zinder, advisor), based on an extensive experimental study. Among other things, she challenged the dogma of the traditional phonological theory that speakers perceive only distinctive phonemic oppositions, by demonstrating the ability of the speakers of Russian to distinguish a greater variety of vowels than was normally supposed. It should be noted, however, that in Verbitskaya’s experiment, of all the allophones involved, the informants discerned only those responsible for providing the hardness-softness consonantal opposition. In this case, the informants not only perceived the differences, but were able to interpret them in accordance with the phonological system of the Russian language.

This article synthesizes a documentary research whose objective was to present the linguistic and psycholinguistic theories which, in the 20th century, gave an account on how language phonemes are articulated. A synchronous approach was established in a research that goes from the descriptive linguistics of Saussure, passes through the American and European structuralist linguistics, and concludes with the transformational generativist postulates established by Noam Chomsky, who becomes the necessary reference point for subsequent research related to the comprehensive processing of a language. The psycholinguistic development of the phonetic-phonological level of Spanish language in up to seven-years old children was examined using the models established by Fromkin, Garrett and Level. It was concluded that the different models reviewed to account for speech production require iteration in multiple directions of the units rules of operation of the linguistic system.

International audience; Croisement de deux point de vue : les langages pour dire-penser- faire les mathématiques d'une part, et les mathématiques qui se font, existent et se transmettent par les langages d'autre part. Pour donner à voir, à lire, à faire, à penser, à imaginer, trente chercheurs, formateurs, praticiens ont accordé leur savoir et savoir-faire pour composer cet opus de treize chapitres.Auteurs : Myriam ABOU-SAMRA, Nathalie AUGER, Céline BEAUGRAND, Michel CANDELIER, Julie CANDY , Alexandre CA V ALCANTE, Aurélie CHESNAIS, Isabelle CROS, Jim CUMMINS, Delphine D'HONDT, Fanny DUREYSSEIX, Pierre ESCUDÉ, Laurent GAJO, Christophe HACHE, Martine JAUBERT, Emile JENNY, Emilie KASAZIAN, Emmanuelle LE PICHON-VORSTMAN, Jérémie MAUGEZ, Catherine MENDONÇA DIAS, Ismaïl MILI, Karine MILLON FAURÉ, Marianne MOULIN, Estelle MOUMIN, Florence PETEERS, Caroline POISARD, Maryse REBIÈRE, Avenilde ROMO VÁZQUEZ, Jean-Jacques SALONE, Élodie SURGET.

Croisement de deux point de vue : les langages pour dire-penser- faire les mathématiques d'une part, et les mathématiques qui se font, existent et se transmettent par les langages d'autre part. Pour donner à voir, à lire, à faire, à penser, à imaginer, trente chercheurs, formateurs, praticiens ont accordé leur savoir et savoir-faire pour composer cet opus de treize chapitres.Auteurs : Myriam ABOU-SAMRA, Nathalie AUGER, Céline BEAUGRAND, Michel CANDELIER, Julie CANDY , Alexandre CA V ALCANTE, Aurélie CHESNAIS, Isabelle CROS, Jim CUMMINS, Delphine D'HONDT, Fanny DUREYSSEIX, Pierre ESCUDÉ, Laurent GAJO, Christophe HACHE, Martine JAUBERT, Emile JENNY, Emilie KASAZIAN, Emmanuelle LE PICHON-VORSTMAN, Jérémie MAUGEZ, Catherine MENDONÇA DIAS, Ismaïl MILI, Karine MILLON FAURÉ, Marianne MOULIN, Estelle MOUMIN, Florence PETEERS, Caroline POISARD, Maryse REBIÈRE, Avenilde ROMO VÁZQUEZ, Jean-Jacques SALONE, Élodie SURGET.