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10 results on '"Gunnarsson-Largy, Cecilia"'

1. How Do L2 Learners and L1 Writers Differ in Their Reliance on Working Memory during the Formulation Subprocess?

Author

Gunnarsson-Largy, Cecilia, Dherbey, Nathalie, and Largy, Pierre

Abstract

L1 and L2 writers attend to different aspects of the formulation subprocess of writing. L2 writers devote more time and attention to low-level aspects such as grammar correction and spelling (Barbier 1998; Fagan and Hayden 1988; Whalen and Ménard 1995), leading to better spelling performances than L1 writers (Gunnarsson-Largy 2013). In deep-orthography languages such as French or English, L1 writers retrieve a phonological form of the word and then tend to automatically transcribe the most frequent corresponding orthographic form, whereas L2 writers seem to directly retrieve the exact orthographic form. For L2 writers, the visuo-orthographic form of the word therefore seems to prevail over the phonological one. Accordingly, we hypothesized that L1 and L2 writers rely differently on working memory (WM). To test this hypothesis, we designed an experiment where two groups (Levels B1 and C1) of instructed L2 French learners and an L1 French control group wrote dictated sentences, with compulsory negation marking in an ambiguous phonological context. While writing, they performed a concurrent task that induced a cognitive load on either phonological or visual WM, in order to identify the nature of the form maintained in WM during semantic checking. Results indicated that L2 French learners gradually move from a visual to a more phonological form of retrieval.

Published
2019
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6. LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation

Author

Gunnarsson-Largy, Cecilia and Gunnarsson, Cecilia

Subjects
accuracy, CAF (complexité, processus de production écrite, formulation, production écrite en L2, liaison, writing processes, formulation in writing, spelling, L2 writing, CAF (complexity, précision et fluence), fluency), [SCCO.LING] Cognitive science/Linguistics, orthographe
Published
2022

7. Réflexions sur les usages et les utilisateurs du français : aspects acquisitionnels et didactiques : Reflections on the uses and users of French: implications for acquisition and instruction

Author

Saddour, Inès, Gunnarsson-Largy, Cecilia, Saddour, Inès, Saddour, Inès, Gunnarsson-Largy, Cecilia, and Saddour, Inès

Abstract

Cet ouvrage est une sélection de travaux présentés lors de l’édition 2018 de la conférence internationale de l’AFLS qui s’est tenue à l’Université Toulouse -Jean Jaurès. Ces travaux portent sur l’utilisation de la langue française en situation d’acquisition et d’apprentissage ou en contexte pédagogique. Les différentes études présentées sont basées sur une approche empirique et adoptent différents points de vue ; apportant une mise au point sur la question de l’utilisation de la langue soit par l’apprenant soit par l’enseignant dans des contextes d’apprentissage variés ; et ce à partir de plusieurs types de structures langagières analysées dans des productions orales ou écrites.

Published
2021

8. Instant messaging, digital writing and spelling production quality in French

Author

Simoës-Perlant, Aurélie, Lanchantin, Tonia, Gunnarsson-Largy, Cecilia, Largy, Pierre, Laboratoire Psychologie de la Socialisation - Développement et Travail (LPS-DT), Université Toulouse - Jean Jaurès (UT2J), Cognition, Langues, Langage, Ergonomie (CLLE-ERSS), École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Toulouse - Jean Jaurès (UT2J)-Université Bordeaux Montaigne-Centre National de la Recherche Scientifique (CNRS), and Unité de Recherche Interdisciplinaire Octogone-Lordat (Octogone-Lordat)

Subjects
instant messaging, spelling, adolescent, [SCCO.PSYC]Cognitive science/Psychology, digital writing, standard writing
Abstract

International audience; The increased use of digital writing led to the appearance of written content that may differ from the standards of spelling. Writing instant messages leads to the production of two different types of written forms that differ from standard spelling: (a) those that can be confused with misspellings and (b) those that cannot. We showed that the production of the second type of modifications has no effect on spelling production. Our research protocol allowed comparing two corpura (written in 1974 and 2012). These results showed that when a modification has no orthographic equivalent, its use cannot damage the quality of spelling production. When it does, the effect on spelling may be negative.

Published
2018

10. Acquisition des formes verbales irrégulières en français L2 : la L1 des apprenants fait-elle la différence ?

Author

Granget, Cyrille, Marie-eve, Michot, Ågren, Malin, Gerolimich, Sonia, Stabarin, Isabelle, Saddour, Inès, Gunnarsson-Largy, Cecilia, Linguistiek en Literatuurstudie, Brussels Instituut voor Toegepaste Taalkunde, and Centrum voor Linguistiek

Subjects
subject-verb agreement, verb morphology, cross-linguistic influence, transfer, Language and Linguistics, French as a second/foreign language
Abstract

This study explores L1 effects on the production of subject-verb agreement in number (singular vs. plural) in L2 French. L1 influence has rarely been explored in detail in this context, especially compared to other factors such as input frequency of specific verb forms, singular vs plural entities and different types of verbs. In this study, we analyse the use of verbs with an audible distinction between singular and plural in a corpus of 45 narratives produced in L2 French by learners with German, Italian and Swedish as their L1. These three languages display major differences in subject-verb agreement and we therefore hypothesize that it will be easier for learners who express subject-verb agreement in their L1 (Germans and Italians) to produce this agreement in L2 French, compared to learners without subject-verb agreement in their L1 (Swedes). A linear regression analysis confirms an effect of the context (agreement is more correct in singular than in plural contexts) and of the type of verb (agreement ismore difficult in verbs with a plural based on a word-final consonant in coda position (e.g. boire ‘to drink’) compared to verbs with a plural in /ɔ̃/ (e.g. être ‘to be’) and in verbs with stem alternation in plural (e.g. prendre ‘to take’). However, contrary to predictions, the L1 of the learners did not seem to influence their production of singular and plural verb forms in L2 French. Even though German and Italian clearly express subject-verb agreement in number on the verb, German and Italian learners do not have an advantage over Swedish learners when producing subject-verb agreement in number in L2 French.

Published
2021

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