UMR 7320 : Bases, Corpus, Langage

Actualités

Cycle BCL - Pierre Larrivée (Université de Caen Normandie)

Les causes du changement syntaxique : Un modèle multifactoriel

SEMINAIRE EN LIGNE cf lien infra - Jeudi 29 Septembre 2022 - 11h

!! DERNIERE MINUTE : LE SEMINAIRE SE TIENDRA EN LIGNE ICI
Abstract
Cette présentation considère le problème des causes du changement syntaxique. C’est en particulier aux causes de l’évolution et du (...)

Voir en ligne : Séminaire en ligne

Nuit Européenne des Chercheur.e.s

Vendredi 30 septembre 2022 - Parc de Valrose - Nice

Vendredi 30 septembre, BCL sera dignement représenté à la Nuit Européenne des chercheur.e.s 2022.
Venez nombreux renforcer cette belle équipe !
QUAND (...)

Voir en ligne : https://csti.univ-cotedazur.fr/even...

Journées d’étude

La compétence pragmatique en L2

20–21 octobre 2022, SJA3, Salle plate

L’acquisition d’une langue seconde (L2) nécessite le développement de nombreuses compétences : lexicale, syntaxique, phonologique, pragmatique, entre autres. Faisant suite aux journées d’étude sur la (...)

Voir en ligne : La compétence pragmatique en L2

Assemblée générale

13 juillet 2022, Salle plate, 10h–12h30

L’assemblée générale au lieu le 13 juillet 2022 de 10h à 12h30.
Elle sera suivie d’un buffet convivial.

Mercredi 25 Mai à 17H- Visio

BCL à Londres !

Katerina PALASIS - Wh-questions in Colloquial French : Empirical and theoretical perspectives on child and adult data

Séminaire Zoom - Mercredi 25 mai (heure française : 17H)
Katerina PALASIS sera l’invitée de l’University College London dans le cadre de la série de séminaires "UCL Linguistics Seminar Talk".
Sa (...)

Mardi 24 Mai

Atelier Métadonnées

SJA3- Salle 128

Atelier Métadonnées
Atelier organisé par les consortiums CORLI et CAHIER, animé localement par Céline Poudat.

Assemblée générale

Jeudi 19 mai à 14H - Amphi 4 - SJA2

Cycle BCL - Giovanna Marotta (Université de Pise)

Dyslexia and grammar : a complex relation

18 Mai 2022 - 14H30 - Salle 213 - BCL, Campus SJA 3

Abstract
In the framework of the pathologies of language development, a debated topic concerns the relationship between Dyslexia and Specific (or Primary) Language Impairment, since the two (...)

Voir en ligne : Giovanna Marotta

Cycle BCL - Giovanna Marotta (Université de Pise)

The many faces of aspiration : evidence from Italian varieties

12 Mai 2022 - 14H - Salle 213 - BCL, Campus SJA 3

Abstract
The term ’aspiration’ is traditionally associated with the production of a voiceless stop. In aspirate consonants a certain amount of air passes through the glottis at the moment of its (...)

05 et 06 Mai - En hybride

JOURNEES THEMATIQUES ARTS et HUMANITES de l’EUR CREATES

Campus Georges Méliès- Cannes / Carlone- Nice

Rendez-vous les 05 et 06 Mai sur les campus Georges Méliès (Cannes, 05/05) et de Carlone (Nice, 06/05), pour les Journées thématiques Arts et Humanités 2022 !
Vous y trouverez le laboratoire bien (...)

Dernières publications

titre: Testing perceptual flexibility in speech through the categorization of whistled Spanish consonants by French speakers
auteur: Anaïs Tran Ngoc, Fanny Meunier, Julien Meyer
article: JASA Express Letters, [Melville NY]: Acoustical Society of America, [2021]-, 2022, 2 (9), pp.095201. ⟨10.1121/10.0013900⟩
annee_publi: 2022
resume: Whistled speech is a form of modified speech where, in non-tonal languages, vowels and consonants are augmented and transposed to whistled frequencies, simplifying their timbre. According to previous studies, these transformations maintain some level of vowel recognition for naive listeners. Here, in a behavioral experiment, naive listeners' capacities for the categorization of four whistled consonants (/p/, /k/, /t/, and /s/) were analyzed. Results show patterns of correct responses and confusions that provide new insights into whistled speech perception, highlighting the importance of frequency modulation cues, transposed from phoneme formants, as well as the perceptual flexibility in processing these cues.
typdoc: Article dans une revue
Accès au texte intégral et bibtex

titre: Insights into Teacher Beliefs and Practice in Primary-School EFL in France
auteur: Shona Whyte, Ciara R. Wigham, Nathalie Younès
article: Languages, MDPI, 2022, 7 (3), pp.185. ⟨10.3390/languages7030185⟩
annee_publi: 2022
resume: Teacher beliefs affect choices of methods, representations of learning, and classroom practice, and are important in understanding primary EFL teaching in France, where language teaching has been a compulsory subject entrusted to generalist class teachers for 20 years. This quantitative study explores questionnaire data from 254 primary teachers, associating teacher beliefs and classroom practice. With respect to views of language teaching and learning, the study reveals a three-way division of teachers between grammar-oriented teaching (PPP), communicative-language teaching (CLT), and ‘sceptical’ teachers. The PPP (n = 72) group employed the smallest range of teaching activities and rarely taught older pupils. The CLT group (n = 60) tended to have higher English proficiency and more in-service training and offered the widest range of oral activities. The sceptical group (n = 85) took no strong theoretical position, had lower English proficiency, and focused on listening and speaking skills. We found no correlation between teacher age and language learning beliefs or teaching practices. However, teachers who offered a wider range of activities in any of the five competences tended to have more in-service training and higher English proficiency. Further correlations were found between oral language teaching and technology integration, and written language teaching and teaching experience. The paper concludes with links to previous teacher cognition research and suggestions for teacher education.
typdoc: Article dans une revue
Accès au bibtex

titre: Learner interaction in virtual learning scenarios for primary EFL
auteur: Shona Whyte, Ciara R. Wigham, Nathalie Younes, Cécile Redondo
article: EuroCALL 2022, Aug 2022, Reykjavik, Iceland
annee_publi: 2022
resume: Live oral exchange via videoconferencing (VC) is known to offer useful affordances for second language (L2) learning in a range of pedagogical contexts, but presents particular challenges for young learners in school settings (Dooly & O’Dowd 2018, Dooly & Sadler 2016). Learning scenarios must “contrive a situation where young learners can use what language they have in a realistic, meaningful and communicative way” while ensuring they “are not frequently exposed to language they cannot understand” (Milton & Garbi 2000: 287). In VC interaction, the goal is thus to accommodate learners’ “restricted linguistic resources and capabilities […] while still providing opportunities for authentic target language use” (Whyte & Cutrim Schmid 2018: 345). Previous research suggests a number of techno-pedagogical factors which are conducive to productive L2 exchanges with young learners, including careful sequencing of learning activities, short task-based sessions with small groups, and support for teachers in their own classroom context (Cutrim Schmid & Whyte, 2015). The present study seeks to implement these recommendations with eight primary teachers in France and Spain working in tandem exchanges on four implementations of two different virtual learning scenarios. As part of a nationally funded project on technology for L2 English in the primary school context, researchers supported the teachers through the conception of activities in their chosen teaching unit and classroom implementations. Audio, video and screen-recorded data were collected during both phases and supplemented by questionnaires and interviews with learners and teachers. The research questions are a) to what extent are young learners able to co-construct meaningful interactions in different VC tasks and b) what light is shed on these interactions by including learner and teacher perspectives? The presentation will focus on analyses of primary interactional data, providing new information about learner performance in this understudied context (Dooly & Vinagre, 2021) which should be useful for practitioners and CALL developers alike.
typdoc: Communication dans un congrès
Accès au bibtex

titre: Dynamic branching in a neural network model for probabilistic prediction of sequences
auteur: Elif Köksal Ersöz, Pascal Chossat, Martin Krupa, Frédéric Lavigne
article: Journal of Computational Neuroscience, Springer Verlag, 2022, ⟨10.1007/s10827-022-00830-y⟩
annee_publi: 2022
resume: An important function of the brain is to predict which stimulus is likely to occur based on the perceived cues. The present research studied the branching behavior of a computational network model of populations of excitatory and inhibitory neurons, both analytically and through simulations. Results show how synaptic efficacy, retroactive inhibition and short-term synaptic depression determine the dynamics of selection between different branches predicting sequences of stimuli of different probabilities. Further results show that changes in the probability of the different predictions depend on variations of neuronal gain. Such variations allow the network to optimize the probability of its predictions to changing probabilities of the sequences without changing synaptic efficacy.
typdoc: Article dans une revue
Accès au texte intégral et bibtex

titre: Hold-out strategy for selecting learning models: application to categorization subjected to presentation orders
auteur: Giulia Mezzadri, Thomas Laloë, Fabien Mathy, Patricia Reynaud-Bouret
article: Journal of Mathematical Psychology, Elsevier, 2022, 109 (102691), ⟨10.1016/j.jmp.2022.102691⟩
annee_publi: 2022
resume: In this article, we develop a new general inference method for selecting learning models. The method relies upon a specific hold-out cross-validation, which takes into account the dependency within the data. This allows us to retrieve the model that best fits the learning strategy of a single individual. The novelty of our approach lies on the choice of the testing set, both in the experimental design and in the data analysis. This individual approach is then applied to two category learning models (ALCOVE and Component-cue) on data-sets manipulating presentation order, after verification of the reliability of our method. We found that both models performed equally well during transfer, but Component-cue best fits the majority of participants during learning. To further analyze these models, we also investigated a potential relation between the underlying mechanisms of the models and the actual types of presentation order assigned to participants.
typdoc: Article dans une revue
Accès au texte intégral et bibtex

titre: Convolution et marqueurs multidimensionnels. Description des représentations genrées dans un corpus de films français
auteur: Laurent Vanni, Magali Guaresi, Véronique Magri
article: 16th International Conference on Statistical Analysis of Textual Data ( JADTS 2022 ), Jul 2022, Naples, Italie
annee_publi: 2022
resume: Convolutional neural networks allow new representations of texts that extend the standard statistical approaches. By combining frequency and context of words as well as allowing multidimensional treatments (graphical form, lemma and part of speech), convolution leads to the extraction of motifs, i.e. complex linguistic patterns that are likely to feed interpretation. In this paper, this architecture is tested on movie scripts in order to explore the hypothesis of a gendered differentiation of female and male dialogues.
typdoc: Communication dans un congrès
Accès au texte intégral et bibtex

titre: Postponed Relative Pronouns in Pindar
auteur: Nicolas Bertrand
article: International Colloquium on Ancient Greek Linguitics, Universidad Autónoma de Madrid, Jun 2022, Madrid, Spain
annee_publi: 2022
typdoc: Communication dans un congrès
Accès au bibtex

titre: Differential use of Transitional Probabilities and Frequency in Statistical Learning of Pseudowords
auteur: Laura Lazartigues, Fabien Mathy, Frédéric Lavigne
article: International Conference on Interdisciplinary Advances in Statistical Learning, Jun 2022, San Sebastian, Spain
annee_publi: 2022
resume: The ability to learn transitional probabilities (TPs) and frequency is central to language processing. Current evidence indicates that both frequency and transitional probability are involved in the memorization of sequences, but the questions of which prevails and why it would prevail in statistical learning remain unclear. The present study investigated the respective roles of transitional probability and frequency in statistical learning of pseudowords in two different tasks that focused on either prediction or recognition. The learning phase consisted of the repeated presentation of sixteen three-syllable pseudowords for which participants were asked to perform a target detection task on vowels (fully predictable based on TPs). The evolution of the rate of correct answer and response times during the learning phase was recorded. After the detection task, a two-alternative forced-choice task (2AFC) required participants to choose between a pseudoword and a lure. Results indicated a prevalence of TPs during the detection task, but a prevalence of frequency during the 2AFC task. Our findings suggests that TPs and frequency can be used flexibly depending on which process (learning or recognition) is more adapted to the task.
typdoc: Poster
Accès au texte intégral et bibtex

titre: Exploring the Construct Validity of Tests Used to Assess L2 Productive Vocabulary Knowledge
auteur: Amanda Edmonds, Jon Clenton, Hosam Elmetaher
article: System, Elsevier, 2022, pp.102855. ⟨10.1016/j.system.2022.102855⟩
annee_publi: 2022
resume: Vocabulary knowledge in a second language (L2) is thought to be a complex construct and, accordingly, there exist numerous ways to evaluate a L2 learner’s vocabulary knowledge. These assessments are generally billed as tests of vocabulary size (i.e., number of words known) or depth (i.e., how well words are known) of either receptive or productive vocabulary knowledge. However, inconsistencies persist in how existing assessments are characterized, leading to sometimes contradictory claims over what these tests are measuring. This state of affairs leads to concerns with the construct validity of the tests in question. In the current study, we contribute to these ongoing discussions with a focus on tests that target productive vocabulary knowledge in L2 English. Four vocabulary tests (three productive, one receptive) were administered to a group of Francophone learners of English, and results were analyzed using an exploratory factor analysis. This analytic approach led to the identification of two underlying constructs, which we labeled receptive vocabulary knowledge and productive vocabulary knowledge, respectively. These results highlight the importance of the crucial distinction between receptive and productive knowledge in the conceptualization of the overall construct of vocabulary knowledge.
typdoc: Article dans une revue
Accès au texte intégral et bibtex

titre: Investigating interactions between types of order in categorization
auteur: Giulia Mezzadri, Patricia Reynaud-Bouret, Thomas Laloë, Fabien Mathy
article: 2022
annee_publi: 2022
resume: This study investigates how different types of presentation orders influence category learning and generalization. We used a full factorial design (within-category, between-category, and across-blocks manipulations), each factor having two levels (rule-based vs. similarity-based, blocked vs. interleaved, and constant vs. variable orders, respectively). This research offers a unique and novel approach through both an individual and concurrent analysis of the studied factors. Moreover, the investigation of across-blocks manipulations is unprecedented. Using survival analysis techniques as well as non-parametric tests, we found that learning was impacted by both within-category and across-blocks manipulations (with across-blocks manipulation being the main predictor). More specifically, the rule-based and constant orders were found more beneficial than the similarity-based and variable orders, respectively. Also, within-category and between-category orders were found to affect generalization patterns. More precisely, participants in the rule-based order more often showed generalization patterns consistent with a rule-based strategy than participants in the similarity-based order. Likewise, participants in the interleaved order more often showed generalization patterns consistent with a rule-based strategy than participants in the blocked order. We conclude that combining a similarity-based order with a variable across-blocks manipulation delays learning, whereas combining a rule-based order with a constant across-blocks manipulation benefits learning. Furthermore, combining a rule-based order with an interleaved order favors the use of a rule-based strategy during category generalization.
typdoc: Pré-publication, Document de travail
Accès au texte intégral et bibtex

UMR 7320 : Bases, Corpus, Langage

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Cycle BCL - Pierre Larrivée (Université de Caen Normandie)

Les causes du changement syntaxique : Un modèle multifactoriel

SEMINAIRE EN LIGNE cf lien infra - Jeudi 29 Septembre 2022 - 11h

Nuit Européenne des Chercheur.e.s

Vendredi 30 septembre 2022 - Parc de Valrose - Nice

Journées d’étude

La compétence pragmatique en L2

20–21 octobre 2022, SJA3, Salle plate

Toutes les actualités

Actualités

Les causes du changement syntaxique : Un modèle multifactoriel

Nuit Européenne des Chercheur.e.s

La compétence pragmatique en L2

Assemblée générale

BCL à Londres !

Atelier Métadonnées

Assemblée générale

Dyslexia and grammar : a complex relation

The many faces of aspiration : evidence from Italian varieties

JOURNEES THEMATIQUES ARTS et HUMANITES de l’EUR CREATES

Dernières publications

Le Cycle BCL