UMR 7320 : Bases, Corpus, Langage

titre: The interpretation of verbal moods in Spanish: A close replication of Kanwit and Geeslin (2014)
auteur: Aarnes Gudmestad, Amanda Edmonds, Carlos Henderson, Christina Lindqvist
article: Studies in Second Language Acquisition, 2024, pp.1-18. ⟨10.1017/S027226312400010X⟩
annee_publi: 2024
resume: Abstract This study is a close replication of Kanwit and Geeslin (2014), a variationist investigation of the interpretation of verbal moods in adverbial clauses in Spanish. Whereas the first language (L1) of the second-language participants in the initial study was English, we explore whether Kanwit and Geeslin’s results extend to other L1 populations—Swedish and French learners of Spanish. Participants in the replication study completed the same interpretation task and grammar test as those in the initial study. Results showed, for example, that multiple factors influenced their variable interpretation of verbal moods, there was evidence of change between course levels, and there were certain differences in interpretation between the French and Swedish groups. This study contributes to knowledge about the interpretation of a variable structure by enhancing the confirmatory power of some of the initial study’s findings, while also suggesting that the learners’ L1 leads to diverging findings.
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titre: Insights from multimodal analysis on longitudinal interview data: the case of I don't know
auteur: Pascale Leclercq, Amanda Edmonds, Elisa Sneed German, Pauline Beaupoil-Hourdel
article: EuroSLA 32, Aug 2023, Birmingham, United Kingdom
annee_publi: 2023
resume: Discourse markers (DM) are usually defined as expressions with little referential meaning but multiple pragmatic functions (Pichler, 2009, p. 561). One such DM is the expression I don’t know (IDK), which is widely used by native speakers and learners alike (Baumgarten & House, 2010; Bybee & Scheibman, 1999). However, there is currently no consensus on the different functions that this DM can take in interactional discourse. Proposed functions include floor holding, topic closing, prefacing, opting out of the interaction, hedging, etc. (Pekarek Doehler, 2016), although the comparability and reliability of coding schemes for such functions is unclear. This may be in part because existing studies have largely relied on audio files or transcriptions. We hypothesize that coding may be rendered more reliable if multimodal sources of information are used to disambiguate pragmatic functions (Mondada, 2017). In particular, shrugs are frequently associated with the use of IDK (Beaupoil-Hourdel & Morgenstern, 2021, Debras, 2017), while gaze provides interesting clues as to how speakers and listeners manage interactions (Rossano 2012). In this paper, we used a case-study approach to investigate the evolution of the use of IDK by five L2 learners of English over a year abroad, a learning context demonstrated to increase DM use (Tavakoli, 2018). Five filmed semi-guided interviews were conducted over the course of 12 months. The resulting 12 hours of recordings were transcribed, and 424 instances of IDK were identified. We coded them for pragmatic function, drawing on both linguistic and multimodal cues, taking into consideration the speaker’s body posture, gestures (shoulder-lifts, palm-ups associated with lifted eyebrows and/or a mouth shrug), gaze and the prosodic contours of their vocal productions. The coding process revealed that multimodal evidence was essential in identifying pragmatic functions in more than half of all instances. On the basis of these findings, we argue for the importance of using a variety of evidence sources for pragmatic coding. Baumgarten, N., & House, J. (2010). I think and I don’t know in English as lingua franca and native English discourse. Journal of Pragmatics, 42, 1184-1200. Beaupoil-Hourdel, P., & Morgenstern, A. (2021). French and British children’s shrugs: A cross-linguistic developmental case-study of a recurrent gesture. Gesture, 20(2), 180 218. Bybee, J., & Scheibman, J. (1999). The effect of usage on degrees of constituency: The reduction of don’t in English. Linguistics, 37(4), 575-596. Debras, C. (2017). The shrug. Gesture, 16(1), 1–34. Mondada, L. (2017). Le défi de la multimodalité en interaction. Revue francaise de linguistique appliquee, 2, 71 87. Pekarek Doehler, S. (2016). More than an epistemic hedge: French je sais pas ‘I don’t know’ as a resource for the sequential organization of turns and actions. Journal of Pragmatics, 106, 148-162. Pichler, H. (2009). The functional and social reality of discourse variants in a northern English dialect: I DON’T KNOW and I DON’T THINK compared. Intercultural Pragmatics, 6(4), 561-596. Rossano, F. (2012). Gaze behavior in face-to-face interaction. Doctoral Thesis, Radboud University Nijmegen. Tavakoli, P. (2018). L2 development in an intensive study abroad EAP context. System, 72, 62-74.
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titre: Understanding indirect meaning: A close replication
auteur: Laetitia Knight, Amanda Edmonds
article: Foreign Language Annals, 2023, ⟨10.1111/flan.12719⟩
annee_publi: 2023
resume: Abstract Pragmatic competence covers a range of skills, including the ability to interpret indirect meaning (i.e., any instance where there is a mismatch between literal and intended meaning). Past research has suggested that indirect meaning poses comprehension challenges for learners of a second language (L2). This result has been explained with reference to the influence of proficiency and the linguistic/discourse‐level conventionality of indirect meaning types. To verify and potentially extend these results, we conducted a close replication of a 2016 study of indirect meaning comprehension in L2 Spanish by Taguchi and colleagues, for which we used a group of L2 French learners. Results confirmed most of the study's findings. In our interpretation, we suggest that our results are consistent with the idea that difficulties with indirect meaning comprehension largely stem from lacunae in general oral comprehension, thus calling into question the idea that indirect meaning may be globally more difficult to interpret.
typdoc: Article dans une revue
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titre: The variable use of first-person-singular subject forms during an academic year abroad
auteur: Aarnes Gudmestad, Amanda Edmonds
article: Study Abroad and the Second Language Acquisition of Sociolinguistic Variation in Spanish, 37, John Benjamins Publishing Company, pp.266-290, 2023, Issues in Hispanic and Lusophone Linguistics, ⟨10.1075/ihll.37.09gud⟩
annee_publi: 2023
resume: The goal of the current study was to investigate the variable use and development of first-person-singular subject forms in additional-language Spanish before and at the end of an academic year in Spain. Our data came from the LANGSNAP corpus (http://langsnap.soton.ac.uk). We examined oral semi-guided interviews from 16 participants. We coded all contexts of first-person-singular subject forms, either the personal pronoun yo or an unexpressed subject (K = 3,571), for 11 independent variables. Our mixed-effects model showed that a range of linguistic factors (polarity, clause type, referent continuity, and perseveration) and individual characteristics (engagement with English and placement type) impacted the variable use of first-person-singular subjects and that the use of these subject forms changed over the course of an academic year in Spain.
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titre: Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency
auteur: Amanda Edmonds, Aarnes Gudmestad
article: Language Learning, 2023, 73 (2), pp.475-507. ⟨10.1111/lang.12547⟩
annee_publi: 2023
typdoc: Article dans une revue
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titre: ESPACE L2: exploring spacing effects in explicit and implicit online learning of L2 English
auteur: Shona Whyte, Amanda Edmonds, Katerina Palasis, Emilie Gerbier
article: Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 1, Research-publishing.net, pp.386-391, 2022, ⟨10.14705/rpnet.2022.61.1489⟩
annee_publi: 2022
resume: Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021), neglecting implicit learning and syntactic development (Rogers, 2021). The present project includes both explicit vocabulary learning activities and incidental exposure to a complex syntactic structure via a bespoke online L2 English learning platform. The goal is to investigate the two types of learning in two spacing conditions. This paper describes (1) the learning activities created to present opportunities for explicit vocabulary learning and the concealed syntactic input, and (2) the tests used to evaluate participants’ receptive and productive knowledge of target items. It aims to inform computer assisted language learning design with respect to pedagogical progression, learning activities, feedback, and learning schedules.
typdoc: Chapitre d'ouvrage
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titre: Développement de I don't know en immersion : analyse acoustique et pragmatique
auteur: Elisa Sneed, Pascale Leclercq, Amanda Edmonds
article: PRAGL2: L'acquisition de la compétence pragmatique en L2, Amanda Edmonds, Oct 2022, Nice, France
annee_publi: 2022
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titre: Exploring the Construct Validity of Tests Used to Assess L2 Productive Vocabulary Knowledge
auteur: Amanda Edmonds, Jon Clenton, Hosam Elmetaher
article: System, 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
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titre: Chapter 7. The non-default gender category in additional-language French
auteur: Amanda Edmonds, Aarnes Gudmestad, Thomas Metzger
article: The Acquisition of Gender, 63, John Benjamins Publishing Company, pp.157-182, 2022, Studies in Bilingualism, ⟨10.1075/sibil.63.07edm⟩
annee_publi: 2022
typdoc: Chapitre d'ouvrage
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titre: Corpus PROLINGSA: De la création à l'analyse
auteur: Amanda Edmonds, Pascale Leclercq, Elisa Sneed German
article: Journée d’étude « Outiller l'acquisition des langues secondes - 3e édition, Sarra El Ayari, Jan 2022, Paris, France
annee_publi: 2022
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UMR 7320 : Bases, Corpus, Langage

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