Heterogeneity, differentiation and contextualization in French as a foreign and second language

The journal Le français dans le Monde: Recherches et Applications – edited by the International Association of Teachers of French language – has just released its latest issue 72 coordinated by Catherine David and Amélie Leconte, both lecturers at AMU and members of the LPL.

Among the authors, many LPL colleagues contributed to this issue dedicated to the theme “Heterogeneity, differentiation and contextualization in French as a foreign and second language”: Marion Tellier, Bingjie Yun, Marco Cappellini, Paul Pouzergues, Emilie Lebreton, Amélie Leconte, Catherine David.

The summary: https://www.fdlm.org/wp-content/uploads/2022/07/sommaire-RA72_001-184_BAT_MEP.pdf
Journal web site: https://www.fdlm.org/supplements/recherches-et-applications/recherches-et-applications-n72/

Listen or watch each other speaking

Marc Sato, CNRS researcher at LPL, has just published an article in the Cortex journal on the distinct influence of motor and visual predictive processes on auditory cortical processing during speech production and perception.

 Reference: Marc Sato. Motor and visual influences on auditory neural processing during speaking and listening. Cortex, 2022, 152, 21-35 (https://doi.org/10.1016/j.cortex.2022.03.013)

 You will find the full text of the article under this direct link or via the AMU search interface.

 

Photos credits: Antoine Doinel

Do you choose your words depending on who you’re talking to (even when your partner is a robot)?

Giusy Cirillo (PhD student LPL/ILCB) has just published - as 1st author and in collaboration with other members of the LPL and Barcelona University - an article in the Cognition journal on inter-individual alignment in spoken communication.

Reference:

Giusy Cirillo, Elin Runnqvist, Kristof Strijkers, Noël Nguyen, Cristina Baus. Conceptual alignment in a joint picture-naming task performed with a social robot. Cognition, Elsevier, 2022, 227, p. 105213. 10.1016/j.cognition.2022.105213

Fulltext article: https://authors.elsevier.com/a/1fMPm2Hx2pivT

Abstract:

In this study we investigated whether people conceptually align when performing a language task together with a robot. In a joint picture-naming task, 24 French native speakers took turns with a robot in naming images of objects belonging to fifteen different semantic categories. For a subset of those semantic categories, the robot was programmed to produce the superordinate, semantic category name (e.g., fruit) instead of the more typical basic-level name associated with an object (e.g., pear). Importantly, while semantic categories were shared between the participant and the robot (e.g., fruits), different objects were assigned to each of them (e.g., the object of ‘a pear’ for the robot and of ‘an apple’ for the participant). Logistic regression models on participants' responses revealed that they aligned with the conceptual choices of the robot, producing over the course of the experiment more superordinate names (e.g., saying ‘fruit’ to the picture of an ‘apple’) for those objects belonging to the same semantic category as where the robot produced a superordinate name (e.g., saying ‘fruit’ to the picture of a ‘pear’). These results provide evidence for conceptual alignment affecting speakers' word choices as a result of adaptation to the partner, even when the partner is a robot.

 

Photo credits: Giusy Cirillo

Class, heart, body in the time of Covid or how to maintain social links during lockdown

Catherine David and Marion Tellier (LPL/AMU) have just published an article in the latest issue of the journal Les Langues Modernes which proposes feedback and solutions for language teaching in times of lockdown.

Reference:
Catherine David, Marion Tellier. Cours, coeur, corps au temps du Covid ou comment maintenir le lien à distance. Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2021, Confinement et enseignement-apprentissage des langues - 1. Confinement et langues : choc collectif et solutions, 4 (1). ⟨hal-03693203⟩

Full text article (in French): https://hal.archives-ouvertes.fr/hal-03693203
Journal website: https://www.aplv-languesmodernes.org/spip.php?article9374

Abstract:
Because of Covid-19 we were confined behind our screens which resulted in disrupting the dynamics and class atmosphere. Despite or thanks to the distance, we have worked to maintain the previously created link. This article relates an experience with multilingual students in FFL courses at the University of Aix-Marseille during the lockdown period of spring 2020. It questions the use of multimodal resources to maintain interactive contact, enrich exchanges and stimulate the pleasure of learning together. It is structured in three parts : 1) planning online lessons, 2) maintaining group dynamics and 3) the place of the body and sensations in online class.

 

Credits: Visioconférence photo créé par DCStudio - fr.freepik.com

 

Engaged and supportive Glottopolitics: contexts, ideologies, history

Glottopolitics on the margins of official linguistic policies

We are pleased to announce the publication of the special issue "Engaged and supportive Glottopolitics: contexts, ideologies, history" co-coordinated by Emilie Lebreton (LPL), Fabienne Leconte (DYLIS) and Coraline Pradeau (ERALO). It was published in the sociolinguistic journal "Glottpol" available in full text on the Open Edition platform.

Reference: Emilie Lebreton, Fabienne Leconte, Coraline Pradeau. Committed and united glottopolitics: contexts, ideologies, history. Glottopol, 2022. ⟨halshs-03612637⟩.

Link to the journal: https://journals.openedition.org/glottopol/684
HAL open archive: https://halshs.archives-ouvertes.fr/LPL-AIX/halshs-03612637

New recommendations for experimental MEG/EEG research

We are pleased to inform you of the latest article co-published by Anne-Sophie Dubarry and Clément François (LPL) about good practices for experimental research using magneto- and electroencephalography. It is part of a special issue of the journal NeuroImage which was set up following the LiveMEEG2020 conference, also co-organized by the two researchers of the lab.

Reference: Good Scientific Practice in MEEG Research: Progress and Perspectives / Guiomar Niso, Laurens R. Krol, Etienne Combrisson, A.-Sophie Dubarry, ... Maximilien Chaumon. In Press, Journal Pre-proof, Available online 10 March 2022

 Link to full-text article: https://doi.org/10.1016/j.neuroimage.2022.119056

Special issue “SI: Advances in Scientific Practice for MEEG research”: NeuroImage | Advances in Scientific Practice for MEEG research | ScienceDirect.com by Elsevier

What role does grammatical gender play in acquisition of L2 vocabulary?

We are pleased to announce the publication of the article Cross-linguistic gender congruency effects during lexical access in novice L2 learners: evidence from ERPs co-written by Ana Zappa, Deirdre Bolger and Cheryl Frenck-Mestre (LPL/ILCB) in collaboration with Daniel Mestre and Jean-Marie Pergandi from ISM/CRVM.

 Reference:
Ana Zappa, Daniel Mestre, Jean-Marie Pergandi, Deirdre Bolger, Cheryl Frenck-Mestre. Cross-linguistic gender congruency effects during lexical access in novice L2 learners: evidence from ERPs. Language, Cognition and Neuroscience, Taylor and Francis, In press, ⟨10.1080/23273798.2022.2039726⟩⟨hal-03599139⟩

Full text on open science database HAL: https://hal.archives-ouvertes.fr/LPL-AIX/hal-03599139v1

Contact: ana.zappa@univ-amu.fr

How does the brain process visual information associated with speech sounds?

We are pleased to announce the publication of the latest article by Chotiga Pattamadilok and Marc Sato, CNRS researchers at LPL, entitled “How are visemes and graphemes integrated with speech sounds during spoken word recognition? ERP evidence for supra-additive responses during audiovisual compared to auditory speech processing” in the journal Brain and Language.

Reference:
Chotiga Pattamadilok, Marc Sato. How are visemes and graphemes integrated with speech sounds during spoken word recognition? ERP evidence for supra-additive responses during audiovisual compared to auditory speech processing. Brain and Language, Elsevier, 2022, 225, ⟨10.1016/j.bandl.2021.105058⟩⟨hal-03472191v2⟩

Full text on open science database HAL: https://hal.archives-ouvertes.fr/hal-03472191v2

Contact: chotiga.pattamadilok@lpl-aix.fr

What educational model for deaf children in Tunisia?

We are pleased to announce the publication of the article Preliminary Considerations on the Development of a Bicultural Trilingual Education Model for Deaf Children in the Tunisian Context co-written by Aymen Nefaa (PhD student LPL-AMU), Leïla Boutora (LPL-AMU ) and Núria Gala (LPL-AMU).

The article is published by the journal Frontiers in Education and is available in open access.

Reference: Nefaa A, Boutora L and Gala N (2022) Preliminary Considerations on the Development of a Bicultural Trilingual Education Model for Deaf Children in the Tunisian Context. Front. Educ. 6:750584. https://doi.org/10.3389/feduc.2021.750584

Contact: aymen.nefaa@univ-amu.fr