Release Archives - Page 2 of 5 - Laboratoire Parole et Langage

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

Babies learn the art of conversation before they can even speak

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

Can text simplification improve reading fluency and comprehension?

Corpus release about French Cued Speech

Brigitte Bigi - CNRS researcher at the LPL - has just submitted a corpus recorded in August 2021 during the internship organized by the French National Cued Speech Association (ALPC, https://alpc.asso.fr) :

Brigitte Bigi, Maryvonne Zimmermann (2021). CLeLfPC [Corpus]. ORTOLANG (Open Resources and TOols for LANGuage) - www.ortolang.fr, v1, https://hdl.handle.net/11403/clelfpc/v1

Produced in collaboration with Maryvonne Zimmermann (ALPC-Datha) and Carine André (LPL-CNRS), this corpus contains audio / video recordings and read aloud annotations simultaneously coded in French Cued Speech (LfPC). LfPC coding results in hand movements that accompany speech. Its purpose is to facilitate lip reading for deaf people - by means of a more detailed understanding of phonemes - and thus to allow them access to the spoken French language.

Link to the corpus CLeLfPC: https://www.ortolang.fr/market/corpora/clelfpc

Credits: 2021 B. Bigi et M. Zimmermann

Do we adapt our gestures to our interlocutor?

Marion Tellier (LPL), Gale Stam (National Louis University) and Alain Ghio (LPL) have just published the article "Handling language: How future language teachers adapt their gestures to their interlocutor" in the scientific journal Gesture. This eagerly awaited article is the culmination of important research work as part of the "Gesture in Teacher Talk" project conducted by Marion and Gale since 2009.

Reference: Marion Tellier, Gale Stam, Alain Ghio. Handling language: How future language teachers adapt their gestures to their interlocutor. Gesture, John Benjamins Publishing, 2021, 20 (1), pp.30-62. ⟨10.1075/gest.19031.tel⟩. ⟨hal-03445299⟩

For information, the article is available in its entirety at the LPL library (and soon also in HAL).

Abstract:

This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.

Credits: Corpus GTT 2009 (Tellier and Stam)