Liaison et formation des mots en français : un scénario développemental (notice n° 272998)
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| fixed length control field | 02193cam a2200241 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112082409.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Chevrot, Jean-Pierre |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Liaison et formation des mots en français : un scénario développemental |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2005.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 50 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper concerns the french liaison acquisition process and how it can be linked to both word segmentation and formation. By clarifying the mechanisms involved in the acquisition of the complex phenomenon of liaison, strong evidences are provided for the understanding of how the processes of word segmentation and formation become more precise with lexical development. From the numerous experimental and naturalistic data conducted with children between the ages of 2 and 6, we can highlight a developmental scenario in three stages. Firstly, children seize sequences including the liaison and the word that follows it in the speech stream. Thus, they memorise different exemplars of the same word (/nurs/, /zurs/, /turs/ for the word ours ‘bear’, depending on the context in which the word is extracted). Secondly, they would learn the contextual dependencies of the exemplars through exposure to the well-formed sequence. In other words, they learn the correct links between the word before the liaison and an exemplar of the word following it ( un + nours, deux + zours, petit + tours). Thirdly, from 4 years onwards, children make others kinds of errors: overgeneralisation in non-liaison contexts ( un nèbre instead of un zèbre ‘a zebra’). Different hypotheses depending on the final lexical status of the liaison consonant are proposed to account for this later stage characterized by the formation of more abstract constructions including liaison. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | acquisition stages |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | word form acquisition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | French liaison |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | segmentation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | usage-based approach |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Dugua, Céline |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Fayol, Michel |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Langages | 158 | 2 | 2005-06-01 | p. 38-52 | 0458-726X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-langages-2005-2-page-38?lang=fr">https://shs.cairn.info/revue-langages-2005-2-page-38?lang=fr</a> |
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