Les phénomènes de resyllabation chez les enfants en âge scolaire : perception d’erreurs et reformulation (notice n° 990317)
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| fixed length control field | 03221cam a2200349 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125131043.0 |
| 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 | Ruvoletto, Samantha |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Les phénomènes de resyllabation chez les enfants en âge scolaire : perception d’erreurs et reformulation |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2020.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 84 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Pendant l’acquisition, l’enfant francophone reçoit comme input une langue orale où les frontières entre les mots sont masquées à cause de trois phénomènes de resyllabation très communs : la liaison (p.ex. les ours [lezuʁs]), l’élision (p.ex. l’avion [la.vjɔ̃]) et l’enchaînement (p.ex. une araignée [y.na.ʁɛ.ɲe]). Ces phénomènes sont à l’origine de l’apparition de mauvaises segmentations dans les productions des enfants à partir de l’âge de 2 ans (p. ex. de(s)[n]éléphants [de.ne.le.fɑ̃] pour des[z]éléphants [de.ze.le.fɑ̃] ou u(n)[Ø]avion [ɛ̃.a.vjɔ̃] pour un[n]avion [ɛ.na.vjɔ̃]). Les études développementales observent une diminution de ces erreurs entre 4 et 5 ans et leur disparition à l’âge de 6 ans. Les résultats d’une tâche de perception d’erreurs et de reformulation qu’on a conduite chez 43 enfants francophones au début et à la fin du CP montre qu’ils ont encore des difficultés à identifier les frontières des mots après 6 ans. Comme ni l’input adulte ni les théories développementales ne parviennent à expliquer nos résultats, nous proposons une nouvelle explication qui prend en considération l’acquisition de la littéracie. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Early word segmentation in French is complicated by three phenomena of re-syllabification: liaison, elision and enchainement. These processes of re-syllabification lead to errors in oral production by children such as substitutions (e.g. le(s)[n]éléphants [le.ne.le.fɑ̃] for les[z]éléphants [le.ze.le.fɑ̃] ‘the elephants’) and non-realizations (e.g. u(n)[Ø]ours [ɛ̃.a.vjɔ̃] for un[n]ours [ɛ̃.nuʁs] ‘a bear’). These errors seem to vanish at around 5 years of age, when children start Primary School. To understand if these three phenomena are really acquired after 5 years of age, we tested 43 French speaking First Graders (6;3) by means of a task of error identification. Results show that the identification of non-realization errors is still a hard task after 5 years of age. As adult input and developmental theories on French word segmentation cannot explain our results, we propose a new explanation taking into account the acquisition of literacy. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | phonologie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | liaison |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | acquisition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école primaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | littéracie |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | français |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | resyllabation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | perception et reformulation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | French |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | literacy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Primary School |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | 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 | identification |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | resyllabification |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Travaux de linguistique | 79 | 2 | 2020-03-27 | p. 137-163 | 0082-6049 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-travaux-de-linguistique-2019-2-page-137?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-travaux-de-linguistique-2019-2-page-137?lang=fr&redirect-ssocas=7080</a> |
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