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- W2122464338 abstract "Does explicit knowledge of prosody help L2 learners to identify the two determiners and in French, as used in Nous avons du chocolat (we have some chocolate) and Nous avons deux chocolats (we have two chocolates)? An analysis of 162 sentences read by 3 French native speakers show the expected tendency of F0 and duration (deux being longer and higher than the function word “du”). Then, 3 sets of 8 synthesised stimuli were generated using Mbrola, with expected and unexpected f0 and duration patterns. A perception experiment with 16 French native speakers suggests that they tend to be biased by the unexpected prosody (duration, in particular) when they listen to the sentences with white noise. In another experiment, three groups of Japanese-speaking learners were asked to identify the two words in 48 sentences read by a native speaker. They executed the task twice, and as a treatment between the two tests, one of the groups was given information on the prosodic differences. The results of the preliminary experiment show that some learners who were informed of the prosody improved their score, but the effect is remarkable particularly with those who had difficulty in the first trial. This observation suggests that teaching explicit knowledge of prosody might facilitate the acquisition." @default.
- W2122464338 created "2016-06-24" @default.
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- W2122464338 date "2005-07-27" @default.
- W2122464338 modified "2023-10-14" @default.
- W2122464338 title "Does Explicit Knowledge Help L2 Comprehension? – The Case of Determiners du and deux in French Learned by Japanese-speaking Learners" @default.
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- W2122464338 hasPublicationYear "2005" @default.
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