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<p>L'Université Américaine de Paris a le plaisir d'annoncer le séminaire suivant sur l'acquisition d'une langue seconde :<br><br>Susanne E. Carroll, University of Calgary<br>"Salience in segmentation and second language learning: Processing output? Or acquisition input?"<br><br>DATE : 20 mars 2008 à 17h00<br>LIEU : 31 av Bosquet, Paris <br>METRO : Ecole Militaire<br>CONTACT : Rebekah Rast (<a href="mailto:rrast@aup.fr">rrast@aup.fr</a> ou <a href="mailto:rebrast@gmail.com">rebrast@gmail.<wbr>com</a>) - Veuillez nous contacter si vous pensez<br>assister à ce programme et apporter une pièce d'identité le jour du séminaire.<br><br>Résumé :<br><br>Segmentation refers to the ability to impose discrete units on a continuous speech signal. Segmentation is of interest to first language acquisition researchers because of claims that the initial segmentation of sound units of various sizes may help 'bootstrap' the learner into the morpho-syntax before the child has a grammar of the target language (Fernald & McRoberts 1995). Second language acquisition (SLA) researchers have been less interested in bootstrapping as a route into grammar due to overwhelming evidence that older learners rely on the L1 grammar as a path to the L2 morpho-syntax. Nonetheless, segmentation gets some attention due to evidence that in early stages child and adult L2ers often segment 'formulae' or extended stretches of speech which are not morpho-syntacticall<wbr>y analysed (Wong Fillmore 1972; Ellis 1996, 2003). In addition, there are claims that the 'ends' of sentences are more salient and hence better positions for segmentation and word learning than the 'middles' (Barcroft & VanPatten 1997), and that high pitch is intrinsically salient (Klein 1986). <br>Although the SLA literature often refers vaguely to 'stress', confounding rhythmic phenomena (lexical stress) with intonational phenomena (focal accent), I will limit myself to a discussion of intonation and its potential role in segmenting words and phrases. In my presentation, I will attempt to flesh out the logic of the acquisition issues, showing how a number of separate issues are often confounded. I will then discuss my own experimental research (target language = German) as well as some studies involving the acquisition of miniature artificial languages to show how difficult it is to draw conclusions about cause and effect, starting point vs. end point of acquisition on the basis of current data. I will claim that this is not merely a problem of 'not enough data!' but rather a problem of a lack of theorising about how processing interacts with acquisition mechanisms and how acquisition changes processing. <br><br>References<br>Barcroft, J., & VanPatten, B. 1997. Acoustic salience of grammatical forms: the effect of location, stress, and boundedness on Spanish L2 input processing. In W.R. Glass & A.T. Pérez-Leroux (eds.), Contemporary Perspectives on the Acquisition of Spanish, Vol. 1, Developing Grammars. Somerville, Ma: Cascadilla Press, 109-121.<br>Ellis, N.C. 1996. Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition 18(1): 91-126.<br>Ellis, N.C. 2003. Constructions, chunking and connectionism: The emergence of second language structure. In C.J. Doughty & M.H. Long (eds.), The Handbook of Second Language Acquisition. Oxford, U.K: Blackwells, 63-103.<br>Fernald, A., & McRoberts, G. 1995. Prosodic bootstrapping: A critical analysis of the argument and the evidence. In J.L. Morgan & K. Demuth (eds.), Signal to Syntax: Bootstrapping from Speech to Grammar in early Acquisition. Hillsdale, N.J: Erlbaum, 365-88. <br>Wong Fillmore, L. 1976. The Second Time around: Cognitive and social strategies in <br> second language acquisition. <br><br></p>
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