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<div>L'UMR 7023 a le plaisir de vous inviter, dans le cadre de
son séminaire</div>
<div>
<div> à un exposé de<br>
<br>
<b>Sarah Schimke (Universität Münster)</b><b><br>
</b><b><br>
</b><b>Processing of discourse markers in 10 year-old German
and Turkish-German children</b><b><br>
</b>(résumé ci-dessous)<br>
<br>
Date : lundi 19 jan 2015<br>
Heure : 10h-12h<br>
Lieu :<span> </span>CNRS Pouchet – salle 159<span style="font-family:"Palatino
Linotype","serif";"><br>
59 rue Pouchet 75017 Paris<br>
<br>
</span>
<p class="MsoNormal" style="text-align:justify;"><span style="font-family:"Palatino
Linotype","serif";" lang="EN-US">Plan
d’accès:</span><span style="font-family:"Palatino
Linotype","serif";" lang="EN-US"><a href="http://www.umr7023.cnrs.fr/Plans-d-acces,672.html">
</a><br>
<a href="http://www.umr7023.cnrs.fr/Plans-d-acces,672.html">http://www.pouchet.cnrs.fr/plan.htm</a><br>
<br>
</span> </p>
<p class="MsoNormal" style="text-align:justify;"><span style="font-family:"Palatino
Linotype","serif";" lang="EN-US">Page du
séminaire de l'UMR 7023 - SFL: </span><span style="font-family:"Palatino
Linotype","serif";"><br>
<a href="http://www.umr7023.cnrs.fr/Seminaire-de-l-UMR-7023-2014-15.html">http://www.umr7023.cnrs.fr/Seminaire-de-l-UMR-7023-2014-15.html</a>
</span></p>
<p class="MsoNormal" style="text-align:justify;"><span style="font-family:"Palatino
Linotype","serif";"> </span></p>
<p class="MsoNormal"><b><br>
Sarah Schimke (Universität Münster)<o></o><br>
Processing of discourse markers in 10 year-old German
and Turkish-German children<o></o></b><b><o><br>
</o></b>Many children who enter primary school in
Germany at age 6 are bilingual, and have acquired German
as a second language from approximately age 4, the onset
of kindergarten, on. These children typically show a very
good mastery of spoken German, but are on average less
successful in school than their monolingual peers. It is
frequently assumed that this is due to particular
difficulties with written German, and more specifically,
with the comprehension of texts and text-specific
linguistic means. <span style="font-size:12.0pt;font-family:Cambria;">The
current self-paced reading study tested whether
contextually appropriate discourse markers (connectors
and anaphoric pronouns) are processed differently in
monolingual compared to Turkish-German bilingual
children. Results showed that these markers facilitated
processing to a similar degree in both groups. The
bilingual children were slower on average in processing
complex syntactic structures (subordinate clauses),
however. These results will be discussed against the
background of recent proposals concerning the different
weight of morphosyntactic compared to discourse
information in different types of language learners. </span><br>
<br>
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<p class="MsoNormal"><b><span style="font-family:"Times New
Roman";">Le traitement
des marqueurs du discours par des enfants
germanophones <br>
et des enfants bilingues
allemand/turc de 10 ans<o></o></span></b></p>
<p class="MsoNormal" style="text-align:justify;"><b><span style="font-family:"Times New
Roman";">Résumé</span></b><span style="font-family:"Times New
Roman";"> Cette étude compare le rôle des marqueurs de
discours (les connecteurs et
les anaphores) dans la compréhension de textes chez
des enfants monolingues
allemands et des enfants bilingues allemand/turc. Les
résultats révèlent
qu’alors que les enfants monolingues et bilingues
semblent utiliser de la même
façon les marqueurs du discours, les enfants bilingues
allemand/turc présentent
plus de difficultés avec le traitement de structures
syntaxiques complexes
telles que les propositions subordonnées.<o></o></span></p>
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