Introduction English has a high functional load voice contrast between /s/ and /z/, which is active word-initially (sing /s/ - zing /z/), word-medially (fussy /s/ - fuzzy /z/) and word-finally (rice /s/ - rise /z/).
Introduction This study investigates the pronunciation of morphemic -s in L2 English by L1 French, L1 Italian and L1 Spanish learners. Morphemic -s can be a flectional suffix expressing plurality, 3rd person, genitive, or clitic forms of is and has.
Research on the impact of gestures as corrective feedback on the pronunciation of learners of French as a foreign language, as per the verbotonal method.
We investigate the acquisition of /s/ - /z/ in L2 English by comparing contexts in which these sounds have a phonemic value vs contexts in which they are determined by a voice assimilation rule. We observe English L2 productions by French L1, Northern Italian L1 and Southern American Spanish L1 learners, on the assumption that the three groups will show different patterns depending on the status of [s] and [z] in their L1s.
The Corpus InterLangue project: storing language learner data in a Huma-Num Nakala1 database for automatic online retrieval Project definition The Corpus InterLangue (CIL) project is a collection of spoken and written productions from learners of English and French as second languages (L2).
Analysis of discourse reporting strategies characteristic of traditional narratives in African languages, compared to discourse reporting strategies in Turkic languages spoken in Russia.