Bilingual Phonological Development of French Immersion Students
Notice bibliographique
Résumé
The current research of French Immersion suggests that the education of a minority second language is complex, important to study and yet to be understood in the context of Western Canada (Walker, 2012). This thesis aims to better understand bilingual speech productions in French Immersion students in Alberta, by identifying children’s emerging and accurately produced consonants. This thesis will focus on the following research questions: What is the overall percentage of consonants correct across grade levels and what are the patterns of accuracy for each consonant in initial and final position? What characteristics influence accuracy? This will be followed by an additional acoustic analysis of stop consonants that aims to highlight the variability identified in final position. A total of 37 students participated in the study from grades 1, 3 and 5. These students are fluent bilinguals and the conditions in the community require the use of English in the majority of contexts outside of school and family circles. They completed French picture naming tasks that contained targeted consonants and probed spontaneous speech productions. Their speech productions were transcribed and analyzed acoustically. From the transcriptions, the student’s accuracy of consonant production and error patterns were obtained. A descriptive analysis was used to highlight consonant accuracy in grade and word position. Finally, a mixed effects logistic regression model was used to measure the effect of word position, grade and unshared/shared consonants. From the acoustic transcriptions, the characteristics of their final consonants were measured, and a linear mixed effects model was used to analyze the acoustic measurements of stop consonants in word final position paired with a descriptive analysis of acoustic values. The results reveal students in grade 1 were able to produce 90.3% accuracy, students in grade 3 produced 91.0% accuracy and students in grade 5 produced 95.8% accuracy across all consonants. Despite relatively high consonant accuracy, these results reveal accuracy that is lower than existing consonant accuracy in francophone children. Challenges emerged with the nasal palatal /ɲ/, the fricative alveolar /z/ and fricative alveolar /s/, specifically in final position. In addition, de-voicing was a common challenge with the bilabial stop /d/, velar stop /g/. These findings highlight specific developmental data of French Immersion students. In addition, the acoustic analysis documents an undefined grade progression in either duration measures. This study focused on the phonological emergence of French Immersion students learning French in a minority sociolinguistic environment through two spontaneous speech tasks, PCC and acoustic analysis of stop consonants. The results of this study establish reference data for French Immersion students. The descriptions of children's emerging consonants provides insight on their phonetic and phonological systems and can be used to inform researchers, educators and policy makers in French Immersion education programs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».