Recherche
admin
I.3. Le plateau technique.
Le plateau technique comprend plusieurs machines de musculation, six ergocycles à jambes, deux rameurs, une press-leg, un tapis de marche et deux steppers. Il existe aussi, 6 salles de kinésithérapie, une salle d’ergothérapie, une salle de test, une salle de gymnastique et un bassin de balnéothérapie. Page suivante : II. ÉTATS DES LIEUXRetour au menu […]
I.2. L’équipe pluridisciplinaire.
Au sein du CRRF de Chantilly, l’équipe de soins se compose d’équipes médicales et paramédicales. Page suivante : I.3. Le plateau technique.Retour au menu : COMPARAISON DE DEUX MODALITES DE REENTRAINEMENT A L’EFFORT AU SEC ET EN IMMERSION CHEZ DES PATIENTS EN REHABILITATION RESPIRATOIRE
I.1. Les services de soins.
La prise en charge médicale est organisée en deux services : le service de médecine physique et de réadaptation (MPR) et le service de soins de suite et de réadaptation (SSR). La spécialité MPR prend en charge les pathologies, les déficiences, la perte de l’autonomie et le handicap qui en résulte. Ce service possède plusieurs […]
I. LE CENTRE DE RÉÉDUCATION ET DE RÉADAPTATION FONCTIONNELLE DE CHANTILLY, A. DE ROTHSCHILD.
Le CRRF de la fondation Alphonse de Rothschild est un établissement privé à but non lucratif, reconnu d’utilité publique par décret du 4 mars 1924, conventionné, qui reçoit des patients hommes et femmes, à partir de 18 ans, en provenance de services médicaux et chirurgicaux de Picardie. En novembre 2002, l’établissement a obtenu la reconnaissance […]
INTRODUCTION
La réhabilitation respiratoire est mise en place dans différentes structures de rééducation afin de lutter contre le déconditionnement physique du patient et sortir celui-ci de cette spirale du déconditionnement. Lorsque l’insuffisance respiratoire devient chronique, elle entraîne la personne dans cette spirale [1]. L’insuffisance respiratoire touche de plus en plus de personnes dans le monde. La […]
LISTE DES ABRÉVIATIONS
ATS : American thoracic society BD : Bras dominant BND : Bras non dominant BPCO : Broncho-pneumopathie chronique obstructive CFM : Cardiofréquencemètre CPT : Capacité pulmonaire totale CRF : Capacité résiduelle fonctionnelle CRQ : Chronic respiratory questionnaire CRRF : Centre de rééducation et de réadaptation fonctionnelle CV : Capacité Vitale CVF : Capacité vitale forcée […]
REMERCIEMENTS
Ce travail de recherche a nécessité une collaboration et un soutien de plusieurs personnes en amont et durant tout mon stage, sans lesquelles celui-ci n’aurait pu aboutir. Je tiens donc à remercier particulièrement chaque personne pour leur aide précieuse. Tout d’abord un grand merci aux patients volontaires pour cette étude, sans leur motivation et leur […]
EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
Auteur : Marc CAPLIEZ
Année de publication : 2011
Université Lille 3 Charles-de-Gaulle
Directeur de recherche : Maarten Lemmens
APPENDIX E: SCORES
These are the scores (out of 7) that were given to each recording by the three listener-judges. The first table gives the scores of the productions before the trainings, and the second table shows the scores after the trainings. The following abbreviations and symbols are used: S00 = Subject n°00; W00 = Word n°00; P00 […]
APPENDIX D: INSTRUCTIONS FOR THE RATING TASK
French speakers recorded English words and sentences. All you have to do is: listen to the sound file; score the recording on a 7-point scale (roughly: 1 = terrible/unintelligible/very strong foreign accent; 2 = very bad; 3 = bad; 4 = so-so; 5 = good; 6 = very good; 7 = nativelike/ no foreign accent). […]
APPENDIX C: STIMULI
The tables below present the stimuli that were used in the experiment, i.e. the words and the sentences, as well as details about each of them. The following abbreviations are used: N‹ = number of the item; W = word; P = phrase; # Syll. = number of syllables that the item consists of; V/C […]
APPENDIX B: FRENCH-SPEAKING SUBJECTS
Page suivante : APPENDIX C: STIMULIRetour au menu : EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
APPENDIX A: QUESTIONNAIRE OF SELECTION
1. Nom : 2. Prenom : 3. Age : 4. Pays de residence : 5. Nationalite : 6. Langue maternelle : 7. Quelles etudes faites-vous ? 8. A quel age avez-vous commence l’anglais ? 9. Quelle est votre moyenne d’anglais (sur 20) approximative en milieu scolaire ? 10. Pensez-vous avoir un accent anglais britannique, americain, […]
REFERENCES
Abercrombie, D. (1967). Elements of General Phonetics. Edinburgh: Edinburgh University Press. Atoye, R. O. (2005). Non-Native Perception and Interpretation of English Intonation. Nordic Journal of African Studies, 14 (1), 26-42. Auer, P. (1993). Is a Rhythm-Based Typology Possible? A Study of the Role of Prosody in Phonological Typology. KontRI Working Paper No. 21. Konstanz, Fachgruppe […]
5.2. Future work
The creation of this pilot experiment now serves as a basis for future comparative studies on the acquisition of English segments and suprasegments by French learners. Given the limitations of this study, more elaborate experiments investigating the role of prosody in intelligibility, foreign-accentedness, and communication in general, are required. As was reminded several times throughout […]
5.1. Conclusion
Throughout this work, the main objective has been to enhance the role of prosody in L2 phonology acquisition, and its contribution to intelligibility. In the theoretical section (Chapter 1), we saw that, interestingly enough, French teachers of English as a Foreign Language tend to focus on phonemes when it comes to pronunciation teaching, thereby overlooking […]
CHAPTER 5. CONCLUSION AND PERSPECTIVES FOR FURTHER RESEARCH
Page suivante : 5.1. ConclusionRetour au menu : EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
4.3.2. Within-groups: Hypotheses 3 and 4
The within-groups analysis of the pre- and post-training scores was supposed to show that both groups had better scores after their respective trainings than before the trainings (Hypothesis 3), even if this might have seemed to go without saying. Indeed Group A increased by 23.5%, and Group B increased by 8%, as was reported in […]
4.3.1. Between-groups: Hypotheses 1 and 2
The major claim of this work was that the importance of prosody in the acquisition of English as a Foreign Language by French learners is as strong as, indeed stronger than, the importance of segmental features such as phonemes. By extension, our view was that intelligibility and the welfare of communication greatly depended on the […]
4.3. Discussion of the results
Page suivante : 4.3.1. Between-groups: Hypotheses 1 and 2Retour au menu : EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
4.2.2. Results
In order to calculate the evolution of the learner’s pronunciation skills within each group from the first recordings to the second recordings, the following mathematical formula was used: The source value corresponds to the the pre-training score, and the target value is the posttraining score. The result gives the pre-training to post-training evolution, expressed in […]
4.2.1. Hypotheses
First and foremost, it should be reminded that the rating task was blind, and the pre-training and post-training recordings were completely randomized before being given to the listenerjudges. In order to investigate the importance of prosody with respect to segments in EFL acquisition, we should now consider how the French subjects’ production skills evolved from […]
4.2. Within-groups design
Page suivante : 4.2.1. HypothesesRetour au menu : EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
4.1.2. Results
Overall post-training scores (Hypothesis 1) Interestingly enough, the overall comparison of the post-training scores (marked out of seven: cf. 3.2.3.) obtained by the two groups reveals that neither group is better than the other after the trainings. As a consequence, neither training has had a better effect on the French EFL learners’ read production capacities […]
4.1.1. Hypotheses
The verification of the central hypothesis about the results of the experiment implies a crossgroup comparison of the scores (a thorough account of which is given in Appendix E). The first way of looking at the completed experiment is to compare the post-training scores of Group A with those of Group B. Thereby, knowing which […]
4.1. Between-groups design
Page suivante : 4.1.1. HypothesesRetour au menu : EXPERIMENTAL RESEARCH INTO THE ACQUISITION OF ENGLISH RHYTHM AND PROSODY BY FRENCH LEARNERS
CHAPTER 4. RESULTS AND DISCUSSION
In this chapter, a detailed analysis of the results of the experiment is provided. After the three listener-judges had finished giving the four hundred scores, the latter were typed into tables, found in Appendix E. A close examination of these scores, as well as the calculation of each group’s mean scores, will enable us to […]
3.3. Summary
Thanks to the ten participants and the three listener-judges, this pilot experiment was carried out in good conditions. Despite some people’s constraints of time, every recording and rating was completed well. Typical French-speaking non-English students participated. Furthermore, the trainings of the experiment were redolent of typical pronunciation classes in a secondary school or to non-specialists. […]
3.2.3. Listener-judges and rating procedure
For the ratings of the productions, we followed Derwing, Munro and Wiebe’s (1998), Missaglia’s (1999), and Birdsong’s (2003) experiments, in so far as we resorted to subjective evaluations by listeners. Three listener-judges kindly accepted to score all four hundred items, despite the large amount of work and time that it implied(2) – using the scores […]
3.2.2. Experimental procedure
Stimuli Just as in Birdsong’s (2003) experiment, both words (W) and phrases (P) were used to avoid bias towards either group – one group worked on prosody, i.e. especially at the sentencelevel, whereas the other (segmental) group mainly worked at the phoneme-level and wordlevel. For that matter, it is crucial to use both types of […]