L'apprentissage de la langue seconde dès la prématernelle et la maîtrise de la prononciation à l'âge de neuf ans

Authors: Affes, Amina
Advisor: Hummel, Kirsten M.
Abstract: The aim of our study was to examine whether there is a link between starting age of learning English as a second language (L2) (four years vs six years old) and the mastery of the pronunciation of this language at nine years of age in an immersion school. To achieve this goal, we conducted a correlational study of two groups of francophone students enrolled in 4th grade of elementary school, as well as a control group of English-speaking pupils. The first group consisted of 16 French-speaking students who began learning English L2 at four years old, while the children were in pre-kindergarten. The second group consisted of 12 Francophone students who began learning English L2 at the age of six, while the children were in the first year of elementary school. Tests evaluated the L2 pronunciation of each student at the segmental level, foreign accent and intelligibility. The results of our study show that at the age of nine, the group who began learning English at age four obtained better results in the pronunciation of certain sounds and in the lack of a foreign accent, whereas for intelligibility, the two experimental groups performed similar to the control group. Our results suggest that there is a link between starting age and the pronunciation of certain sound segments and the degree of foreign accent, variables on which the earlier learners obtained better results.
Document Type: Mémoire de maîtrise
Issue Date: 2017
Open Access Date: 24 April 2018
Permalink: http://hdl.handle.net/20.500.11794/27631
Grantor: Université Laval
Collection:Thèses et mémoires

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