Repository of University of Nova Gorica

Show document
A+ | A- | Help | SLO | ENG

Title:L’impact de l’apprentissage d’une langue seconde sur les capacités pragmatiques : le cas des implicatures scalaires
Authors:ID Dupuy, Ludivine, CNRS-L2C2 (Author)
ID Stateva, Penka, Center for Cognitive Science of Language, University of Nova Gorica (Author)
ID Andreetta, Sara, Center for Cognitive Science of Language, University of Nova Gorica (Author)
ID Cheylus, Anne, CNRS-L2C2 (Author)
ID Henst, Jean-Baptiste van der, CNRS-L2C2 (Author)
ID Jayez, Jacques, CNRS-L2C2 (Author)
ID Stepanov, Arthur, Center for Cognitive Science of Language, University of Nova Gorica (Author)
ID Reboul, Anne, CNRS-L2C2 (Author)
Files:.pdf shsconf_couls2016_00005.pdf (806,33 KB)
MD5: 55AB8F1F22E56F38A56A2C26C23C90A2
 
Language:French
Work type:Not categorized
Typology:1.08 - Published Scientific Conference Contribution
Organization:UNG - University of Nova Gorica
Abstract:There is a vast amount of studies on some forms of implicit communication such as scalar implicatures by monolingual speakers, but few studies have been carried out on the pragmatic capacities of second language learners. The only available data have been collected in Slabakova (2010). This study has shown that L2 learners are more pragmatic than L1 speakers by interpreting a scalar term in their L2. However the replicability of the results has been called into question because of methodological issues and conclusions ignoring empirical data on cognitive processing of scalar implicatures. We therefore used the same experimental material as Slabakova (2010) but improved the methodology and asked two groups of L2 French learners to make a sentence verification task. After a short context, they had to judge an underinformative sentence based on the scalar terms <quelques, tous>, (<some, all>). The L2 learners have been tested in their two languages and compared to a sample of French monolinguals. The results of Slabakova (2010) have been replicated since the L2 learners make more inferences in French as monolinguals do. Our results also show that the L2 learners more often derive implicatures in their L1 than monolinguals in the same L1. This suggests that learning a second language has an impact on the way to communicate not only in the L2 but also in the L1.
Keywords:pragmatic abilities, scalar implicatures, L2 bilingualism
Publication status:Published
Year of publishing:2017
PID:20.500.12556/RUNG-3425-49861cff-a3e8-0910-13dc-5fcc197111a1 New window
COBISS.SI-ID:4969211 New window
DOI:https://doi.org/10.1051/shsconf/20173800005 New window
NUK URN:URN:SI:UNG:REP:R8BUGA1K
Publication date in RUNG:07.12.2017
Views:4239
Downloads:193
Metadata:XML RDF-CHPDL DC-XML DC-RDF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share


Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Record is a part of a monograph

Title:SHS Web of Conferences, Vol.38, 2017 : Connaissances et Usages en L2 / Knowledge and Usage in L2
Editors:C. Granget, M.-A. Dat, D. Guedat-Bittighoffer, C. Cuet
Place of publishing:EDP Sciences
Year of publishing:2017
ISBN:eISSN: 2261-2424
Conference organizer:University of Nantes

Back