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, ship, sick, milk, myth 2. step, shelf, friend, ready 3. bad, cab, hand, cancel 4. stop, rob, possible, quality 5. cub, rub, trunk, blood 6. full, put, look, good 7. staff, clasp, ask, dance 8. cross, long, off, origin 9. hurt, term, work, firm 10. seem, key, feel, people 11. weight, tape, great, day 12. ask, calm, spa, father 13. door, caught, law
, Pronounce the following words, which have the same vowel as in: 1. KIT him, big, village, women, it 2. SEAT sea, feet, field, see 3. PUT put, wolf, good, look
, Reading task n°4: Le géant égoïste Lisez le texte suivant: Le géant égoïste, d'Oscar WILDE
, Çà et là, sur le gazon, de belles fleurs brillaient comme des étoiles et il y avait douze pêchers qui, au printemps, se couvraient d'une délicate floraison rose et blanche et à l'automne portaient de beaux fruits. Les oiseaux perchés sur les arbres chantaient si bien que les enfants avaient coutume d'arrêter leurs jeux pour les écouter. « Comme nous sommes heureux ici ! » s'écriaient-ils souvent, Chaque après-midi, en revenant de l'école, les enfants allaient jouer dans le jardin du géant. C'était un grand et beau jardin au doux gazon vert
, Un matin, le géant se prélassait dans son lit, lorsqu'il entendit une musique délicieuse. Elle était si douce à ses oreilles qu'il crut que les musiciens du roi passaient par là
, Whilst the letter 'A' enclosed between angle brackets always signifies the interviewer's turn, the letter 'B' between angle brackets indicates the interviewee's (learner's) turn. The end of each turn is, <A> okay so which topic have you chosen </A> <B> the film or play that I thought was particularly good or bad really </B>
, Overlapping speech The tag <overlap /> (with a space between "overlap" and the slash) is used to indicate the beginning of overlapping speech
, <B> yeah I went on a bus to London once and I'll never <overlap /> do it again </B> <A> <overlap /> that's even worse </A> pauses Empty pauses are defined as a blank on the tape, i.e. no sound, or when someone is just breathing. The following three tier system is used: one dot for a 'short' pause (< 1 second), two dots for a 'medium' pause (1-3 seconds) and three dots for
, No other fillers should be used. e.g.: <B> yeah . well Namur was warmer (er) it was (eh) a really little town </B> 7. Unclear passages A three tier system is used to indicate the length of unclear passages: <X> represents an unclear syllable or sound up to one word, <XX> represents two unclear words, and <XXX> represents more than two words. e.g.: <B> <X> they're just begging <XX> there's there's honestly he did a course .. for a few weeks </B> If transcribers are not entirely sure of a word or word ending, they should indicate this by having the word directly followed by the symbol '<?>'. e.g.: <B>: I went to see a<?, <B> erm .. it's a British film there aren't many of those these days </B> 6. Filled pauses and backchannelling Filled pauses and backchannelling are marked as (eh) [brief], (er)
, Non-standard forms that appear in the dictionary are transcribed orthographically in their dictionary accepted way: cos, dunno, gonna, gotta, wanna and yeah. 11. Foreign words and pronunciation Foreign words are indicated by <foreign>
, <B> I didn't have the erm . <foreign> distinction </foreign> </B> 12. Acronyms If acronyms are pronounced as sequences of letters, <B> we couldn't go with er knives and so on <foreign> enfin </foreign> we were er </B> As a rule
, <B> yes not really I did
, they are transcribed as a series of upper-case letters not separated by spaces. e.g.: <A> mhm er you're doing a MAELT </A> 13. Dates and numbers Figures have to be written out in words. This avoids the ambiguity of, for example, 1901.
, <B> I hope so I've I've got some <coughs> friends out there </B>
, <B> so I went back into Breda . and sat down again <imitates the sound of a guitar> </B> 15. Contextual comments Non-linguistic events are indicated between angle brackets only if they are deemed relevant to the interaction
, <A> no it's true it's nice to have your own bathroom </A> <somebody enters the room> <B> hi </B>
, Prosodic information: voice quality If a particular stretch of text is said laughing or whispering for instance, this is marked by inserting <begin laughter> or <begin whisper> immediately before the specific stretch of speech and <end laughter> or <end whisper> at the end of it
, <B> that's something I'll I'll plan to: to learn </B> (b) Articles -when
, <B> and it's about erm . life in a[ei] eh public school in America I think </B> -when pronounced as
, <B> and the
, The three tasks making up the interview (set topic, free discussion and picture description) should be separated from each other
, <F> (before the free discussion), </F> (after the free discussion), <P> (before the picture description), </P> (after the picture description), This is done using the following tags: <S> (before the set topic), </S> (after the set topic)
, # sd f2 sdftempf3 <-df
,
,
,
,
,
,
, # F1 x F2 x F3 tempoc <-as.matrix(ssdf1
, # minimal values for each phoneme minv <-apply(tempoc,1,min) # on which centile is that minimum value? oc <-c() for
, } opticentdf <-data.frame(levels(df
, Multimodel Comparisons The following code snippet was used in section 3.4.3 to compute LMER models and compare them. { m1 <-lmer(RV~1 + ( 1 | SPEAKER),DATAFRAME,REML = FALSE) m2 <-lmer(RV~SESSION + (1 | SPEAKER),DATAFRAME,REML = FALSE) m3 <-lmer
, DATAFRAME,REML = FALSE) #non linear m5 <-lmer(RV~SESSION + I(SESSION^2) + (SESSION | ? SPEAKER),DATAFRAME,REML = FALSE) the file containing the duration of all the manually aligned TextGrid intervals
, ? Learner phonetic variability and the lexicon: a pilot study for two phonemic contrasts
, A. Third Learner Corpus Research Conference, 2015.
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, A. 4th International Conference on English Pronunciation: Issues & Practices, 2015.
, Vowel acquisition in the French-English interphonology. Méli, A. Phonologie de l'Anglais Contemporain, 2015.
, ? Investigating interlanguage stages: Vowel phonemic distinctions among French speakers of English Méli, A. N. Ballier. 47th Annual Meeting of the Societas Linguistica Europaea, pp.11-14, 2014.
, Designing an EFL learner corpus to analyse phonetic and phonological variation Ballier, pp.26-30, 2010.