DETEY, Sylvain Matthieu Julien

写真a

Affiliation

Faculty of International Research and Education, School of International Liberal Studies

Job title

Professor

Concurrent Post 【 display / non-display

  • Faculty of International Research and Education   Graduate School of International Culture and Communication Studies

Education 【 display / non-display

  •  
     
     

    University of Toulouse II (France)   Graduate School, Division of Linguistic Sciences   Applied linguistics  

Degree 【 display / non-display

  • University of Toulouse II (France)   B.A.

  • University of Toulouse II (France)   M.A.

  • University of Toulouse II (France)   Ph.D.

  • University of Toulouse II (France)   Habilitation (HDR)

Research Experience 【 display / non-display

  • 2006
    -
    2009

    Full-time Tenured Associate Professor in Linguistics, National University of Rouen (France) / Maitre de Conferences en Sciences du Langage (7eme section), Universite de Rouen (France), E.A. LiDiFra

Professional Memberships 【 display / non-display

  • 2019
    -
    Now

    DGLFLF

  • 2004
    -
    Now

    Societe Japonaise de Didactique du Francais

 

Research Areas 【 display / non-display

  • Linguistics

  • Foreign language education

Research Interests 【 display / non-display

  • Applied linguistics; Corpus linguistics; Psycholinguistics; French

Papers 【 display / non-display

  • L’acquisition de la prononciation en langue étrangère

    DETEY, Sylvain, DURAND, Jacques

    In P. Leclerc, A. Edmonds & E. Sneed (Eds), Introduction à l’acquisition des langues étrangères. Bruxelles : De Boeck Unversité.     111 - 123  2021.08  [Refereed]  [Invited]  [International journal]  [International coauthorship]

    Authorship:Lead author

  • Global Citizenship Education in Japanese higher education: from French political training to a plurilingual and multicultural approach of social justice in a CLIL setting

    MELLET, Xavier, DETEY, Sylvain

    In S. Wiksten (Ed.), Centering Global Citizenship Education in the Public Sphere: International Enactments of GCED for Social Justice and Common Good. London: Routledge,     143 - 156  2021.06  [Refereed]  [Invited]  [International journal]

    Authorship:Last author

     View Summary

    The Japanese higher education system is undergoing profound changes due to Japan’s demographic decline and worldwide globalization of higher education standards. This evolution gradually turned the concept of global citizenship education into an increasingly popular notion, especially through the revival of liberal arts departments and the proliferation of English-taught degree programs across the country. In 2014, the Ministry of Education, Culture, Sports, Science and Technology created a Top Global University project in order to support universities’ internationalization. In a country traditionally depicted as strongly monolingual and monocultural, this chapter illustrates how the internationalization process and the global-local adaptation policy can integrate the values of multicultural perspectives and plurilingual abilities into the education framework through which students can acquire a form of global competence. Our analysis focuses on the French Studies component of the Area Studies and Plurilingual-Multicultural education program (APM), created in the School of International Liberal Studies (SILS) at Waseda University in 2017, as part of the Top Global University project. Our discussion highlights some of the ways in which instruction of Content and Language Integrated Learning (CLIL) courses on French politics contributed to engaging students in reflections and discussions on local forms of social justice.

  • Une ou des immersion(s) ? Regard sur l’acquisition de la compétence sociolinguistique par des apprenants anglophones irlandais de FLE

    CHAMOT, Mathilde, RACINE, Isabelle, REGAN, Vera, DETEY, Sylvain

    In Elissa PUSTKA (ed.), La prononciation du français langue étrangère : perspectives linguistiques et didactiques. Tübingen : Narr Verlag     133 - 161  2021  [Refereed]  [Invited]  [International journal]  [International coauthorship]

    Authorship:Last author

     View Summary

    Ce travail, réalisé dans le cadre du projet InterPhonologie du Français Contemporain (http://cblle.tufs.ac.jp/ipfc/), examine l’acquisition de la compétence sociolinguistique par des apprenants anglophones irlandais de FLE ayant effectué un séjour en milieu francophone. L’étude présentée porte sur trois variables sociolinguistiques attestant de l’acquisition de cette compétence : la chute du ne de négation, celle du schwa (dans je) et celle du /l/ (dans il(s)). Ces trois éléments sont examinés à la lumière de la qualité du séjour en milieu francophone, certains apprenants semblant avoir tiré davantage profit de leur séjour que d’autres. Les résultats montrent l’existence d’une hiérarchie dans l’acquisition de ces trois variables, modulée par l’effet de la qualité du séjour, plus important sur les deux variables phoniques les moins thématisées dans les ressources pédagogiques (chute du schwa dans je et du /l/ dans il(s)). Parallèlement, l’analyse du contenu des conversations permet d’entrevoir l’existence de divers facteurs influençant directement l’emploi de ces variables, mais également le regard que les participants portent sur leur utilisation.

  • Computer-assisted assessment of phonetic fluency in a second language: a longitudinal study of Japanese learners of French

    DETEY, Sylvain, FONTAN, Lionel, LE COZ, Maxime, JMEL, Saïd

    Speech Communication   125   69 - 79  2020.10  [Refereed]  [International journal]  [International coauthorship]

    Authorship:Lead author, Corresponding author

     View Summary

    Automatic second language (L2) speech fluency assessment has been one of the ultimate goals of several projects aiming at designing Computer-Assisted Pronunciation Training (CAPT) tools for L2 learners. Usually, three challenges must be tackled in order to solve the issues at stake: 1) Defining fluency from a threefold interdisciplinary perspective (acoustic and perceptual phonetics, computer science, L2 education); 2) Using a cost-effective algorithm; 3) Testing the procedure with actual learners’ data. Despite rapid technical developments in the field of automatic speech processing, the tools which are actually available for learners are still scarce, and most of them rely on automatic speech recognition (ASR). Moreover, most research on the topic is focusing on English as the target L2. Therefore, in this article, we address the following research questions: (a) is it possible to use a non-ASR-based low-level signal segmentation algorithm to predict human expert assessment of phonetic fluency in beginner Japanese learners of French in a text-reading task during the first stages of their learning? (b) if the answer to (a) is positive, then what are the best predictors of phonetic fluency among a set of available measures (see below for more details)? (c) is it possible to use this algorithm to monitor the evolution of phonetic fluency (and of its associated predictors) in these learners in a longitudinal study? As a first step, a corpus of French sentences read aloud by 12 Japanese learners of different proficiency levels in French was used to design a prediction system. The read-aloud speech data was perceptually annotated by three human experts on four dimensions: overall speech fluency, speech rate, regularity of speech rate, speech fluidity (i.e. smoothness of transitions between phones). Inter-rater agreement and reliability were high for all dimensions, and the average human ratings were compared with the scores provided by our prediction system. The results show strong correlations between human and automatic scores of speech rate and regularity of speech rate, and a weak correlation for speech fluidity. Automatic scores were finally combined together through a multiple linear regression model in order to predict overall speech fluency. The best model led to a correlation coefficient of .92 between automatic and human ratings, with a root-mean-square error of .38. In the second step of this study, a corpus of identical sentences read aloud four times over two years by 12 Japanese learners of French (after 4, 7, 12, and 19 months of French courses in Japan) was fed to the automatic system. The results show regular progress in overall speech fluency, which fits with the regular progress the Japanese learners under scrutiny were expected to make through their academic program in French at their university in Japan every semester. Our study suggests a positive answer to our first and third research questions, with speech rate as the best predictor to answer our second research question. In a pedagogical perspective, it seems that such a simple algorithm could be integrated in a CAPT tool to monitor learners’ progress in phonetic fluency in reading-aloud tasks.

    This research has been supported by the Japanese Society for the
    Promotion of Science, Grant-in-Aid (B) n◦ 23320121 and n◦15H03227 to Sylvain Detey

    DOI

  • Phonetic fluency of Japanese learners of English: automatic vs native and non-native assessment.

    KONDO, M, FONTAN, L, LE COZ, M, KONISHI, T, DETEY, S

    Proc. 10th International Conference on Speech Prosody 2020     784 - 788  2020.05  [Refereed]

    DOI

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Books and Other Publications 【 display / non-display

  • フランコフォンの世界 コーパスが明かすフランス語の多様性

    Sylvain DETEY, Jacques, DURAND Bernard, LAKS Chantal LYCHE (original eds, Yuji KAWAGUCHI Norie YAZU, Hisae AKIHIRO Kaori, SUGIYAMA (eds for Japanese Version( Part: Joint editor)

    Sanseido  2019.02 ISBN: 9784385361468

  • La prononciation du français dans le monde: du natif à l’apprenant

    DETEY, S, RACINE, I, KAWAGUCHI, Y, EYCHENNE, J( Part: Joint editor)

    CLE International  2016.12 ISBN: 9782090382419

     View Summary

    Comment saisir, présenter et faire apprendre la prononciation du français contemporain , en tenant compte de sa diversité dans l'espace francophone? Quelles sont les principales différences de prononciation typiques de différentes populations d'apprenants de FLE? Que doit-on aujourd'hui considérer comme "français de référence"? Que doivent savoir les enseignants de français (langue première, seconde ou étrangère)?

    Ce volume, issu de projets Phonologie du Français Contemporain et Interphonologie du Français Contemporain, vise à offrir des éléments de référence à tous les enseignants, étudiants et chercheurs en didactique du français et en linguistique française.

    Il comprend:

    Une introduction à la prononciation du français natif (notions fondamentales, normes, accents, variations), accompagnée de repères méthodologiques pour la correction phonétique et l'enseignement de la prononciation en FLE (historique, formation et principes essentiels)
    Une description de la prononciation des grandes variétés géographiques de français parlées en Afrique, en Amérique du Nord, en Europe et dans les Départements et Territoires d'Outre-Mer.
    Une présentation des mécanismes d'apprentissage de la prononciation d'une langue étrangère, ainsi qu'une description systématique des traits typiques de prononciation (consonnes, voyelles et prosodie) d'apprenants de FLE reposant en partie sur la description de leur langue première.
    Un CD-ROM dans lequel figurent des enregistrements illustratifs, ainsi que des fiches décrivant le contenu de ces enregistrements et offrant des références bibliographiques complémentaires.

    Réalisé avec le soutien de la Délégation Générale à la Langue Française et aux Langues de France (DGLFLF), ce volume unique en son genre, tant par sa structure que par son contenu, est le fruit des efforts de 63 spécialistes du domaine, représentant 44 universités et centres de recherches répartis dans 26 pays.

  • Varieties of Spoken French

    DETEY, S, DURAND, J, LAKS, B, LYCHE, C( Part: Joint editor)

    Oxford University Press  2016.07 ISBN: 9780199573714

     View Summary

    This book examines the variation found in modern spoken French, based on the research programme 'Phonology of Contemporary French' (Phonologie du Français Contemporain, PFC). Extensive data are drawn from all over the French-speaking world, including Algeria, Canada, Louisiana, Mauritius, and Switzerland. Although the principal focus is on differences in pronunciation, the authors also analyse the spoken language at all levels from sound to meaning. The book is accompanied by a website hosting audio-visual material for teaching purposes, data, and a variety of tools for working with corpora.

    The first part of the book outlines some key concepts and approaches to the description of spoken French. Chapters in Part II are devoted to the study of individual samples of spoken French from all over the world, covering phonological and grammatical features as well as lexical and cultural aspects. A class-friendly ready-to-use multimedia version of these 17 chapters as well as a full transcription of each extract is provided, with the sound files also available on the book's companion website. Part III looks at inter and intra-speaker variation: it begins with chapters that provide the methodological background to the study of phonological variation using databases, while in the second section, authors present case studies of a number of PFC survey points, including Paris, the Central African Republic, and Québec. Varieties of Spoken French will be an invaluable resource for researchers, teachers, and students of all aspects of French language and linguistics.

  • L'apprentissage de la liaison en français par des locuteurs non natifs: éclairage des corpus oraux/French liaison learning by non-native speakers in the light of oral corpora. Special Issue of Bulletin suisse de linguistique appliquée Vals-Asla (102)

    RACINE, I, DETEY, S( Part: Joint editor)

    Neuchatel University (Switzerland)  2015.12

  • Universalism and variation in phonology. Phonological papers in honour of Jacques Durand. Special Issue of Language Sciences (39)

    CARR, P, DETEY, S, LYCHE, C( Part: Joint editor)

    Elsevier  2013

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Works 【 display / non-display

  • DETEY S., DURAND J., LAKS B. & LYCHE C. (dir.) (2010). PFC-EF: bilan d'un projet de recherche appliquée pour la diffusion du français parlé dans l'espace francophone via Internet. Rapport de recherche DGLFLF, Ministère de la Culture et de la Communication, 137p. www.projet-pfc.net/le-projet-pfc-ef

    2010
    -
     

Awards 【 display / non-display

Research Projects 【 display / non-display

  • From corpus to target data as steps for automatic assessment of L2 speech: L2 French phonological lexicon of Japanese learners

    Project Year :

    2020.04
    -
    2025.03
     

  • Contrastive interlanguage analysis of French, Japanese and Turkish based on language variation

    Project Year :

    2020.04
    -
    2024.03
     

  • Developing L2 automatic pronunciation evaluation and pronunciation learning-support systems for effective speech communication

    Project Year :

    2019.06
    -
    2022.03
     

  • Contrastive analysis of interlanguages of French, Portuguese, Japanese and Turkish

    Project Year :

    2016.04
    -
    2020.03
     

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Presentations 【 display / non-display

  • An analysis of French spoken by Japanese learners: collocations and frequent words

    BARCAT, Corentin, KAWAGUCHI, Yuji, DETEY, Sylvain

    25th Japanese Association for Foreign Language Education (JAFLE) conference  (Online)  TUFS (Tokyo)

    Presentation date: 2021.11

  • Plurilingual Tokyo: representations and attitudes among Japanese and non-Japanese university students in Tokyo in 2020

    KIM, Shinyoung, DETEY, Sylvain

    Fifth International Language and Territory Colloquium  (Montpellier University (France) & Online)  Montpellier University (France)

    Presentation date: 2021.06

     View Summary

    Although Japan has often been considered a prototypical monolingual society for a long time, it has been steadily evolving into a more diverse country over the past decades, especially in large urban centres like Tokyo, due to the influx of foreign students, trainees, workers and tourists, as has been witnessed by the evolution of its multilingual linguistic landscape (Backhaus 2005, 2006). Tokyo, the country's capital city where one out of five foreign residents of Japan live, with a total population of about 14 million inhabitants including around 550 000 holders of foreign passports, has been gradually acknowledging the reality of its multilingualism and increasing its emphasis on the positive value of plurilingualism, for economic, educational, cultural, and political reasons, against the demographic backdrop of a rapidly graying population. However, much of the emphasis was initially set on English, depicted as a “global language”. It is only recently that the potential impact of other languages has started to receive some renewed attention in the public sphere, especially through the concept of “glocalisation”, which was introduced in the 1980s to tackle the heterogeneity effects linked to globalisation (Robertson 1994), for example when global services and local interests are mutually adjusted. Given that such developments cannot rely exclusively on top-down public linguistic policies, and that the general public's opinion matters at least as much, especially in a country like Japan where social trends are closely scrutinized by the overall consensus-seeking social community, it is important to assess how the next generation of Japanese and non-Japanese Tokyoite citizens perceive the value of plurilingualism in Tokyo, beyond the “all-English” approach. In this presentation, after a brief introduction to Japan's and Tokyo's linguistic history (Shibatani 1992; Maher & Yashiro 1995), we present the result of a pilot survey (N=402) carried out in 2020 in several universities in Tokyo. This survey explores the representations and attitudes of Japanese and non-Japanese students towards some of the main languages found in Tokyo (e.g. English and its variation; mandarin Chinese, Korean, Filipino, Portuguese, Vietnamese, Thai, Hindi and Urdu, French, German, Italian, Russian and Spanish), in connection with their historical and contemporary relation to Japan, in terms of economic, social and cultural dimensions. Our conclusion aims at highlighting potential tracks for educational developments (Haida 2010; Tajiri & Otsu 2010; Ostheider 2012; Nishiyama 2017; Vollmer & Thanyawatpokin 2019; Detey to appear) which could target a higher degree of plurilingualism in Tokyo beyond English, while at the same time preserving the social value of a national linguistic cohesion which has been remarkably cultivated in Japan since Tokyo became the capital city of the country and “standard Japanese” its national language (Inoue 2011).

  • Global citizenship education in Japanese higher education: a plurilingual and multicultural approach to social justice in a CLIL setting

    MELLET, Xavier, DETEY, Sylvain  [Invited]

    65th Annual Conference of the Comparative and International Education Society – Social Responsibility within Changing Contexts - Centering Global Citizenship Education in the Public Sphere formal panel session  (Online)  Comparative and International Education Society

    Presentation date: 2021.04

     View Summary

    The Japanese higher education system is undergoing profound changes due to Japan’s demographic decline and worldwide globalization of higher education standards (Hiroshima University, 2020). Universities are increasingly looking for international students and teachers, using English as a lingua academica and for internationalizing their syllabi and their academic reputation, with the support of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) (Vickers, 2018). This evolution gradually turned the concept of global citizenship education (GCE) (Tawil, 2013) into an increasingly popular notion, especially through the revival of liberal arts departments and the proliferation of English-taught degree programs across the country. However, this situation highlights a gap existing between the inherent characteristics of the Japanese higher education system and GCE. For example, Japanese students may excel in mastering knowledge, but find it difficult to put into practice what they have learned, especially in terms of oral interaction in a foreign language. The GCE agenda could, in this vein, be used in Japan for promoting among students the development of adaptability and confidence in such interactions. In 2014, the MEXT created a Top Global University project in order to support universities’ internationalization, in a country traditionally depicted as strongly monolingual and monocultural, and in which authorities tend to see globalization as a monolingual English-centered process. Our paper shows how such initiatives can help integrate the values of multicultural perspectives and plurilingual abilities into an education framework through which students can acquire a form of global competence. The School of International Liberal Studies (SILS) of Waseda University illustrates the tension between a monolingual and a plurilingual understanding of globalization. Created in 2004, it rapidly became a leading department in the promotion of GCE in Japan. At first its main message was to promote—to an essentially domestic Japanese audience—the value of global understanding through higher education in English. Gradually, the school smoothly and successfully evolved from monolingualism to plurilingualism, thanks to new possibilities offered by English as a common tool for education and research. Our analysis focuses on the French Studies component of the Area Studies and Plurilingual-Multicultural education program (APM), created in SILS in 2017, as part of the Top Global University project. More specifically we will analyse its Content and Language Integrated Learning (CLIL) courses (compare with Davies, 2017) dedicated to French political science, which aimed at creating conditions for all students to participate in the co-construction of meaning and overall understanding of course content. This paper discusses outcomes of the APM program including supporting students to think together about comparable objects in a comparative perspective; classroom interactional competence in content and language integrated learning (Escobar Urmeneta & Walsh, 2017); understanding their responsibility towards the classroom community; and building up a local public opinion on transnational normative issues (compare with Torres & Bosio, 2020). The described APM program serves an example of democratic education in line with GCE goals in its efforts to further student engagement in classroom contexts with questions that pertain to social justice and are central to the public sphere function (Habermas, 2015) that education serves in Japan.

  • Teaching and language corpora: what of pronunciation? Insights from French (Plenary Talk)

    DETEY, S  [Invited]

    14th Teaching and Language Corpora Conference  (Perpignan University (Perpignan))  Perpignan University (France)

    Presentation date: 2020.07

     View Summary

    Despite the seminal contributions of 19th century European phoneticians to foreign language (L2) education methodology (e.g. Paul Passy and the founders of the International Phonetic Association, cf. Durand, 2017; Galazzi, 2002), the ‘pronunciation’ component in L2 education has almost always been overshadowed by its lexical and grammatical counterparts in the fields of Second Language Acquisition (SLA) and L2 educational methods. However, thanks to the work accomplished over the past 10 years in L2 phonetics and phonology, pronunciation has turned – according to some prominent scholars in the field – from being the “Cinderella” of SLA to being the “Belle of the Ball” (Derwing, 2019: 27), aview which must still find its way into the subfield of applied corpus linguistics and data-driven learning (DDL) and teaching. In fact “pronunciation” is not included in the language aspects (vocabulary, lexicogrammar, grammar, discourse) examined in the meta-analysis of corpus use in language learning carried out by Boulton and Cobb (2017: 380); it is absent from the introductory article in a special issue of Language Learning and Technology dedicated to corpora in language learning and teaching (Vyatkina & Boulton, 2017); and it seems to be only significantly mentioned once (Meunier, 2019) in a recent volume dedicated to data-driven learning “for the next generation” (Crosthwaite 2019). Likewise, in the TaLC2018 book of abstracts, only one paper (out of 173) examines pronunciation issues in an English for Specific Purposes context (Staples 2018), while another one simply mentions the pronunciation dimension in the description of its spoken corpus data collection protocol (Abe, Kondo, Kobayashi, Murakami & Fujiwara, 2018). Therefore, five years after the publication of the Oxford Handbook of Corpus Phonology (Durand, Gut & Kristoffersen, 2014) – which includes one chapter on corpus phonology and SLA (Gut 2014) – it seems to be the right time for a plenary talk on the topic ofPronunciation and Teaching and Language Corpora – especially as, in the meantime, international pronunciation-focused conferences such as Pronunciation in Second Language Learning and Teachingwelcome, as plenary speakers, famous corpus linguists such as Douglas Biber (whose “former life” actually included articles on accent in Somali and contour tones, Biber 2019). The core of this talk – adding an extra French flavor to the Perpignan-based TaLC2020 – will rely on the output of the international and collaborative work carried out within the framework of the PFC project (phonology of contemporary French, Durand, Laks & Lyche, 2002), especially its education-oriented applied offshoots, namely PFC-EF (PFC for French education, Detey, Durand, Laks & Lyche, 2016) and IPFC (Interphonology of Contemporary French, Detey, Racine, Kawaguchi & Eychenne, 2016). After a short presentation of the historical foundations of the project and its resulting corpus (https://www.projet-pfc.net/), the talk will tackle three main issues: 1) the relevance of spoken corpora and DDL for L2 pronunciation teaching and learning; 2) the relevance of spoken corpora and DDL for language awareness education both in L1 and L2 at the pronunciation level and beyond; 3) the challenges embedded in the design of a spoken corpus-based L2 pronunciation education programme in the light of contemporary corpus-based and DDL-oriented pedagogy (Boulton & Tyne, 2014, Tyne et al. 2014). While Biber (2019) tried to convince applied phonologists/phoneticians at PSLLT2019 that they needed to know grammar to teach pronunciation, this talk will aim at highlighting the fact that corpus linguistics and pronunciation teaching are not so disconnected, especially when it is looked at from apsycholinguistic (hybrid models of speech processing, Nguyen, Wauquier & Tuller, 2009) and a 10 sociolinguistic (variationist approach of speech, Durand, Laks & Lyche, 2016) perspectives (Detey, 2009, 2010). This, in turn, should stress the importance of pronunciation skills (both in perception and in production) in the (initial) acquisition of the lexicogrammatical component of the L2 at stake, andtherefore possibly convince applied corpus linguists that they cannot fully overlook pronunciation to teach grammar...

  • Phonetic fluency of Japanese learners of English: automatic vs native and non-native assessment.

    KONDO, M, FONTAN, L, LE COZ, M, KONISHI, T, DETEY, S

    10th International Conference on Speech Prosody 2020  (Tokyo)  University of Tokyo

    Presentation date: 2020.05

     View Summary

    This study compared automatic assessments of L2 phonetic fluency of Japanese learners of English in read speech, with ratings by native and non-native English assessors, and considers whether the assessors’ first language affects the results. Speech data of 183 Japanese and 25 native English speakers’ readings of “the North Wind and the Sun” were assessed for phonetic fluency by 16 trained assessors with different first languages (four American English, four Japanese and eight other languages). They rated segmental accuracy, prosody, fluency and nativelikeness. A subset of 97 of the speakers’ data (the 25 native English speakers and 72 randomly selected Japanese speakers) was also used to develop an automatic fluency assessment system. The 97 speakers’ data were re-assessed by four different trained American raters. The correlation between the automatic evaluation and the four raters was 0.83. When the automatic system was then tested on the remaining original 111 speakers’ data and the original 16 assessors’ scores, it showed correlations of 0.62-0.67 for the American, Japanese and other language raters. The results suggest that the automatic assessment system can assess phonetic fluency of Japanese-accented English quite reliably, and that native and non-native evaluators used different phonetic cues to evaluate fluency.

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Specific Research 【 display / non-display

  • A corpus-based multi-level analysis of spoken French produced by pre-advanced Japanese learners of French

    2019   Maxime Le Coz, Lionel Fontan, Corentin Barcat

     View Summary

    Ourobjective was to build on the data collected in our previous project (Grant-in-Aidfor Scientific Research (B) n°15H03227 entitled “A corpus-based multi-levelanalysis of spoken French produced by pre-advanced Japanese learners of French”,which was aiming at furthering our knowledge of Japanese-French interlanguage developmentwith a corpus of spoken French produced by pre-advanced learners (B1-C1) atseveral levels of analysis (not only phonology). In 2019-2020, two tasks wereachieved. On the phonological level, with the use of the CLIJAF 2 corpus andthe LEXIQUE 3 database, phonetic transcription of inaccurate productions byJapanese learners in spontaneous conversation in French was added. Overall, 6361 phonetic annotations were included, using the data from 43 differentJapanese learners of French. On the lexico-grammatical level, 9 queries (Ø, le, la, les, un, une, des,du, de la) were used to create 10 categories of divergentpatterns, for a total of 2380 manual annotations.

  • Automatically noticing pronunciation errors in Japanese learners of French

    2019   Thomas Pellegrini, Maxime Le Coz, Lionel Fontan, Corentin Barcat

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    Theobjective of this research base creation was to build on the data collected inour previous projects (Grant-in-Aid for Scientific Research (B) n°23320121 andn°15H03227) with the ultimate aim of automatically noticing pronunciationerrors in Japanese learners of French. Our overall aim is to explore howautomatic speech processing systems, relying on classifiers and preexistinglexical database, can use minimally annotated non-native speech corpora tonotice pronunciation errors in Japanese learners of French for pedagogicalpurposes (e.g. computer-assisted pronunciation training tools). In 2019-2020,two tasks were achieved: 1) we used the PFC corpus (native) and the CLIJAF 1 corpus(non-native) for the preparation of native and non-native data for first-screentrial with automatic detection systems (native vs non-native); 2) we used theCLIJAF 2 corpus (non-native) and the LEXIQUE 3 (native) database to input phonetictranscription of inaccurate phonological productions by Japanese learners inspontaneous conversation in French for future testing.

  • 日本人フランス語学習者の中間音韻論的特徴に関するコーパスに基づく経年調査

    2011  

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    This text is a part of the outcome of research performed under a Waseda University Grant for Special Research Projects (Project number : 2011B-297). The present research is part of a satellite project of the international research programme IPFC (Interphonology of Contemporary French, see Detey & Kawaguchi 2008 ; Racine, Detey, Zay & Kawaguchi 2012), aiming at building a large phonology-oriented database of non-native speech from a variety of learners of French across the world. In the research reported here, we focus on Japanese learners of French. The grant enabled us to consolidate the methodological framework of one specific and important part of the survey protocol, i.e. the coding system. In the project, audio files are orthographically transcribed with sound-to-text alignment in Textgrid files, using the Praat software. For data analyses, we designed a phonetic-phonological coding system, similar to the one used in the PFC project for native speakers (Durand, Laks & Lyche 2009). In this research, 180 words, 3 texts and 30 minutes of conversation were coded for nasal vowels (training, coding, checking). The results of this research were presented during an international conference which I co-organized in Paris (FMSH) in December 2011: IPFC2011, des voyelles nasales a la prosodie.For more information about the IPFC programme, see: http://cblle.tufs.ac.jp/ipfc/ ReferencesDetey, S. & Kawaguchi, Y. (2008). Interphonologie du Francais Contemporain : recolte automatisee des donnees et apprenants japonais. Phonologie du francais contemporain : variation, interfaces, cognition, Paris. Durand, J., Laks, B. & Lyche, C. (eds.) (2009). Phonologie, variation et accents du francais, Paris, Hermes.Racine, I., Detey, S., Zay, F. & Kawaguchi, Y. (2012). Des atouts d’un corpus multitaches pour l’etude de la phonologie en L2 : l’exemple du projet Interphonologie du francais contemporain (IPFC). In Kamber, A. & Skupiens, C. (eds.), Recherches recentes en FLE, Berne, Peter Lang, 1-19.

Overseas Activities 【 display / non-display

  • French as a foreign language education at the crossroads between applied psycholinguistics and corpus-based sociolinguistics: from pronunciation to culture and vice-versa

    2018.09
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    2019.09

    France   University of Montpellier

 

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  • 2020.09
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    Now

    Waseda University - Graduate School of International Cultural and Communication Studies (GSICCS)  Executive Committee - Vice-Dean

  • 2012.09
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    2021.08

    Japanese Society For French Education / Société Japonaise de Didactique du Français (SJDF)  Board of Directors / Conseil d'administration

  • 2012.09
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    2018.08

    Waseda University - School of International Liberal Studies (SILS)  Executive Committee - Associate Dean