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Poster de conférence Année : 2022

Learning written French in a deafness context: a particular L2 acquisition? Some clues from written productions of deaf adults

Résumé

This paper focuses on linguistic features frequently encountered in the writings of profound prelingual deaf individuals. Our aim, in this long-term project, is to investigate (1) the existence of a linguistic system specific to deaf people, often identified in the literature as "Deaf French" or “français sourd” (Nadeau 1993); (2) any common characteristics between this “Deaf French” and learners’ varieties (Klein and Perdue 1997); and (3) the assumption of a typical cognitive functioning of the deaf, which would explain the presence of specific linguistic forms and choices of information to convey, both for signing and oral deaf people. During writing workshops, we collected a corpus of narratives produced by profound prelingual deaf adults having different linguistic and educational profiles. We also gathered writings from two control groups of hearing adults (French as L1, L2) who performed the same task. Our first analyses (Perini 2013) show that (1) the "Deaf French" is to be defined rather as a pattern of features, with intermediate deaf writers having the highest density; (2) even if deaf and L2 learners share numerous common strategies, we identified some particular “deaf forms” which could be explained by the visual saliency in the organization and transmission of information. The results will be discussed in light of a new corpus (DynaScript Project, in preparation) containing a largest frame of text types (descriptions, explanations, argumentations). NADEAU, M. (1993). « Peut-on parler de français sourd ? », Revue de l’association canadienne de linguistique appliquée (ACLA), vol.15, n°2,97-117. KLEIN, W. & PERDUE, C. (1997). « The basic Variety ». Second language research, 4:301-348. PERINI, M. (2013). Que peuvent nous apprendre les productions écrites des sourds ? Analyse de lectes écrits de personnes sourdes pour une contribution à la didactique du français écrit en formation d’adultes. Thèse de doctorat, Paris 8. DE VOGÜE, S., ESPINOSA, N., GARCIA, B., PERINI M., SITRI F., WATOREK, W.(2016), « Constitution d’un grand corpus d’écrits émergents et novices : principes et méthodes », Corpus 16, Spécificités et contraintes des grands corpus de textes scolaires : problèmes de transcription, d’annotation et de traitement, numéro coordonné et présenté par Claire Doquet, Jacques David et Serge Fleury, déc. 2016, 65-85. [http://airdf.ouvaton.org/index.php/veille/annonces/numeros-de-revues-2/item/539-corpus-n-16]
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halshs-04436756, version 1 (03-02-2024)

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Paternité - CC BY 4.0

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  • HAL Id : halshs-04436756 , version 1

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Marie Perini. Learning written French in a deafness context: a particular L2 acquisition? Some clues from written productions of deaf adults. SIGN CAFÉ 2: Second international workshop on cognitive and functional explorations in sign language linguistics, Oct 2022, Raguse, Italy. . ⟨halshs-04436756⟩
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Dernière date de mise à jour le 07/04/2024
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