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Thesis - Coggle Diagram

- - - - What is a monolingual? The monolingual norm?
      - Acquisition environment
      - Plethora of studies acoustically and articulatory - hence good norm
    - - What is a bilingual? Simultaneous? Sequential? Can a late learner be a bilingual ?
      - Targets of study:
        Children - rarely simultaneous adults
        Bilinguals : rarely simultaneous, usually sequential or late learners labelled as sequential.
      - Acoustic / perceptual approach
      - Articulatory / productional approach
    - - Critical age?
        Studies showing that learning as early as 8 shows signs of accent.
      - Acoustic / Perceptual approach to studying learning
      - Articulatory / Productional approach to studying learning
      - Targets of study:
        Transfer that looks at non-existing sounds in L2 that are phonologically similar.
        Study of rhotics in language learners?
      - SEGWAY
        
        What do we gain from comparing these three groups?
        
        Target of the study ? Rhotics
        Why ?
        
        French and English rhotics are particularly interesting because each language contains two variants both apical in English and dorsal in French
        
        Description of French rhotic from a learner perspective
        
        phonological
        
        phonetic
        
        3 more items...
        
        Description of French rhotic from a bilinguals perspective
        
        phonological
        
        phonetic
        
        3 more items...
        
        Description of French rhotic from a monolingual perspective
        
        phonological
        
        phonetic
        
        3 more items...
        
        Rhotics present a great opportunity for an interlinguistic study.
        
        Overall description of rhotics
        
        Phonological evidence of a class
        
        Phonetic evidence of a class
        
        3 more items...
        
        Rhotics, a difficult segment to class and to learn
        
        We compare them articulatorily because only a few studies have been done on bilinguals, and about 1 to 2 studies provide dynamic data on language learners
        
        We compare them acoustically because most work on simultaneous bilinguals and language learners has been done independantly. The different methodologies do not lend themselves to comparison across studies.