Katerina Palasis

Université Côte d'Azur, CNRS, BCL, UMR 7320

This article investigates the development of wh-in-situ questions in French by examining a three-year kindergarten dataset of spontaneous productions with 16 children between 2;5 and 5;11. The distribution of the wh-phrases is statistically examined in relation to age, verb form (Fixed be form c'est 'it is' vs. Free be forms vs. Free lexical verbs)...

The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was Intelligent CALL, granular systems and learner data. This theme reflects the...

Le français présente une grande variabilité dans ses composantes phonologique, morphologique et syntaxique (redoublement du sujet, négation, etc.). Les difficultés d’apprentissage qui en résultent font l’objet de recherches dans l’acquisition de la compétence socio-pragmatique chez les enfants L1 et les adultes L2. Cette communication traite de ces...

The distributed practice effect, which concerns the impact of the organization of learning time on the retention of repeated information learned, has inspired a large body of empirical research. Such research has generally shown, among other things, that longer temporal intervals between learning episodes (spaced learning) result in greater ultimat...

This article revisits the long-standing issue of the alternation between wh-in-situ and wh-ex-situ questions in French in the light of diglossia and cross-linguistic data. A careful preliminary examination of the numerous wh-structures in Metropolitan French leads us to focus on Colloquial French, which undoubtedly displays both wh-in-situ and wh-e...

Abstract This study reports on an event-related potentials experiment to uncover whether per-millisecond electrophysiological brain activity and analogous behavioural responses are age-sensitive when comprehending anaphoric (referent-first) and cataphoric (pronoun-first) pronouns. Two groups of French speakers were recruited (young n = 18; aged 19–...

Les élèves dysphasiques présentent un trouble spécifique, sévère et durable du développement du langage oral dans lequel les capacités cognitives sont préservées. Cette étude vise à montrer que l’apprentissage explicite, long et formel de l’écrit dans le cadre scolaire permet aux élèves dysphasiques d’obtenir de meilleures performances à l’écrit qu...

The contribution aims to account for the paradoxical Null-Subject Phenomenon in L1 French typical acquisition, by providing a hypothesis that is consistent with the non-null-subject utterances and the gradual disappearance of the phenomenon. Based on the analysis of naturalistic data of 17 children between 2;3 and 4;0, the paper attributes the chil...

The two possible positions for wh-words (i.e., in situ or preposed) represent a long-standing area of research in French. The present study reports on statistical analyses of a new seminaturalistic corpus of child L1 French. The distribution of the wh-words is examined in relation to a new verb tripartition: Free be forms, the Fixed be form c’est ‘...

This chapter provides an overview of the rather heterogeneous category of pronominal clitics in a range of Romance languages from a morpho-syntactic perspective. We describe the shapes of Romance clitic paradigms, including distinctions of person, number, gender, case, and animacy, as well as markedness restrictions and syncretism. Different types...

A study of the emergence and the evolution of the morpho-syntactic status of subject pronouns in Gallo-Romance, crossing three points of view: dialectology (Occitan dialects), diachrony (different stages of French between12th and 17th century), and acquisition (contemporary Metropolitan French).

This contribution aims to propose a corpus-based analysis of variation and acquisition of subject clitics and preverbal negation in European French within a diglossic approach. The investigation collates previous and new, contemporary and diachronic, adult and child data from France and Belgium. The results point to an analysis of subject clitics a...

Root wh-questions have been examined in naturalistic and elicitated L1 child French with very different results (overview in Prévost, 2009): (i) Placement of the wh-term: in-situ vs. fronted (e.g., Philippe, 2;1-2;7: 26% in-situ vs. Augustin, 2;0-2;9: 91%, Hamann, 2000); (ii) Status of est-ce que: analyzed vs. unanalyzed term (Plunkett, 2000 vs. St...

Les syntacticiens débattent depuis des décennies du statut morphosyntaxique des pronoms personnels sujets en français contemporain : ces pronoms sont-ils manipulés par la syntaxe comme des morphèmes libres ou entrent-ils dans la morphologie du verbe sous la forme de marqueurs préverbaux de personne ? La seconde analyse implique que le français cont...

This article supports the diglossic approach to variation in metropolitan French by delving into the subject from the point of view of acquisition. Drawing on naturalistic data from 37 native French children between the ages of 2;3 and 4;0, the investigation exemplifies the existence of two cognate, but distinct grammars in the mind/brain of these...

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Between 3 and 4 years old, French-speaking children insert a subject clitic in 80% of their verbal utterances. The clitic can stand alone (j’ai fait un rêve ‘I had a dream’) or co-occur with one or two co-indexed items (l’escargot i dort ‘the snail is asleep’; moi je veux un livre moi ‘me I want a book me’). Young French-speaking children also some...