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Featured researches published by Florence Chenu.


Frontiers in Psychology | 2014

Interword and intraword pause threshold in writing

Florence Chenu; François Pellegrino; Harriet Jisa; Michel Fayol

Writing words in real life involves setting objectives, imagining a recipient, translating ideas into linguistic forms, managing grapho-motor gestures, etc. Understanding writing requires observation of the processes as they occur in real time. Analysis of pauses is one of the preferred methods for accessing the dynamics of writing and is based on the idea that pauses are behavioral correlates of cognitive processes. However, there is a need to clarify what we are observing when studying pause phenomena, as we will argue in the first section. This taken into account, the study of pause phenomena can be considered following two approaches. A first approach, driven by temporality, would define a threshold and observe where pauses, e.g., scriptural inactivity occurs. A second approach, linguistically driven, would define structural units and look for scriptural inactivity at the boundaries of these units or within these units. Taking a temporally driven approach, we present two methods which aim at the automatic identification of scriptural inactivity which is most likely not attributable to grapho-motor management in texts written by children and adolescents using digitizing tablets in association with Eye and Pen© (Chesnet and Alamargot, 2005). The first method is purely statistical and is based on the idea that the distribution of pauses exhibits different Gaussian components each of them corresponding to a different type of pause. After having reviewed the limits of this statistical method, we present a second method based on writing dynamics which attempts to identify breaking points in the writing dynamics rather than relying only on pause duration. This second method needs to be refined to overcome the fact that calculation is impossible when there is insufficient data which is often the case when working with young scriptors.


Archive | 2016

A Developmental Perspective on the Units of Written French

Emilie Ailhaud; Florence Chenu; Harriet Jisa

The goal of this study is to examine the role of syntactic units of written production by analysing two chronometric measures during text production: pause length and writing rate. Children and adolescents (9–10-, 12–13- and 15–16-year-olds, 40 in each group) were asked to produce narrative and expository texts in both the written and spoken modality. The current analysis focuses exclusively on the written texts, but will examine the effect of the order of production: half of the children in each age group produced the written texts first and then the spoken texts, while the other half produced the spoken texts first and then the written texts. The written texts were collected using a digitizing tablet with the Eye&Pen software (Chesnet and Alamargot. Annee Psychol 105(3):477–520, 2005). We consider that long pauses reflect planning of a unit and that fast writing speed reflects that planning is completed. Because our specific interest concerns syntactic units, the texts were coded for syntactic connectivity between propositions, including juxtaposition, coordination, finite and non-finite subordination, and center-embedding. Results show very strong developmental differences in planning practices as measured by the dynamics of production (pause length and writing speed), with the length of the fluently produced unit growing in size. The youngest subjects show evidence of planning at the clause level, while the older subjects show evidence of planning at the level of the propositional package. Results also show differences in the writing dynamics between the expository and narrative texts, revealing that, the expository texts are more challenging for some of our young writers. For some writers, in particular the 7th graders the written texts produced in the order spoken then written are produced more fluently than those produced in the order written then spoken.


Archive | 2010

Chapter 9. Promoting patients in narrative discourse: A developmental perspective

Harriet Jisa; Florence Chenu; Gabriella Fekete; Hayat Omar

Languages provide speakers with a number of structural options for manipulating the expression of events in narrative discourse. Underlying narrative competence is the capacity to view events as dynamic actions composed of a bundle of elements such as, agent, patient, affectedness, etc. (Hopper a Thompson 1980). This study examines the grammatical constructions used by children (5–6, 7–8 and 10–11-year-olds) and adult speakers of Amharic, English, French and Hungarian to manipulate the expression of agent and patient participants in the linguistic formulation of events. The narrative task used to elicit the data is composed of a series of pictures which recount the adventures of two principal characters (a boy and a dog) in search of their runaway frog (Frog, Where are you? Mayer 1969). Over the course of the story the boy and the dog encounter a host of secondary characters (a gopher, an owl, a swarm of bees and a deer) and change participant status, going from controlling agent to affected patient of a secondary character’s action. Our interest lies in the structures available in the languages studied and their use by children and adults in narrative discourse. We detail how children and adult native speakers of the four languages use topicalising constructions to promote the patient participant in an event to the “starting point” (Langacker 1998) of the recounting of that event.


Reading and Writing | 2012

Tracking the Mind during Writing: Immediacy, Delayed, and Anticipatory Effects on Pauses and Writing Rate.

Severine Maggio; Bernard Lété; Florence Chenu; Harriet Jisa; Michel Fayol


3ème Congrès Mondial de la Linguistique Française | 2012

Développement de la connectivité syntaxique à travers deux types de textes à l’oral et à l’écrit

Florence Chenu; Harriet Jisa; Audrey Mazur-Palandre


Archive | 2007

Is Computer Assisted Language Learning (CALL) efficient for grammar learning? An experimental study in French as a second language

Florence Chenu; Frédérique Gayraud; Bruno Martinie; Wu Tong


Lidil. Revue de linguistique et de didactique des langues | 2005

Impact du discours adressé à l’enfant sur l’acquisition des verbes en français

Florence Chenu; Harriet Jisa


Written Language and Literacy | 2015

Producing written noun phrases in French

Severine Maggio; Florence Chenu; Guillemette Bes de Berc; Blandine Pesci; Bernard Lété; Harriet Jisa; Michel Fayol


Acquisition et interaction en langue étrangère | 2009

Reviewing some similarities and differences in L1 and L2 lexical development

Florence Chenu; Harriet Jisa


Language, Interaction and Acquisition | 2014

The role of input in early first language morphosyntactic development

Sophie Kern; Frédérique Gayraud; Florence Chenu

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Sophie Kern

Centre national de la recherche scientifique

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Michel Fayol

University of Luxembourg

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Frédérique Gayraud

Centre national de la recherche scientifique

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Audrey Mazur-Palandre

École normale supérieure de Lyon

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