La liaison chez les apprenants hispanophones avancés de FLE

I In this paper, we examine the role played by the task in the realisation of L2 liaison in French. Whereas in L1 liaison acquisition orthography is not directly involved, it seems to play a role in L2 liaison learning. Therefore, a reading task and a task eliciting spontaneous speech should lead to different results in terms of liaison production. More liaisons realized with a non-targetlike consonant (e.g. [ɡʁɑ̃-na-mi] ʺgrand amiʺ) and more liaisons realized without <i>enchaînement</i> (ex. [sɔ̃n-y-zin] ʺson usineʺ) should be produced in the reading task. In order to test these hypotheses, we compare the productions of liaison in two tasks (text reading vs. semi-directed conversation) by two groups of advanced Spanish learners of French: one in a French-speaking environment (Geneva) and one in a Spanish-speaking environment (Madrid). Overall, our study confirms the importance of the task but also shows that it varies with the environment (French vs. Madrid). The results are also discussed in terms of pedagogical implications.