BACKGROUND

I was born and grew up in a small French town called Alma (Quebec, Canada), two and a half hours north of Quebec City. At the age of 19, I moved to Ottawa (Ontario, Canada) to learn English and pursue undergraduate and graduate studies at the University of Ottawa. In 2003, I moved to Honolulu (Hawai'i, USA) to pursue a PhD in Second Language Acquisition at the University of Hawai'i. In 2007, I began working as Assistant Professor in the Department of French at the University of Illinois at Urbana-Champaign. Since August 2012, I have been working in the Department of Linguistics at the University of Kansas. I received tenure and was promoted to the rank of Associate Professor in August 2015.

 

In my free time, besides doing activities with my family, I like to do road cycling and learn to play the piano and the flute. I am an animal lover and volunteered for 3.5 years at the Cedar Cove Feline Conservation and Education Center.

 

Among the most important values to me are honesty, respect, and loyalty. I have a positive approach to life. I have a thirst for knowledge, and know that a lifetime will not be long enough to learn all I want to learn.

 

RESEARCH

The main research program I have undertaken is couched within phonetic and psycholinguistic approaches to second language acquisition. It aims to provide new insights on how adults perceive speech and process words in their second language. It is well established that the sound system of the native language influences not only how adult second-language learners produce words, but also how they perceive speech and recognize spoken words. The precise nature of this influence, however, has yet to be understood and adequately explained. The objectives of the research program I have undertaken are threefold:

 

  • (i) to determine how similarities between native-language and second-language sounds affect speech perception and spoken word recognition in the second language;
  • (ii) to clarify how the lexical encoding of cues in the native language influences speech perception and spoken word recognition in the second language; and
  • (iii) to establish the degree to which listeners can alter their weighting of cues when learning to perceive sounds and recognize spoken words in the second language.

 

Much of the research I have conducted sheds light on these issues by examining adult second-language learners’ perception of prosodic information (an under-investigated area of second-language research), focusing on the use of intonational cues in second-language speech segmentation and on the use of lexical stress in second-language word recognition.

 

SELECTED PAPERS

Tremblay, A., Cho, T., Kim, S., & Shin, S. (to appear). Phonetic and phonological effects of tonal information in the segmentation of Korean speech. Applied Psycholinguistics.

 

Qin, Z., Tremblay, A., & Zhang, J. (2019). Influence of within-category tonal information in the recognition of Mandarin-Chinese words by native and non-native listeners: An eye-tracking study. Journal of Phonetics, 73, 144–157.

 

Connell, K., Hüls, S., Martínez-García, M. T., Qin, Z., Shin, S., Yan, H., & Tremblay, A. (2018). English learners’ use of segmental and suprasegmental cues to stress in lexical access: An eye-tracking study. Language Learning, 68, 635–668.

 

Tremblay, A., Broersma, M., & Coughlin, C. E. (2018). The functional weight of a prosodic cue in the native language predicts speech segmentation in a second language. Bilingualism: Language and Cognition, 21, 640–652.

 

Tremblay, A., Spinelli, E., Coughlin, C. E., & Namjoshi, J. (2018). Syntactic cues take precedence over distributional cues in native and non-native speech segmentation. Language and Speech, 61, 615–631.

 

Darcy, I., Simonet, M., & Tremblay, A. (Eds.). (2017). Language Sciences series: Phonology in the bilingual and bidialectal lexicon. Frontiers in Psychology.

 

Qin, Z., Chien, Y.-F., & Tremblay, A. (2017). Processing of word-level stress by Mandarin-Speaking second-language learners of English. Applied Psycholinguistics, 38, 541-570.

 

Tremblay, A., & Coughlin, C. E. (2017). Cue-weighting mechanism and bilingualism. Bilingualism: Language and Cognition, 20, 708-709.

 

Tremblay, A., Namjoshi, J., Spinelli, E., Broersma, M., Cho, T., Kim, S., Martínez-García, M. T., & Connell, K. (2017). Experience with a second language affects the use of fundamental frequency in speech segmentation. PLoS One, 12, e0181709.

 

Gaillard, S., & Tremblay, A. (2016). Oral proficiency assessment in second language acquisition research: The Elicited Imitation Task. Language Learning, 66, 419-447.

 

Reichle, R., Tremblay, A., & Coughlin, C.E. (2016). Working memory capacity in L2 processing. Probus, 28, 29-55.

 

Tremblay, A. (2016). Linguistic convergence/divergence or degree of bilingualism? Journal of French Language Studies, 26, 167-170.

 

Tremblay, A., Broersma, M., Coughlin, C. E., & Choi, J. (2016). Effects of native language on the use of fundamental frequency in non-native speech segmentation. Frontiers in Psychology, 7, 985.

 

Coughlin, C. E., & Tremblay, A. (2015). Morphological decomposition in native and non-native French speakers. Bilingualism: Language and Cognition, 18, 524-542.

 

Felker, E., Tremblay, A., & Golato, P. (2015). Traitement de l’accord dans la parole continue chez les apprenants anglophones tardifs du français. Arborescences, 5, 28–62.

 

Huensch, A., & Tremblay, A. (2015). Effects of perceptual phonetic training on the perception and production of second language syllable structure. Journal of Phonetics, 52, 105-120.

 

Kim, E., Baek, S., & Tremblay, A. (2015). The role of island constraints in second language sentence processing. Language Acquisition, 22, 384-426.

 

Tremblay, A., & Spinelli, E. (2014). English listeners' use of distributional and acoustic-phonetic cues to liaison in French: Evidence from eye movements. Language and Speech, 57, 310–337.

 

Coughlin, C. E., & Tremblay, A. (2013). Proficiency and working-memory-based explanations for non-native speakers' sensitivity to agreement in sentence processing. Applied Psycholinguistics, 34, 615-646.

 

Tremblay, A., & Spinelli, E. (2013). Segmenting liaison-initial words: The role of predictive dependencies. Language and Cognitive Processes, 28, 1093-1113.

 

Trude, A., Tremblay, A., & Brown-Schmidt, S. (2013). Limitations on adaptation to foreign accents. Journal of Memory and Language, 69, 349-367.

 

Kandel, S., Spinelli, E., Tremblay, A., Guerassimovitch, H., & Alvarez, C. (2012). Processing prefixes and suffixes in handwriting production. Acta Psychologica, 140, 187-195.

 

Tremblay, A., Coughlin, C. E., Bahler, C., & Gaillard, S. (2012). Differential contributions of prosodic cues in the native and non-native segmentation of French speech. Laboratory Phonology, 3, 385-423.

 

Tremblay, A. (2011a). Proficiency assessment standards in second language acquisition research: “Clozing” the gap. Studies in Second Language Acquisition, 33, 339-372.

 

Tremblay, A. (2011b). Learning to parse liaison-initial words: An eye-tracking study. Bilingualism: Language and Cognition, 14, 257-279.

 

Tremblay, A., & Owens, N. (2010). The role of acoustic cues in the development of (non-)target-like L2 prosodic representations. Canadian Journal of Linguistics, 55, 85-114.

 

Tremblay, A. (2009). Phonetic variability and the variable perception of L2 word stress by French Canadian listeners. International Journal of Bilingualism, 13, 35-62.

 

Demuth, K., & Tremblay, A. (2008). Prosodically conditioned variability in children's production of French determiners. Journal of Child Language, 35, 99-127.

 

Tremblay, A. (2008). Is L2 lexical access prosodically constrained? On the processing of word stress by French Canadian L2 learners of English. Applied Psycholinguistics, 29, 553-584.

 

CURRICULUM VITAE

My curriculum vitae can be downloaded here.

 

CONTACT

1541 Lilac Lane

Blake Hall, Room 411

Lawrence, KS 60045-3129

Phone: (785) 864-5979

Fax: (785) 864-5724

Email: atrembla at ku dot edu