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Journal articles on the topic 'French and other linguistic resources'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Sowa, Magdalena. "Le lexique transdisciplinaire des écrits scientifiques dans les mémoires de diplôme des étudiants polonophones de français." Studia Romanica Posnaniensia 49, no. 2 (2022): 57–71. http://dx.doi.org/10.14746/strop.2022.492.005.

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The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA a

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Ievgeniia Sergiivna, Bila, Bondarenko Ievheniia Volodymyrivna, and Maslova Svitlana Yakivna. "Linguistic Essence of the Process of Borrowing: French and English Language in Contact." Arab World English Journal, no. 3 (November 15, 2020): 294–306. http://dx.doi.org/10.24093/awej/elt3.24.

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The research presents linguistic aspects of the process of French borrowing, its main extralinguistic reasons and key stages, and other French borrowings that were adopted into the English language in the course of its development. Particular attention is paid to the definitions of borrowing as a lexicological phenomenon offered on account of various scholars and based on several lexicographic resources. The article also focuses on numerous French borrowings in contemporary English, their grammatical and structural nature. The suggested classification of the distinguished linguistic units is g

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Burnaby, Barbara. "Language for Native, Ethnic, or Recent Immigrant Groups: What's the Difference?" TESL Canada Journal 4, no. 2 (1987): 09. http://dx.doi.org/10.18806/tesl.v4i2.502.

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This paper compares and contrasts conditions of language in education for Native people, recent immigrants, and other residents of Canada who identify strongly with linguistic roots other than English or French. The relationships among the Native, official, and minority languages and their speakers and learners are explored with respect to: (1) meeting needs for official language learning; (2) accommodating interest in supporting maintenance/revival of minority languages in order to strengthen the ethnic heritage of Canada; and (3) the need in Canada to exploit its linguistic resources. Condit

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Grigorian, Elena. "The Interaction of Linguistic Worlds in Contemporary Russian Speech." Przegląd Wschodnioeuropejski 9, no. 2 (2018): 171–80. http://dx.doi.org/10.31648/pw.3123.

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The paper deals with alien linguistic elements in contemporary Russian speech on television. The analysis reveals the systematic character of their usage which serves particular pragmatic functions such as filling in lexical gaps, adding national color, etc. What presents the greatest interest are the cases showing that speakers are often aware of non-concurrence of lexical meanings (and conceptual systems) in different languages and even ascribe to the words from other languages new meanings and additional connotations they originally had not in the languages they come from (among the dominat

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Krasniak, Yevheniia. "REPRESENTATION OF UOC, OCU AND ROC ON FRENCH-LANGUAGE MEDIA RESOURCES IN THE CONTEXT OF THE RUSSIA’S FULL-SCALE INVASION." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 44 (2023): 94–102. http://dx.doi.org/10.17721/2663-6530.2023.44.09.

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The article is devoted to the study of lexical means of representing Ukrainian Orthodox churches as compared to that of the Russian Orthodox Church. The object of the research is French-language news published after 24.02.2022. Main Ukrainian Orthodox Churches were enumerated; it was shown the relevance of linguistic researches connected with them. The author describes the current circumstances of Ukrainian Orthodox communities during the war, focuses on the importance of the religious landscape in Ukraine as a whole and, on the other hand, shows the role of ROC in spreading untrue and manipul

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Tebaldi, Catherine. "“#JeSuisSirCornflakes”: Racialization and resemiotization in French nationalist Twitter." International Journal of the Sociology of Language 2020, no. 265 (2020): 9–32. http://dx.doi.org/10.1515/ijsl-2020-2101.

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AbstractAfter the 2016 spelling reforms deleted the accent circumflex from some French vowels, on right-wing French Twitter, the circonflexe reappeared in the center of the French flag – echoing the flag of Vichy France. Tweets with the hashtag #JeSuisCirconflexe resemiotized the accent circumflex as icon of a lost Frenchness, or voiced the racial other in a colonial faux pidgin to frame them as illiterate and brutish. Drawing on research on resemiotization (Leppänen, Sirpa, Samu Kytölä, Henna Jousmäki, Saija Peuronen & Elina Westinen. 2014. Entextualization and resemiotization as resource

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HERSCHENSOHN, JULIA. "Verbs and rules: Two profiles of French morphology acquisition." Journal of French Language Studies 13, no. 1 (2003): 23–45. http://dx.doi.org/10.1017/s0959269503001030.

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This article reports on two anglophone teenagers learning French – one exposed to a six-month stay in France, and the other exposed to an instructional environment. The corpus collected from six tape-recorded interviews shows an increase in the number of tokens and lexically distinct verbs produced, and in the percentage of correctly inflected verbs. The subjects' use of correct and incorrect forms supports a rote and rule model of morphology. L2 learners seem to make use of a coalition of resources – primary linguistic data as well as cognitive strategies for grammatical rule formation – to c

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Heiko, Тetiana. "LEXICAL BORROWING IN NEOLOGY DIMENSION OF CONTEMPORARY FRENCH." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 42 (2022): 31–48. http://dx.doi.org/10.17721/2663-6530.2022.42.05.

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The article deals with the state of neologism processes and the dynamics of borrowing in the modern French language for the period 2015-2018, examines the theoretical foundations of the above-mentioned linguistic phenomena and a justified method of researching various aspects of neologisms and the results of the analysis of borrowings. The use of the Néoveille platform made it possible to semi-automatically detect, describe linguistically, and trace the temporal evolution of neologisms from three complementary points of view: temporal, linguistic, and socio-pragmatic. In the temporal aspect, i

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Adamou, Evangelia, and Andrey Sobolev. "The atlas of the Balkan linguistic area program." Balcanica, no. 55 (2024): 69–84. https://doi.org/10.2298/balc2455069a.

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This article presents the Atlas of the Balkan Linguistic Area (ABLA), a French- Russian research program that created an online database of language contact phenomena documented in the languages of the Balkans. This resource will be open access after its launch in 2025, enriching the fields of Balkan and areal linguistics. Specifically, ABLA consists of 93 phonological, morpho-syntactic, semantic, and lexical features. Each feature is matched to a map covering 60 localities across Balkan countries. Each map is accompanied by a chapter co-authored by the project contributors. The paper offers s

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Osaruese Oghogho Osawaru and Chika Chioma Unachukwu. "Transforming French language education through multilingual curriculum development: Innovative strategies for culturally inclusive and adaptive learning." International Journal of Applied Research in Social Sciences 6, no. 12 (2024): 2892–902. https://doi.org/10.51594/ijarss.v6i12.1766.

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This paper explores the transformative potential of multilingual curriculum development in French language education, emphasizing innovative strategies to foster cultural inclusivity and adaptability. It highlights the theoretical foundations of multilingualism, underscoring its role in enhancing linguistic proficiency, cognitive development, and cultural awareness. The study examines approaches to integrating French with other languages, leveraging technology, and adapting teaching methods to diverse cultural backgrounds. Furthermore, it evaluates the impacts of multilingual curricula on lear

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Alhilal, Mohammed. "Beyond the Basics: A Deep Dive into French Subject Pronouns with Targeted Strategies for Proficient Learning." International Journal of Educational Sciences and Arts 3, no. 5 (2024): 140–67. http://dx.doi.org/10.59992/ijesa.2024.v3n5p7.

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Numerous pedagogical resources (Price, 2008; Batchelor & Chebli-Saadi, 2011; Judge & Healey, 1985, among others) dedicated to French language learning frequently rely on English translations and simplified examples, neglecting the intricate nuances and distinctive features inherent in the French language. This study aims to explore the complexities encountered by learners in mastering French subject pronouns (FSPs) compared to their English equivalents. Drawing upon Fry’s (2016) framework for efficient study techniques, our objective is to identify unique challenges and propose strateg

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Wlosowicz, Teresa Maria. "Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language." Theory and Practice of Second Language Acquisition 6, no. 1 (2020): 65–106. https://doi.org/10.31261/tapsla.7770.

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The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneou

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Kome, Donard. "LEGAL PROTECTION OF LINGUISTIC MINORITY UNDER DISCRIMINATION: THE CASE OF ANGLOPHONE CAMEROON." Spanish Journal of Legislative Studies, no. 5 (March 14, 2024): 1–15. http://dx.doi.org/10.21134/sjls.vi5.2064.

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The minority English-speaking population in Cameroon, where French is the majority language, has a number of political, economic, and social complaints that collectively make up the "Anglophone problem." These grievances are described using the terms discrimination, marginalization, and second-class citizenship. The right to speak English in Cameroon must always be upheld as a fundamental right. To protect the rights of minorities, Cameroon has established a number of laws. Since Cameroon and many other countries have ratified a number of human rights instruments, it is the state's duty to saf

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Donard, Kome. "Legal Protection of Linguistic Minority under Discrimination: The Case of Anglophone Cameroon." Athens Journal of History 10, no. 3 (2024): 251–74. http://dx.doi.org/10.30958/ajhis.10-3-4.

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The minority English-speaking population in Cameroon, where French is the majority language, has a number of political, economic, and social complaints that collectively make up the "Anglophone problem." These grievances are described using the terms discrimination, marginalization, and second-class citizenship. The right to speak English in Cameroon must always be upheld as a fundamental right. To protect the rights of minorities, Cameroon has established a number of laws. Since Cameroon and many other countries have ratified a number of human rights instruments, it is the state's duty to saf

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RULE, SARAH. "French interlanguage oral corpora: recent developments." Journal of French Language Studies 14, no. 3 (2004): 343–56. http://dx.doi.org/10.1017/s0959269504001838.

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The raw data for any second language acquisition research, namely interlanguage corpora, are one of our most expensive resources to collect. New methodologies now make it relatively easy to share this resource, by storing digitised soundfiles and transcripts on the Internet, thus making oral interlanguage corpora accessible to other L2 researchers.The article first discusses the possibilities offered by new methodologies, in terms of data storage, management and data analysis, and it then presents current efforts to develop web-based access to French oral interlanguage corpora of learners at d

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Dankel, Philipp, and Ignacio Satti. "Multimodale Listen. Form und Funktion körperlicher Ressourcen in Aufzählungen in französischen, spanischen und italienischen Interaktionen." Romanistisches Jahrbuch 70, no. 1 (2019): 58–104. http://dx.doi.org/10.1515/roja-2019-0003.

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Abstract This article focuses on the practice of listing in Talk-in-Interaction. Lists are frequently used in spoken language as a discursive resource and can be considered as a universal, cross-lingual practice for structuring ideas. As such, they have been given attention in several fields of linguistics, mainly in intonation research, conversation analysis and interactional linguistics. However, the role of gestures and other physical forms of expression in listing has been mostly disregarded so far. For this reason, we attempt to cast light on the form and function of gestures and other bo

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Posth, Carlotta, and Sonia García de Alba Lobeira. "Coherence-Making Strategies in the <i>Renaut de Montauban</i> Tradition." Linguistica 63, no. 1-2 (2023): 89–121. http://dx.doi.org/10.4312/linguistica.63.1-2.89-121.

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In the transition from the late Middle Ages to the early modern period, the vernacular prose romance became popular throughout Europe. This new genre brought about the functional expansion of vernacular languages into the realm of prose, which had previously been primarily the preserve of Latin. This paper discusses coherence-making strategies in prose romances from a diachronic perspective. In a case study of the Renaut de Montauban, also called The Four Sons of Aymon, we explore a number of linguistic devices used to convey narrative coherence in the chanson de geste tradition and what happe

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Can, Denizci. "Multimodal Differentiation for Allophone Pupils in First Language French Classroom." Education Quarterly Reviews 5, Special Issue 2 (2022): 417–28. https://doi.org/10.31014/aior.1993.05.04.633.

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Language classroom interactions can be characterized as multimodal, since teachers may resort to a variety of resources provided by their body or by their immediate space in order to convey meaning, manage activities and assess pupils’ performances. Furthermore, teachers’ multimodal practices constitute an essential component for the differentiating process aiming to resolve especially linguistic problems some pupils may face. In this perspective, this study examines the implementation of multimodal differentiation by the same teacher in the case of allophone pupils following first

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EL-ZINE, Nesrine, and Hana AL-NAGGAR. "POUR UNE DÉMARCHE DIDACTIQUO-CULTURELLE DANS L’ENSEIGNEMENT DU FLE À TRAVERS L’EXPLOITATION DES « EXPRESSIONS IMAGÉES »." FRANCISOLA 2, no. 2 (2017): 170. http://dx.doi.org/10.17509/francisola.v2i2.9409.

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RÉSUMÉ. L’objectif principal de cet article n’est pas d’insister sur l’importance d’introduire la dimension culturelle dans l’enseignement du Français Langue Étrangère (FLE). Or, ceci n’est certainement pas une idée innovatrice de notre part, mais l’intérêt de cet article est de souligner et de suggérer un aspect culturel possible qui pourrait, tout en étant intéressant et enrichissant, aider nos apprenants à acquérir un savoir-faire interprétatif socio-culturel. Une recherche-enquête sur terrain était menée au sein du Département de Langue Française à l’université de Sana’a afin de répondre a

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Monti, Johanna, Maria Pia Di Buono, Giulia Speranza, Maria Centrella, and Andrea De Carlo. "Le projet Archaeo-Term : premiers résultats." Traduction et Langues 21, no. 1 (2022): 121–36. http://dx.doi.org/10.52919/translang.v21i1.875.

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The Project Archaeo-Term: Initial Results This article aims at describing the objectives, the theoretical and methodological background, the development, and the first results of the Archaeo-Term project of the University of Naples "L'Orientale", Department of Literary, Linguistic and Comparative Studies. The Archaeo-Term project has been developed within the YourTermCULT project promoted by the Terminology Without Borders Project of the Terminology Coordination Unit (TermCoord) of the European Parliament - Directorate-General for Translation (DGT) specifically for collecting terminology

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Cengiz Uçan, Timur. "Borders, Boundaries, Frontiers, Limits." Filosofia e questioni pubbliche, no. 1-2025 (June 1, 2025): 177–93. https://doi.org/10.17473/2240-7987-2025-1-14.

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This article delves into the intricacies of the uses of the words and concepts of borders, boundaries, frontiers, and limits, to address epistemological difficulties related to linguistic and philosophical confusions, sometimes used to target migrants populations. These confusions accordingly can and should be ended to coherently pose and sufficiently address social and ecological difficulties whose interrelatedness is increasingly acknowledged. This objective can be attained by criticizing the confusion of borders as frontiers and borders as outlines, which tends to lead to conceiving of (unr

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Keohane, Oisín. "Tongue-tied Democracy: The Bind of National Language in Tocqueville and Derrida." Derrida Today 4, no. 2 (2011): 233–56. http://dx.doi.org/10.3366/drt.2011.0019.

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My paper examines Derrida's attempts to resist, on the one hand, what he thought of as the increasing international hegemony of American English as the technolanguage of communication, and, on the other hand, forms of linguistic nationalism, when using the resources of the French language to deploy the syntagma: démocratie à venir. It does this by investigating what happens when claims about democracy are made in such a way as to be singularly idiomatic – made from a cosmopolitan point of view that takes into account, rather than vitiates à la Kant, the singular poeticity of idioms. It contras

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Zollo, Silvia Domenica. "De l’usage raisonné des ressources documentaires numériques pour le développement de la sous- compétence instrumentale dans la didactique de la traduction spécialisée : retours d’expérience et perspectives en contexte LANSAD." Traduction et Langues 21, no. 1 (2022): 157–72. http://dx.doi.org/10.52919/translang.v21i1.877.

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The Reasoned Use of Digital Documentation Resources for the Development of Instrumental Sub-competence in the Teaching of Specialised Translation: Feedback and Perspectives in a LANSAD context Within the framework of university teaching, the practice of translation takes the form of an activity essentially based on solving problems involving linguistic knowledge. In the last two decades, the theoretical-experimental studies proposed by textual linguistics and pragmalinguistics have made essential contributions to translation didactics through methodological proposals based on an operatio

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Gorelenko, I. M., and L. A. Ulianitckaia. "Language Contacts in Belgian Media." Discourse 8, no. 5 (2022): 144–59. http://dx.doi.org/10.32603/2412-8562-2022-8-5-144-159.

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Introduction.Language situation in Belgium is considered unique because, despite several state languages, a dozen minority languages, and hundreds of dialects being in constant contact with each other, the Belgian language community is also actively influenced by the English language. The relevance of this research is dictated by the growing importance of the English language in Europe, where the latter is frequently used as a lingua franca, by the developing mutual influence of the French and the Dutch languages in Belgium, and also by the linguists’ interest towards the matter of code-switch

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Zakharova, Ksenia, and Dmitry Gulinov. "Multimedia educational and methodological complex as a means of forming sociolinguistic competence." ARPHA Proceedings 4 (May 31, 2021): 1105–13. https://doi.org/10.3897/ap.e4.e1105.

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Relevance of the problem Relevance of the problemIn order to achieve the desired goal of teaching a foreign language in the unity of its linguistic and sociolinguistic components, there is a need to use modern multimedia technologies in the educational process. And this, in turn, forces teachers to look for new teaching methods, to use teaching aids in combination with authentic Internet resources, to fill in the missing natural language environment.The aim of the research is to create a multimedia educational and methodological complex that promotes the development of the sociolinguistic comp

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DEVELOTTE, CHRISTINE, FRANÇOIS MANGENOT, and KATERINA ZOUROU. "Situated creation of multimedia activities for distance learners: motivational and cultural issues." ReCALL 17, no. 2 (2005): 229–44. http://dx.doi.org/10.1017/s0958344005000625.

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This paper discusses the design and implementation of a task-oriented collaborative learning (and training) experimental project that was carried out with future language teachers. More specifically, a class of sixteen French students enrolled in a Masters of Education course were asked to create multimedia resources for a group of Australian students with no prior knowledge of French. This paper deals only with issues concerning French students’ multimedia creations, not with the second phase of interactions with the Australian target group. The theoretical background is situated and collabor

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Pochon-Berger, Evelyne. "L’analyse conversationnelle comme approche "sociale" de l’acquisition des langues secondes: une illustration empirique." Travaux neuchâtelois de linguistique, no. 53 (January 1, 2011): 127–46. http://dx.doi.org/10.26034/tranel.2011.2785.

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This paper examines Conversation Analysis as applied to the field of Second Language Acquisition (SLA). The epistemological framework of CA is first presented and then exemplified through the study of disagreements accomplished by lower intermediate level learners of French L2. Micro-sequential analyses are carried out on a corpus of classroom interactions. The analyses shed new light on practices which have been the focus of previous studies in SLA. The analyses show how learners manage to finely tune their disagreement to the local circumstances by means of diverse resources (e.g. sequential

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GHAZI-SAIDI, LADAN, and ANA INÉS ANSALDO. "The neural correlates of semantic and phonological transfer effects: language distance matters." Bilingualism: Language and Cognition 20, no. 5 (2016): 1080–94. http://dx.doi.org/10.1017/s136672891600064x.

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Behavioral and neural correlates of cross-linguistic transfer (CLT) effects were studied at the word level, in a pair of linguistically distant languages. Twelve adult Persian speakers were tested on an overt picture-naming task in L2, during event-related fMRI scanning after an intensive computerized French lexical-learning program including cognates, clangs and non-cognate-non-clangs.In distant language pairs, naming in L2 is effortful and demanding. Thus, it is less automatic, and must recruit more neural resources for lexical retrieval, and articulatory processing; it also requires more at

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Christelle Couyavah, Marie, and Michael Zuniga. "Les effets d’une posture plurilingue de l’écriture collaborative sur l’expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites." Canadian Modern Language Review 78, no. 2 (2022): 129–50. http://dx.doi.org/10.3138/cmlr-2021-0019.

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The purpose of this research was to determine, first, how a plurilingual or monolingual posture adopted during a collaborative writing task influences the emotional experience of Creole learners of French as a second language (FL2), and second, how this emotional experience interacts with the quality of the written production. To this end, 39 FL2 Creole-speaking learners collaboratively wrote texts under two experimental conditions: one imposing the exclusive use of FL2 during the collaborative activity and the other allowing free choice as to the languages to be used. After each task, partici

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Rossi, Giovanni. "Other-repetition in conversation across languages: Bringing prosody into pragmatic typology." Language in Society 49, no. 4 (2020): 495–520. http://dx.doi.org/10.1017/s0047404520000251.

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AbstractIn this article, I introduce the aims and scope of a project examining other-repetition in natural conversation. This introduction provides the conceptual and methodological background for the five language-specific studies contained in this special issue, focussing on other-repetition in English, Finnish, French, Italian, and Swedish. Other-repetition is a recurrent conversational phenomenon in which a speaker repeats all or part of what another speaker has just said, typically in the next turn. Our project focusses particularly on other-repetitions that problematise what is being rep

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Abu Fares, Ashraf Abdel Fattah Musleh. "British English and American English: History and Differences." International Journal of Linguistics, Literature and Translation 2, no. 1 (2019): 105–16. http://dx.doi.org/10.32996/ijllt.2019.2.1.14x.

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The research discusses the history of both British English and American English. The main goal is to find how far the history of American English is originated in British English. The research also sheds light on the historical factors beyond the linguistic differences between British English and American English. However, these differences are restricted to vocabulary and spelling in order to give them more depth in analysis. The study comes up with several interesting findings. Among these findings is the fact that American English is basically an outcome of Elizabethan English which the Eng

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Bernardini, Silvia, Adriano Ferraresi, Federico Garcea, and Natalia Rodriguez Blanco. "Corpus approaches to news translation: We can do better than comparable!" Across Languages and Cultures 25, no. 2 (2024): 198–215. http://dx.doi.org/10.1556/084.2024.00905.

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AbstractThis contribution addresses the challenging issue of building corpus resources for the study of news translation, a domain in which the coexistence of radical rewriting and close translation makes the use of established corpus-assisted analytical techniques problematic. In an attempt to address these challenges, we illustrate and test two related methods for identifying translated segments within trilingual (Spanish, French and English) sets of dispatches issued by the global news agency Agence France-Press. One relies on machine translation and semantic similarity scores, the other on

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Bedford, A. Bissoonauth, and Ray Stace. "Grappling with grammar on a virtual learning platform: the case of first year French students at the University of Wollongong." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 5–23. http://dx.doi.org/10.53761/1.9.1.2.

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This paper reports on an online discussion forum that was created on the University of Wollongong’s Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia resources. The key objective of the online forum is to encourage undergraduate students take an active role in their language learning through interaction with peers. Methodology draws on educational practice influenced by a constructivist approach, part

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Frost, Dan, and Francis Picavet. "Putting Prosody First — Some Practical Solutions to a Perennial Problem: The Innovalangues Project." Research in Language 12, no. 3 (2014): 233–43. http://dx.doi.org/10.2478/rela-2014-0002.

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This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Edu

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NWOBU EMMANUEL N, GLORIA MAYEN UMUKORO, IBATT, GRACE JOHN, and EGBE-JOHN, AGATHA. "L’Acquisition Guidée Et L’Acquisition Non Guidée Dans L’Apprentissage Et L’Enseignement du Français Langue Étrangère." La Revue des Etudes Francophones de Calabar (RETFRAC) 15, no. 2 (2024): 1–11. https://doi.org/10.64414/zy3jkb80.

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In the learning and teaching of French as a foreign language, the notions of guided and non-guided acquisition occupy a central place. Guided acquisition refers to structured and supervised learning, usually delivered by a teacher or through formal educational resources. This type of acquisition is based on lessons, exercises, and feedback that help learners master linguistic rules, enrich their vocabulary, and develop their grammar and syntax skills. Unguided acquisition, on the other hand, occurs more spontaneously, often in informal settings. Here, learners acquire French by being exposed t

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Beogo, Idrissa, Jean Ramdé, Abdoulaye Anne, Marie-Pierre Gagnon, Drissa Sia, and Eric Nguemeleu Tchouaket. "e–Mental Health Program to Prevent Psychological Distress Among French-Speaking International Students in a Linguistic-Cultural Minority Context (Ottawa, Alberta, and Quebec): Protocol for the Implementation and Evaluation of Psy-Web." JMIR Research Protocols 12 (September 19, 2023): e47059. http://dx.doi.org/10.2196/47059.

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Background Based on experiences with the COVID-19 pandemic, postsecondary institutions were most affected by the restrictions. Students, especially international students, have borne the brunt associated with in-person learning restrictions imposed by public health recommendations. Canada is among the top 3 countries hosting international students (ISs), including Francophone students in provinces such as Quebec and other anglophone regions. Academic restrictions were accompanied by other measures such as quarantine, self-isolation, social distancing, and travel ban, to cite some. This has had

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Sedykh, Arkadiy Petrovich, Elvira Nikolajevna Akimova та Arina Gennadievna Zhukova. "Сonversational analysis of everyday speech: The Russian, French and English languages". Philology. Theory & Practice 18, № 1 (2025): 273–82. https://doi.org/10.30853/phil20250041.

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The aim of the study is to identify the characteristics of the current state of the corpus of conversational analysis methods by examining, on the basis of video texts in different European languages, how conversation analysis articulates verbal and non-verbal data, discourse formats and social categories of interactants, taking into account the systematicity and variability of multimodal formats of communicative steps. The scientific novelty of the work consists in constructing a universal linguo-semiological model for describing everyday discourse in order to clarify the conceptual apparatus

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Blackwood, Robert. "Chestnut beer, Corsica-Cola, and wine bottles: The commodification of Corsican in the linguistic and semiotic landscapes of the island’s drinks industry." International Journal of the Sociology of Language 2020, no. 261 (2020): 103–18. http://dx.doi.org/10.1515/ijsl-2019-2062.

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AbstractWithin sociolinguistics, work on the commodification of language has gathered pace in recent decades. Monica Heller, in “Globalisation, the new economy, and the commodification of language and identity”, published in 2003 in the Journal of Sociolinguistics, contends that in the new globalized economy, language is commodified as a measurable skill, an inalienable characteristic of group members, and a marker of authenticity. Whilst the ability to speak Corsican is a potential aspect of the commodification of the language on the island, this article will explore in particular the extent

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Henderson, Alice, and Anna Jarosz. "Desperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks." Research in Language 12, no. 3 (2014): 261–78. http://dx.doi.org/10.2478/rela-2014-0015.

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This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with th

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Yosypenko, Oxana. "Subject and subjectivity: V. Descombes VS S. Laugier." Filosofska dumka (Philosophical Thought) -, no. 6 (2021): 42–57. http://dx.doi.org/10.15407/fd2020.06.042.

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Despite the general applicability of philosophical concepts of the subject and subjectivity among philosophers, there is no unanimity in their understanding, even if we are talking about representatives of one philosophical trend. The subject of this article is the different understandings of subjectivity by two well-known French authors of analytical inspiration, V. Descombes and S. Laugier, which are united by the critique of the reflexive subject of the philosophy of mind, defending the idea of social mental nature, as well as appeal to the methodological resources of later Wittgenstein’s p

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LANGLOIS, D., M. SAAD, and K. SMAILI. "Alignment of comparable documents: Comparison of similarity measures on French–English–Arabic data." Natural Language Engineering 24, no. 5 (2018): 677–94. http://dx.doi.org/10.1017/s1351324918000232.

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AbstractThe objective, in this article, is to address the issue of the comparability of documents, which are extracted from different sources and written in different languages. These documents are not necessarily translations of each other. This material is referred as multilingual comparable corpora. These language resources are useful for multilingual natural language processing applications, especially for low-resourced language pairs. In this paper, we collect different data in Arabic, English, and French. Two corpora are built by using available hyperlinks for Wikipedia and Euronews. Eur

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Persson, Rasmus. "On some functions of salient initial accents in French talk-in-interaction: Intonational meaning and the interplay of prosodic, verbal and sequential properties of talk." Journal of the International Phonetic Association 48, no. 1 (2018): 77–102. http://dx.doi.org/10.1017/s0025100317000585.

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The question of whether and how intonation patterns bear meanings is an old one, usually evaluated with reference to imagined or elicited speech. This study takes an interactional linguistic approach instead, examining intonation and meaning in naturally occurring interaction. The pattern considered here is a French intonation contour involving a salient initial accent and a low primary accent. This intonation pattern could be analysed as the so-calledaccent d'insistance, which is often said to have pragmatic meanings such as intensification and contrastive focus. This article analyses the use

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Fraiture, Pierre-Philippe. "Georges Balandier's Africa: postcolonial translations andambiguousreprises." Bulletin of the School of Oriental and African Studies 81, no. 3 (2018): 475–92. http://dx.doi.org/10.1017/s0041977x18000964.

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AbstractThis article focuses on Georges Balandier's autobiographical essayAfrique ambiguë(1957). Its translation into English,Ambiguous Africa: Cultures in Collision(1966), provides the basis for an examination of the concept of translation in its linguistic but also, and above all, transcultural dimensions. As a text,Ambiguous Africadoes not quite render the subtlety of the French original but beyond its translational shortcomings, Balandier's book is also shown to conduct an in-depth analysis of late colonialism in sub-Saharan Africa. This era is characterized by a high degree of cultural an

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Barany, Michael J. "Integration by Parts." Historical Studies in the Natural Sciences 48, no. 3 (2018): 259–99. http://dx.doi.org/10.1525/hsns.2018.48.3.259.

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This paper accounts for the intercontinental elaboration of French mathematician Laurent Schwartz’s theory of distributions in the years immediately following World War II by tracing how mathematicians explained the theory to each other, advanced new interpretations, and reconciled existing ones. Situating distributions in mathematicians’ changing contexts of funding, travel, and publication, especially in connection with the postwar reconstruction of international science, I argue that wordplay and suggestive comparisons—often termed “abuses of language”—helped tie communities of scholars tog

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Górecka, Joanna. "Comment préparer les (futurs) enseignants de FLE à parler de la littérature ? Présentation d’un projet didactique." Neofilolog, no. 59/1 (October 24, 2022): 159–73. http://dx.doi.org/10.14746/n.2022.59.1.12.

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The aim of the article is to present the theoretical foundations underlying our didactic work, part of the European project DECLAME’FLE, and its objectives. The proposed reflection concerns the possibility of developing reading practices in FL among readers who are learners of French as a foreign language. The chosen approach exploits the concept of so-called literary reading, oriented towards a theoretical-aesthetic analysis of the text. In the school context, this analysis and interpretation is usually done in dialogue with other readers. However, in the case of personal reading, the reader-

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Ouahmiche, Ghania. "L’effet de la séquentialité dans le parler bilingue Algérien : Quelques procédés conversationnels productifs dans les codes mixtes." Traduction et Langues 13, no. 2 (2014): 6–19. http://dx.doi.org/10.52919/translang.v13i2.811.

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The effect of sequentiality in Algerian bilingual speech: Some productive conversational processes in mixed codes This paper deals with some conversational strategies operating in bilingual speech as illustrated in some occurrences drawn from Algerian Arabic/French Code-Switching in the two directions. The idea that shapes this paper is mainly based on Alfonzetti assumption viewing Code- Switching (CS) as a contextualization strategy, independently from grammatical and macro- sociolinguistic contexts. In this sense, the contrast created by CS will be exploited by bilingual speakers to ma

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Hill, Rowland, and Véronique Pottier. "Disempowering Forces and Disillusioned Selves: A Constructivist Grounded Theory Analysis of Demotivation among French Student Learners of English." International Journal of Applied Linguistics and English Literature 7, no. 5 (2018): 221. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.221.

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France sits steadfastly at the bottom of EU rankings for English proficiency, and yet French learners have an equivalent access to educational resources and teacher competence. It is a curious phenomenon which points to pupil demotivation during second language (L2) learning at school as a likely cause. The dominant model in L2 motivation – Dörnyei’s Motivational Self System – with its symbiosis of the ought self, the ideal self and the quality of the learning environment, has had its usefulness verified in other countries, but lacks sufficient flexibility to explain L2 demotivation in France.

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Tran, Mickaël, Denis Maurel, and Agata Savary. "Implantation d’un tri lexical respectant la particularité des noms propres." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 28, no. 2 (2006): 303–23. http://dx.doi.org/10.1075/li.28.2.07tra.

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The computational treatment of multilingual language resources (as in the Prolex projet, cf (Grass et al. 2002)) should respect lexical conventions admitted by each language’s native speakers. These conventions may vary from one language to another, as in the case of alphabetical sorting algorithm. This algorithm must take a number of universal as well as language-dependent particularities into account, such as the distinction of upper- and lowercase letters, the sorting bi-directionality (from the left to the right or conversely), the role of diacritics (resulting either in variants of a lett

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Maiga, Mariama Mahamane. "Parémie et Compétence Plurilingue en Afrique Francophone." European Scientific Journal, ESJ 18, no. 13 (2022): 77. http://dx.doi.org/10.19044/esj.2022.v18n13p77.

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L’objectif de cet article est d’analyser, à travers le prisme de déterminants socio-historiques et psychopédagogiques, l’apport des énoncés parémiques dans la construction d’une compétence plurilingue chez l’apprenant francophone. La francophonie est un espace hétérogène par la pluralité des langues et des cultures mais un espace qui s’homogénéise grâce au partage de la langue française, une langue à travers laquelle des identités se construisent et se reconstruisent, une langue qui, elle-même, est en pleine mutation parce que ne véhiculant plus seulement la culture française. Il est donc esse

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Ivaniuk, O., and D. Romanenko. "CHERNIGIV REGION IN THE FIRST HALF OF THE 19TH CENTURY IN THE TRAVELOUGES OF FOREIGN TRAVELERS." Bulletin of Mariupol State University Series History Political Studies 14, no. 38 (2024): 35–47. http://dx.doi.org/10.34079/2226-2830-2024-14-38-35-47.

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The article investigates the records of European travelers about their visits to Chernihiv region in the first half of the 19th century. The basis for scientific research was the travelogues of the British, Germans, and French who visited the region in the specified period of time. The travelogues are characterized by the subjectivity of descriptions, absence of clear structure, and irregular presentation of data. However, they also contain unique information which cannot be found in other resources. In the course of the investigation it was established that the majority of travelers preferred

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