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Ochiucci, Maria Stela Marques. "A formação pré-serviço do professor de Língua Francesa na perspectiva do ensino de línguas para fins específicos: desafios e possibilidades." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20683.
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Considering limited professional contexts for Teachers of French as a Foreign Language, which working scenes, generally, refer to specific purposes, this thesis defends Letters Undergraduations should provide a formation which develops such competences for future Teachers of French as a Foreign Language. Thus, this research discusses the needs of preservice Teachers of French as a Foreign Language of learning and practicing teaching French for Specific Purposes approach. It is supposed that such approach will develop future teachers’ autonomy and critical reflective consciousness, once there are restricted spaces in Brazilian context to offer the teaching of French as a Foreign Language in Regular Education. Inserted in Apllied Linguistics Studies, this research brings Hutchinson and Waters (1998) and Mangiante and Parpette (2004, 2011) to approach general aspects on Teaching Languages for Specific Purposes. It also shows Perrenoud (2001, 2002) and Schön (2008) to focus on reflective practices and Freire (2008, 2011) and Gallison and Puren (2001) as a foundation for a discussion on autonomy and political formation for teachers. Besides, Tomlinson (1998), Ramos (2009, 2010) and Celani (2005), have brought up reflections on teaching material for teaching French for Specific Purposes. The concept of local needs have taken as basis the notion of local knowledge by Canagarajah (2005) to justify the validity of Teaching French for Specific Purposes in a given region. Therefore, it is a qualitative research, taking as methodological support the modality of Case Study and Data Analysis Procedures based on the studies of Bardin (2011) in order to construct analysis criteria, also considering criteria defined by Ramos (2010) to analyse taching material. This research brings as contribution the thesis that the process of formation for Teachers of French as a Foreign Language brings about the development of three distinct types of knowledge: savoir, savoir-faire and savoir-être which are exposed by the stages of perception, reflection and action, recognized in the predisposition for Teaching Practice Stage, in the production of teaching material and in the pre-service Teachers’ classes. Our results reveal that the formation of Teachers of French as a Foreign Language in the approach of Teaching French for Specific Purposes develops needed competences for teachers’ actions, teaching in specific contexts and the development of the three knowledges decribed in this research are confirmed, especially by the stages of perception, reflection and action
Diante de um atual cenário profissional limitado para o professor de Língua Francesa, para quem o locus de trabalho contempla, na maioria das vezes, contextos específicos de ensino, esta tese defende que os cursos de graduação em Letras devem prover uma formação que desenvolva as competências desse professor, com foco na Abordagem de Ensino de Francês com Objetivo Específico. Nesse sentido, este trabalho discute a necessidade do futuro professor aprender e praticar essa Abordagem ao longo de sua formação, desenvolvendo sua autonomia e sua consciência crítico-reflexiva para atuar nesses contextos uma vez que, a cada dia, se vê diminuir os espaços de atuação do professor de Francês na escola regular. Inserida na Linguística Aplicada, esta pesquisa traz as contribuições de Hutchinson e Waters (1998) e Mangiante e Parpette (2004, 2011) para tratar dos aspectos gerais ligados à Abordagem de Ensino de Línguas para Fins Específicos e se fundamenta nos escritos de Perrenoud (2001, 2002) e Schön (2008) para abordar a questão da prática reflexiva. Freire (2008, 2011) e Gallison e Puren (2001) fundamentam a discussão sobre autonomia e formação política do professor, neste trabalho. Tomlinson (1998), Ramos (2009, 2010) e Celani (2005), contribuem para com o desenvolvimento das reflexões em relação ao material didático para o ensino de Francês e é elaborado, nesta pesquisa, o conceito de necessidade local, tomando-se como base o conceito de saber local de Canagarajah (2005), para justificar a validade da Abordagem de Ensino de Francês com Objetivo Específico em uma dada região. Trata-se de uma pesquisa qualitativa, cujo suporte metodológico é o estudo de caso e os procedimentos para a análise de dados tiveram como referencial teórico os estudos de Bardin (2011) para a elaboração das categorias de análise e os critérios de Ramos (2010) para a análise do material didático. Esta pesquisa traz como contribuição a tese de que a formação do professor de Francês na Abordagem com Objetivo Específico é responsável pelo desenvolvimento dos três saberes, descritos como savoir, savoir-faire e savoir-être o qual é possibilitado pelas etapas de percepção, reflexão e ação, reconhecidas na predisposição para o estágio, na elaboração do material didático e na regência das aulas pelo professor em formação. Os resultados revelam que a formação na Abordagem de Ensino de Francês com Objetivo Específico desenvolve as competências necessárias para a atuação do professor em contextos específicos de ensino e que há o desenvolvimento dos saberes que defendo nesta pesquisa, desencadeados pelas etapas de percepção, reflexão e ação
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Dufour-Martel, Chantal. "Assessing French reading skills of elementary French immersion students : utility of DIBELS in French /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113007.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 90-102). Also available for download via the World Wide Web; free to University of Oregon users.
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Le, Ngoc Luyen. "French language DRS parsing." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2020. http://www.theses.fr/2020IMTA0202.
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Dans l’essor d’internet, les contenus générés par les utilisateurs à partir des services de réseaux sociaux deviennent une source géante d’informations qui peuvent être utile aux entreprises sur l’aspect où les utilisateurs sont considérés comme des clients ou des clients potentiels pour les entreprises. L’exploitation des textes générés par les utilisateurs peut aider à identifier leurs sentiments, leurs intentions, ou réduire l’effort des agents qui sont responsables de recueillir ou de recevoir des informations sur les services de réseaux sociaux. Dans le cadre de cette thèse, les contenues de textes tels que discours, énoncés, conversations issues de la communication interactive sur les plateformes de réseaux sociaux deviennent l’objet de données principales de notre étude. Nous approfondissons une analyse de structures et composants des phrases dans les textes sur la base de la Grammaire Catégoriel Combinatoire (GCC) et la théorie des représentations du discours. Nous proposons une méthode pour l’extraction d’un arbre de GCC à partir de l’arbre dépendante de la phrase, et une architecture générale pour construire un pont de relation entre les syntaxes et les sémantiques des phrases françaises. Par conséquent, notre étude obtient de la représentation de textes de la langue naturel sous une nouvelle forme de la logique du premier ordre ou la boîte de la structure des représentations du discoursIn the rise of the internet, user-generated content from social networking services is becoming a giant source of information that can be useful to businesses on the aspect where users are viewed as customers or potential customers for companies. Exploitation of user-generated texts can help identify their feelings, intentions, or reduce the effort of the agents who are responsible for collecting or receiving information on social networking services. As part of this thesis, the content of texts such as speeches, statements, conversations from interactive communication on social media platforms become the main data object of our study. We deepen an analysis of structures and components of sentences in texts on the basis of Combinatory Categorial Grammar (CCG) and the Discourse Representation Structure (DRS). We propose a method for extracting a CCG tree from the dependency structure of the sentence, and a general architecture to build a bridge of relationship between syntaxes and semantics of French sentences. As a result, our study achieves representations of natural language texts in a new form of first order logic or the box of DRS
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Mason, Jon-Kris. "French language, and French manners, in eighteenth-century British literature." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577523.
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Eighteenth-century social and political relationships between Britain and France have long enjoyed great scholarly interest, and the linguistic influence of French on English is being defined with increasing precision. Until now, however, there have been only brief stylistic considerations of the literary role played by French in eighteenth-century English prose literature. My thesis seeks to address that deficiency by investigating the literary usage and significance of French language in English literature. As the period is noted for the explosion of interest in language and its cultural ramifications; this study continuously considers the metonymical function of French usage as a signifier of broader social corollaries. This thesis attempts to forge a link between identifiable social attitudes and their incarnation in specific linguistic usage. I initially set out a context of opinion on French language and culture, and attitudes to borrowing and imitation, derived from journal, essay and treatise. Such a context demonstrates that France is unrivalled as the 'other' against which British identities were forged. Rates of lexical borrowing from French reached an historical low in the eighteenth century, and the proliferation of grammars and dictionaries bespoke a desire to define, limit, and control language. Yet the language of the developing novel, I argue, was inflected with French idiom, an idiom that offered a uniquely rich and potent strain of evocation and association. Writers of the novel, from Richardson and Smollett, to Brooke, and Burney, deploy French flexibly but with precision; each author exercises great control in borrowing idiom for purposes ranging from plot development and characterisation, to satire and pathos. My research explores those constructs, and because I found that the question of literary French usage is gendered, much of my thesis is structured along lines of gender. The letters of Lord Chesterfield, Samuel Johnson, and William Shenstone, Fanny Boscawen, Hannah More, and Lady Mary Wortley Montagu, form counterpoints to the novel, and establish areas both of commonality and divergence between French usage in the fictional and familiar prose of men and women. In its final chapter, this study turns explicitly to the wider social concerns underlying preceding discussions, viz. the significance of French usage to English manners and morals in the novels ranging from John Cleland's Fanny Hill to Charlotte Lennox's The Female Quixote. This thesis necessarily incorporates extensive but germane quotation, and embraces historical sociolinguistics, social history, stylistics, literary theory, and practical literary criticism. While this study cannot claim to be comprehensive, it seeks to open out a field of study hitherto neglected.
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Leung, Yan-kit Ingrid. "The acquisition of French as a third language in Hong Kong : interlanguage and typology /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20667474.
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Kowal, Ukrainka Maria. "French immersion students' language growth in French, perceptions, patterns and programming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27766.pdf.
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Minardi, Liesl Denise. "French-language education in Simcoe County." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63233.pdf.
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Mauerman, Peggy S. "Language Attrition in French-Speaking Missionaries." Diss., CLICK HERE for online access, 1985. https://scholarsarchive.byu.edu/etd/4914.
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Lindner, Tamara. "Attitudes toward Cajun French and international French in South Louisiana a study of high school students /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344586.
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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0553. Advisers: Albert Valdman; Kevin J. Rottet.
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Dagenais, Diane. "Perceptions and processes of French and English writing in a French immersion program." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61909.
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Gerhard-Krait, Francine Riegel Martin. "La prefixation en de(s)- formes construites et interprétations /." Villeneuve d'Ascq : Presses Universitaires du Septentrion, 2000. http://catalog.hathitrust.org/api/volumes/oclc/52339053.html.
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Van, Compernolle Rémi A. Williams Lawrence. "From "y as plus personne qui parle" to "plus personne ne dit rien" the variable use of the negative particle ne in synchronous French chat /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3601.
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Van, Dyk Jeanne. "L'interet de l'enseignement de la traduction a vue a des apprenenants de FLE." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-01242008-161329.
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Argaud, Evelyne. "L'enseignement de la civilisation évolution et représentations dans le champ de la revue le français dans le monde, 1901-1976 /." Villeneuve-d'Ascq : Presses universitaires du septentrion, 2003. http://catalog.hathitrust.org/api/volumes/oclc/51942017.html.
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Bourdages, Johanne S. "Parsing gaps: Evidence from French." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5893.
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This dissertation investigates the parsing of filler-gap dependencies in French, more specifically those found in the restrictive relative construction. The primary goal of this research is to examine a question raised by Stowe (1984; 1986) concerning whether the parser has access to islandhood knowledge. Stowe's (1984;1986) results are compatible with the view that this type of grammatical information is readily accessible for the parser's initial analysis. However, her results are ambiguous since in her study, islandhood was confounded with subject position, where she failed to find gap-location effect. This study will examine the CNP-constraint in object position. A second goal is to examine whether the parsing mechanism postulates a gap in any potential position or only when the position is also a potential end of the sentence. Most of the experiments in the field use sentences where false gaps are located in a position which can correspond to a potential end of a sentence. Thus, the "surprise" effect attributed to false gap filling could also be attributed to the parsing mechanism finding that it did not reach the end of the sentence as expected. This dissertation provides evidence compatible with the view that island constraints, in this case the Complex NP constraint, are readily available to the parser; however, it also provides indications that the potential end of the sentence effect is a factor which has to be considered in identifying a gap location.
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Anderson, Wendy J. "The phraseology of administrative French a corpus-based study /." Amsterdam : Rodopi, 2006. http://site.ebrary.com/id/10380398.
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Methé, Susan. "Grammatical morphology in French language-impaired children." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24029.
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Various accounts have been proposed to explain the deficits found in children with specific language impairment (SLI). Since many of these hypotheses have been evaluated using English speaking subjects, there is an important need for cross-linguistic evidence. In this study, the language of Quebec French speaking language-impaired children was examined in an attempt to provide further information about the nature and characteristics of this impairment.The research examined the language of ten 7-year-old unilingual French language-impaired children. Their language was compared to language samples elicited from ten 7-year-old and ten 5-year-old normally developing children. Spontaneous language samples were elicited and analyzed in terms of correct use and error type in six linguistic structures: auxiliaries, copulas, verbs, articles, adjectives, and possessive adjectives. The findings were discussed in light of current competing explanatory hypotheses and were found to support hypotheses that suggest that language impairment is at the level of functional categories. Finally, future directions and clinical implications were addressed.
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Logue, Mark Patrick. "Obsolete Occitan loanwords of the French language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ45708.pdf.
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Mastromonaco, Silvana Maria. "Liaison in French as a second language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/NQ41234.pdf.
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Coburn, Holtman Kris. "Complimenting by second language learners of French." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177632.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2005.Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1741. Chair: Albert Valdman.
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Roza, Joseph P. "French languages and French nationalism : the Félibrige, Occitan, and the French identity of southern France, 1854-1914 /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/10391.
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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues.
This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published.
In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context.
Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Thompson, Jenna. "Dubbing the multilingual moment: Translating English-language American television shows with French into French." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28445.
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Multilingual films, such as Lost in Translation (2003), have recently become a phenomenon. Various popular television series also feature an element of multilingualism in their plots. This inclusion of the cultural "other" and its language, specifically, the dubbing into French of "French situations" in American television shows, presents an interesting challenge for audiovisual translation (AVT).
In my study, I begin by discussing research on multilingualism in literature, film and television. I then discuss the relevance of translation studies concepts to AVT, and apply them in examining the dubbing into French of American television shows that include situations involving the French language. I describe and analyze how this challenge has been met, where the "other" in the original is the television viewer for whom the show is translated. My work studies the many different strategies used to deal with a very specific translation problem in the field of AVT.
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Fronk, Robert Wayne. "Direct and indirect perception in French and Spanish infinitival constructions /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8400.
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Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.
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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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Randell, Elizabeth Jouin Nicolas. "Le vrai recueil des Sarcelles of Nicolas Jouin : an edition with a linguistic study of the depicted sociolect and its Parisian connections /." St Andrews, 2008. http://hdl.handle.net/10023/545.
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Wind, Maarten de. "Inversion in French /." Groningen : Dept. of General Linguistics, University of Groningen, 1995. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=007025044&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Tristram, Anna Carolyn. "Variation and change in verbal agreement with collective nouns in French." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610195.
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Gould, Rebecca J. "The Variable use of ne in Negative Structures: An Apparent-Time Variationist Study of Synchronous Electronic French Discourse." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33157/.
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This study of the variable use of ne in synchronous electronic French discourse follows the methodological guidelines and the theoretical framework proposed and subsequently elaborated by Labov for analyzing variable features of language. This thesis provides a quantitative variable rule (i.e., VARBRUL) analysis including age as a factor group (i.e., independent variable), thereby making a new contribution to this area of inquiry. The data (50,000 words from the vingtaine 'twentysomething' channel and 50,000 words from the cinquantaine 'fiftysomething' channel) are a subset of 100,000 words from a corpus of one million words collected in 2008 by the thesis director from the public chat server EuropNet. This study aims to answer the following overarching question: To what extent does age-compared to other factors-influence the variable use of ne in verbal negation in synchronous electronic French discourse? In order to answer this question, and possibly others, the VARBRUL analysis will include age, subject (e.g., noun vs. pronoun), type of second negative particle (e.g., pas 'not', jamais 'never', personne 'no one'/'nobody', and so forth), as well as verbal mood/tense.
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Piechowiak, Alicia. "What is "good" quality oral French? language attitudes towards "differently" accented French in Quebec." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86785.
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The following thesis used a modified version of the matched guise technique to investigate French second language and French Immersion teachers‟ attitudes towards different French accented speakers. A total of thirty-four raters were asked to judge equally competent speech samples derived from five accented speakers: European, Québécois, Lebanese, Haitian and Anglophone. Raters judged the speakers using a four point Likert scale and providing qualitative data in the form of comments on 6 oral quality criterion derived from the Conseil Supérieur de la Langue Française and 3 prestige criterion derived from previous research (Giles, 1974; Labov, 1966; Lambert et al., 1960). The mixed method evaluations indicate that accent and the affiliated socially constructed stereotypes play a strong role in how different accented speakers are perceived in terms of oral capacities and prestige despite their equally competent performances. Likewise the data shows evidence that the formerly stigmatized reputation of the Québécois accented speaker has shifted towards a population that may be described as immigrants from some of the former French colonies or non-native speakers.Key words: Language attitudes, Quality language, Matched guise technique, French Language.
Le présent mémoire se propose d‟analyser les différentes attitudes linguistiques que peuvent avoir des professeurs de français de langue seconde et de français en immersion à l‟égard d‟orateurs dotés d‟un accent différencié en français. Pour ce faire, et conformément à la « matched guise technique » mise initialement au point par Lambert (1960), un échantillon composé de 34 évaluateurs s‟est vu demandé d‟évaluer -à partir d‟enregistrements radiophoniques- la prestation orale de cinq orateurs de compétences linguistiques en tous points égales si ce n‟est la présence d‟accents représentatifs de leurs origines respectives à savoir: L‟Europe, le Québec, le Liban, Haïti et le Canada anglophone. L‟évaluation de la performance des orateurs s‟est effectuée au moyen d‟une grille de Likert en quatre points tandis que des données qualitatives complémentaires ont pu être recueillies sous la forme de commentaires de six critères de qualité orale définis par le Conseil Supérieur de la Langue Française et trois critères tirés de recherches précédentes (Labov, 1966 ; Lambert et al., 1960). Cette méthode mixte d‟évaluation suggère que l‟accent et plus particulièrement les stéréotypes qui lui sont associés, a une très forte influence sur les façons dont sont perçus des orateurs dotés d‟un accent différencié tant sur le plan de la qualité orale qu‟au niveau du prestige alors que leur compétence linguistique est pourtant équivalente. Si les résultats obtenus dans le cadre de cette étude semblent suggérer une revalorisation de l‟accent « Québecois », ceux-ci nous indiquent en revanche une détérioration de la perception de la compétence linguistique à l‟égard d‟une population que l‟on pourrait qualifier « d‟immigrants ».
Mots clés: Attitudes linguistiques, Qualité de la langue, "Matched guise technique", Langue Française.
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Fee, Margery. "French Borrowing in Quebec English." Anglistik: International Journal of English Studies, 2008. http://hdl.handle.net/2429/11671.
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Provides an overview of work on the effects of Quebec French (QF) on Quebec English (QE) since 1977. Argues that the framework used by sociolinguists is too narrow methodologically, excluding conversations in English between people whose first languages are different and ignoring the deliberate use of language for political effect. Examines some cognate nouns to show how meanings in QE have shifted because of knowledge of QF.
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Rose, Yvan. "Headedness and prosodic licensing in the L1 acquisition of phonology." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37824.
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With the emergence of Optimality Theory, where the burden of explanation is placed almost entirely on constraints, we have observed in the phonological literature a de-emphasis on the role of structural relationships that hold within and across segments. In this thesis, counter to the current trend, I argue that the most explanatory approach to phonological processes requires reference to highly-articulated representations. I explore a number of phenomena found in the first language acquisition of Quebec French and argue that these phenomena are best captured in an analysis based on structurally-defined markedness, headedness in constituent structure, and relationships between segmental features and their prosodic licensors.I demonstrate that headedness in constituent structure must be assigned to both input and output forms. In order to encode the dependency relations between input and output representations, I appeal to faithfulness constraints referring specifically to constituent heads. Output representations are regulated by markedness constraints governing complexity within constituents, as well as by licensing relationships that hold between segmental features and different levels of prosodic representation.
At all stages in the development of syllable structure and complex segments, when more than one option is available for the representation of a target string, children select the unmarked option, consistent with the long-held view that early grammars reflect what is unmarked. When input complex structures are reduced in children's outputs, reduction operates in order to ensure faithfulness to the content of prosodic and segmental heads. Finally, in the discussion of consonant harmony, where the French data are supplemented by examples from English, I propose that consonant harmony results from a licensing relation between segmental features and the head of the foot. The differences in foot structure between French and English enable us to account for the contrasts observed between learners of the two languages.
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Wyatt, Shelly. "Examining Facebook as a Digitally Immersive Language Environment for French Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6039.
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This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were “pushed” to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.
Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including “Liking,” Sharing,” and “Commenting” was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with “Commenting” and “Sharing” was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Instructional Technology
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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Longwell, Ann E. "France, man and language in French Resistance poetry." Thesis, University of St Andrews, 1989. http://hdl.handle.net/10023/13376.
Full textAbstract:
The Second World War witnessed what was recognised at the time as a poetic revival in France. The phenomenon of Resistance poetry in particular commanded literary attention throughout the war. Immediately afterwards, however, this large corpus of poetry was widely dismissed as an unfortunate aberration. Viewed as ephemeral poetry of circumstance with only a documentary value, as tendentious poésie engagée, as propaganda or as conservative patriotic verse, it was thought unworthy of consideration as poetry. Marked by the reputation it gained just after the war, Resistance poetry has been given short shrift in critical studies, and has only rarely been the focus of academic attention. This study reexpounds in detail and with a wide range of reference the debate concerning Resistance poetry, and draws attention to a number of poets who are not widely known, or who are not known as Resistance poets. It demonstrates through a thematic and formal analysis of a selection of Resistance poetry that it is in fact no different from poetry as implicitly understood by critics who have dismissed it. A description of commitment in Resistance poetry is followed by a thematic study of its three related objects, namely France, man and language. Detailed examinations of these three major concerns in the poetry challenge the received view that Resistance poetry is conservative in its patriotism, dogmatic or essentialist in its commitment, and reactionary in its use of language. This thematic study is complemented by illustrative analyses of individual poems or parts of poems, and by a concluding commentary.
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Carrasco-Ortiz, Haydee. "Morphosyntactic learning of french as a second language." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3039.
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La présente thèse a pour but d'étudier l'apprentissage morphosyntaxique du français comme langue seconde (L2). Elle cherche à examiner l'hypothèse proposée par certains modèles linguistiques et neurocognitifs selon laquelle les difficultés observées chez des bilingues tardifs à maitriser les connaissances morphosyntaxiques en L2 peuvent s'expliquer par un échec lors de la représentation mentale et le traitement de l'information morphosyntaxique, en comparaison avec les locuteurs natifs. Ainsi, les travaux présentés dans cette thèse utilisent des mesures électrophysiologiques afin de déterminer si ces difficultés sont associées (a) à la réalisation phonologique des inflexions morphologiques de la langue cible et (b) à l'interférence de la langue maternelle (L1). Les résultats démontrent que les apprenants tardifs sont capables d'acquérir des représentations morphosyntaxiques similaires à celle des locuteurs natifs. Nous avons également montré que l'information phonologique comprise dans les inflexions morphologiques joue un rôle important dans l'apprentissage morphosyntaxique en L2. Ces résultats nous ont permis de conclure que la capacité des apprenants bilingues à traiter l'information morphosyntaxique en L2 est moins influencée par la L1 à un niveau avancé d'apprentissage, tout en restant affectée par les propriétés morphosyntaxiques de la langue cible. De plus, ces résultats plaident en faveur des modèles linguistiques et neurocognitifs qui postulent que le traitement morphosyntaxique chez les bilingues avancés implique les même processus cognitifs que ceux des locuteurs natifsThis thesis investigates morphosyntactic learning in adult second language (L2) learners of French. It examines the assumption posited by linguistic and neurocognitive models according to which L2 learners' difficulty in fully mastering morphosyntactic knowledge is due to a failure to mentally represent and process morphosyntactic information in a native-like manner. The series of experiments presented in this thesis use ERPs to investigate whether the difficulties that late L2 learners encounter in processing morphosyntactic agreement can be explained by (a) the phonological realization of inflectional morphology in the target language and (b) interference from the learners' native language (L1). The findings demonstrate that late L2 learners can achieve native-like processing of morphosyntactic knowledge at high levels of proficiency, regardless of the status of the morphosyntactic system in their L1. In addition, we provide evidence that phonological information contained in inflectional morphology plays an important role in the acquisition and processing of morphosyntactic agreement in L2. It is thus argued that L2 learners' processing of morphosyntactic agreement is less influenced by the L1 at high levels of proficiency, while still being potentially affected by the specific morphosyntactic properties of the target language. These findings give further support to linguistic and neurocognitive models positing that morphosyntactic processing in adult L2 learners involves mental representations and cognitive mechanisms similar to those used by native speakers
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Dȩ̮bicka-Dyer, Anna Michalina. "French and Spanish in contact." Master's thesis, Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11072006-174521.
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Fukuda, Suzy E. "Grammaire comparée du français et du japonais parlés : phrase et sujet." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23722.
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The object of this thesis is to present a comprehensive analysis of the phrase structure and the properties of the subject in spoken French and Japanese. Consulting histories, grammars, and a corpus of transcribed speech from each language, a comparative examination of the oral codes of both languages is conducted, which highlights not only the significant distinctions between the two but also the similarities. These distinctions are not just the result of structural differences between the two languages, but are more that of a distinct classification of our experiences. By pointing out the distinguishing characteristics of the oral codes of the two languages, this study attempts to bring us to a better understanding of the two languages and equally of the cultures from which they are inseparable.
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Fultz, Audrey Liljestrand. "Prosody in lexical and syntactic disambiguation in English-French interlanguage." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380078.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2009.Title from PDF t.p. (viewed on Jul 12, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4660. Adviser: Laurent P. Dekydtspotter.
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Beaudoin, Sophie. "Attitudes d'enfants allophones et de leurs enseignants envers différens accents du français." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81479.
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The following thesis reports on an investigation of the attitudes of allophone children and their teachers towards different French accents. Using the matched guise technique, a total of 108 children in grades 4, 5 and 6 (5 groups) evaluated samples of French spoken with a standard accent, a standard Quebec accent, an informal Quebec accent and a foreign accent. The pupils evaluated the accents based on eight criteria related to linguistic, professional and personal characteristics. Secondly, sub-groups from each class participated in a post-experimental discussion about the accents they had heard. The children's teachers were also interviewed privately, in order to give their opinions about the accents, and share their vision of an oral model for these allophone children attending French language schools in Montreal. Findings suggest a strong preference for standard accents, which is confirmed by the analysis of the post-experimental discussions.
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Loulidi, Rafik. "Language contact and language conflict in Morocco : a survey of language use and attitudes among school bilingual learners." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284846.
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Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.
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Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesis. In contrast with other studies, except for Cohen, Lojkasek, Zadeh, Pugliese and Kiefer (2008), variables that have been shown to have an impact on language development, namely familial socio-economic status, and sex, were carefully controlled in the present studies. To our knowledge, these are the first studies to examine the acquisition of French in IA children.Study 1 is a longitudinal study in which the language skills, non-verbal intelligence, socio-emotional adjustment, and general health of Chinese-born children adopted into Canadian French-speaking families were compared to those of matched non-adopted monolingual French-speaking children. The children were assessed a first time at 4 years of age, on average, and again 16 months later. They had been in their adoptive families for 3 and 4 years, on average, respectively. The results of the initial assessment showed that the two groups did not differ with respect to socio-emotional adjustment or non-verbal intelligence. Moreover, the IA children performed in the average range on most language tests when compared to test norms, suggesting resiliency in their language acquisition abilities. However, an important percentage of IA children performed significantly below the norms on the Recalling Sentences subtest of the Clinical Evaluation of Language Fundamentals-Revised. Also, as a group, the IA children performed significantly lower than their non-adopted peers particularly on expressive language tests (lexical and grammatical).
To better characterize the language abilities of the IA children, spontaneous language samples of a subgroup of the IA children from Study 1 were analyzed in detail in Study 2. Results of Study 2 indicated that the IA children had a remarkable capacity to catch-up to their non-adopted peers with respect to diverse features of language, such as mean length of utterance, lexical diversity, and tense morphology; but, they made significantly more errors with complement clitics.
Study 3 was undertaken in order to examine IA children's very early communicative and language development and the nature of adoptive mothers' language input and attention regulation strategies with their adoptive children soon after adoption. The results support the conclusion that adoptive mothers play an active role in promoting and maintaining joint attention with their adopted children and that the interaction strategy they use most, redirecting their child's attentional focus, contrasts with what has been shown to be effective for biological children raised in Western cultures (Baldwin, 1991; Tomasello & Farrar, 1986) but was, nevertheless positively associated with the internationally-adopted children's later lexical development.
Overall, the findings suggest that IA children exhibited accelerated development in diverse domains of their second first language; but, however, there were significant differences in specific aspects of their language development in comparison to matched control children that suggest the possibility of very early age of acquisition effects.
L'adoption internationale engendre une expérience linguistique unique dans laquelle les enfants adoptés ont à apprendre une nouvelle langue alors que l'exposition à leur langue première prend fin brusquement. L'objectif principal du présent programme de recherches était d'étudier les capacités des enfants adoptés de Chine à acquérir leur « seconde langue première » et d'identifier les facteurs influençant le développement de leur nouvelle langue. Contrairement aux autres études effectuées dans ce domaine, à l'exception de Cohen (2008), des variables reconnues comme ayant une influence sur le développement du langage, soit le statut socio-économique et le sexe, ont été contrôlées dans les présentes études. À notre connaissance, il s'agit des premières études portant spécifiquement sur l'acquisition du français chez les enfants adoptés.
La première étude est une étude longitudinale visant à comparer les habiletés langagières, le fonctionnement intellectuel non-verbal et l'ajustement socio-émotionnel d'enfants adoptés de Chine par des familles québécoises francophones à celles d'enfants non-adoptés et unilingues francophones du même niveau socio-économique. Les enfants ont été évalués une première fois vers l'âge de 4 ans et ensuite 16 mois plus tard. Les résultats de l'évaluation initiale ont démontré que les deux groupes étaient similaires quant à leur niveau d'ajustement socio-émotionnel et à leur fonctionnement intellectuel non-verbal. De plus, les enfants adoptés ont performé dans la moyenne des normes dans la majorité des tests de langage, ce qui suggère de la résilience au plan de leur capacité d'acquisition du langage. Toutefois, un pourcentage important des enfants adoptés ont performé significativement sous les normes au sous-test Répétition de phrases du Clinical Evaluation of Language Fundamentals-Revised (CELF-R). En tant que groupe, la performance des enfants adoptés était significativement plus faible que celle des enfants non-adoptés notamment aux tests évaluant le langage expressif (vocabulaire et grammaire).
Afin de mieux caractériser le profil langagier des enfants adoptés, des échantillons de langage naturel provenant d'un sous-groupe d'enfants adoptés évalués lors de la première étude ont été analysés en détail dans le cadre de la seconde étude. Les résultats de la deuxième étude ont démontré que les enfants adoptés présentent une capacité remarquable de récupération leur permettant de rattraper leurs pairs non-adoptés dans plusieurs sphères langagières, notamment au plan de la longueur moyenne des énoncés produits, de la diversité lexicale et de la morphologie des verbes. Cependant, les enfants adoptés ont fait significativement plus d'erreurs en utilisant les clitiques.
La troisième étude a été entreprise afin d'examiner le développement des habiletés de communication et de langage chez les enfants nouvellement adoptés ainsi que la nature du langage et des stratégies de régulation de l'attention utilisées par les mères adoptives. Les résultats suggèrent que les mères adoptives ont joué un rôle actif dans l'initiation et le maintien des épisodes d'« attention conjointe » avec leur enfant. Par ailleurs, la stratégie d'interaction qu'elles utilisent le plus fréquemment, rediriger l'attention de leur enfant, était reliée positivement au développement lexical ultérieur des enfants adoptés, ce qui contraste avec les résultats d'études effectuées auprès d'enfants non-adoptés élevés au sein de familles occidentales (Baldwin, 1991; Tomasello & Farrar, 1986).
Globalement, les résultats suggèrent que les enfants adoptés présentent un développement accéléré dans plusieurs sphères relatives à l'apprentissage de leur « seconde langue première »; toutefois, des différences significatives sont présentes au plan de certains aspects de leur développement langagier en comparaison avec des enfants non-adoptés du même niveau socio-économique et du même sexe, suggérant la possibilité d'effets reliés à l'âge d'acquisition.
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Sabouné, Samar. "Anglicismes, canadianismes et mots folkloriques dans les dictionnaires Bélise (1979) et Plus (1988) : un aperçu du cheminement du lexique français québécois." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29215.
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Our study deals mainly with two Quebec dictionaries: Dictionnaire nord-américain de la langue française which will be given the name the Bélisle (1979) and the Dictionnaire du français plus designated by the Plus (1988). We have concentrated on the words that the Bélisle (1979) accompanies with: 1- "X" designating the "anglicismes"; 2- "C" designating the "canadianismes"; 3- the "Fleur de Lys" designating the "mots folkloriques". Our goal is to see the changes that the Quebec dialect has undergone from the Bélisle (1979) to the Plus (1988) with regard to the three above categories: whether theses words still exist in the latter dictionary or not, and if so, under which of these categories, if any, they fall.
In addition, we have consulted other Quebec dictionaries dating from 1880 to present. These consultations helped us determine, to a certain degree, the year an "anglicisme", a "canadianisme" or a "mot folklorique" was recorded in these dictionaries, signaling therefore their usage for the first time in the Quebec dialect.
Our thesis is divided into three chapters: the first one deals with the "anglicismes", the second one with the "canadianismes" and the third one with the "mots folkloriques". Each chapter contains data of each three categories obtained from our consultations of the Bélisle (1979), the Plus (1988) and other Quebec dictionaries.Arts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
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Donaldson, Bryan. "Discourse competence in near-native speakers of French." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319913.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2008.Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3129. Advisers: Kathleen Bardovi-Harlig; Laurent Dekydtspotter.
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Robertson, Julie. "Accommodative phonostylistic variation in conversational interaction." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=62162.
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Houston, Ruth Anne. "Fast mapping and success in French immersion programs." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28910.
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As a result of the high price paid in time and concern by students, parents and educators in educating a child in French Immersion only to find that s/he would be better off in an English classroom, a predictor is needed to decide early in a child's life whether or not s/he is a good candidate for French Immersion. A 'good candidate' would be someone who would be able to learn French and , as a corollary, not be handicapped academically by being instructed in French. The present study is an examination of the L2 learning aspect of French Immersion. In particular this paper will explore the possibility that 'fast mapping',the ability to quickly make a partial representation of the meaning, form and use of a word after hearing it only a few times, may be a predictor of success in acquiring a second language irrespective of overall academic achievement.
In a procedure adapted from Dollaghan (1985) eighteen students in Grade 2 French Immersion, seventeen in Grade 3 French Immersion and five former French Immersion students now in the Grade 3 English program were exposed to an unusually shaped, as yet unnamed object in the course of a hiding game. This object was randomly assigned one of a set of nonsense names. The children were then administered a 10 minute oral French Comprehension Test as a distractor before being tested for their comprehension and production of the new word. The scores on these tasks, which are an indication of "fast mapping" skill, did not correlate with i) number of years exposure to a second language, ii) age, iii) teacher ratings of oral French or iv) academic ability, v) oral French comprehension or vi) inclusion in French Immersion. This suggests that this set of fast mapping tasks is not a good predictor of success in second language learning or French Immersion. More research is needed to ascertain the reciprocal effect of L2 learning on fast mapping skills, the development of fast mapping skills with age, and the effect of a more complex fast mapping task on the fast mapping performance of school age children.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Alcade, Céline. ""Le solfège du service" : transmission-appropriation des compétences interactionnelles dans la formation aux métiers de service en restauration gastronomique." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2008.
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Depuis l’engagement pionnier, au début des années 80, du réseau pluridisciplinaire Langage et Travail, des chercheurs issus des sciences du langage et du travail ont souligné l’importance croissante de la part langagière et plus largement interactionnelle du travail, avec en particulier la montée en puissance des activités de service. Notre recherche s’inscrit dans le champ d’une linguistique impliquée sur le terrain de la formation professionnelle, qui se développe depuis quelques années dans le domaine francophone. Les premiers travaux conduits dans ce champ ont permis de mieux cerner l’importance du langage et des interactions dans les cursus de formation, à la fois en tant que vecteurs de la transmission des pratiques et des savoirs professionnels, et entant qu’objets d’apprentissage. Dans une perspective inspirée par le paradigme de la socialisation langagière, ce travail se base sur une ethnographie collaborative menée durant deux ans dans une filière de licence professionnelle (Bachelor) en Management de l’hôtellerie-restauration de l’Institut Paul Bocuse (Ecully, France). Il a eu pour but d’analyser, puis d’améliorer les processus de transmission-appropriation des compétences interactionnelles du service en restauration. Dans une première partie, nous commençons par analyser, avec une focale assez large, la place des compétences interactionnelles dans les représentations émergeant des discours sur les métiers de service en restauration, ainsi que dans les prescriptions relatives à différentes sources éducatives et professionnelles et quelques types de formation. Nous étudions ensuite, dans une deuxième partie, avec une focale plus resserrée, la façon dont leur transmission est prise en charge dans différents contextes de formation (cours) de la filière susmentionnée de l’Institut Paul Bocuse. Nous resserrons encore la focale pour nous concentrer sur la formation au sein des restaurants-écoles de l’établissement étudié, au niveau fin des interactions entre les étudiants et les autres protagonistes de l’activité (maîtres d’hôtel-formateurs, chefs et clients). Les résultats révèlent une faible prise en charge de la transmission de ces compétences dans les pratiques formatives ayant cours dans ces restaurants d’application pour privilégier les procédures et gestes techniques du service. En regard, ils mettent au jour dans les pratiques de service attestées dans ces espaces, une dynamique collective et distribuée contribuant à socialiser les novices à la conduite professionnelle de l’activité et aux différents enjeux qu’elle recouvre pour les acteurs impliqués. Dans la troisième partie de la thèse, nous présentons la démarche d’ingénierie de la formation menée en étroite collaboration avec les formateurs aux métiers de service responsable de la pratique professionnelle dans les restaurants-écoles de l’institution. Cette démarche d’ingénierie a pour but de combler les « blancs des discours » de formation, et de mettre en œuvre un entraînement aux compétences visées, postulées en tant que plus-value immatérielle apportée au service matériel du repas, sous la forme d’information, de conseil et plus globalement d’accompagnement de l’expérience culinaire du client. En clôture de cette dernière partie, nous rendons compte des effets constatés dans les performances de service des étudiants, après intégration des modifications apportées à la formation.Située à la croisée des sciences de l’éducation et des sciences du langage, cette recherche se veut finalement une contribution au domaine d’étude, encore assez peu investi, de la part interactionnelle de la formation professionnelleSince the pioneering involvement of the multidisciplinary network Langage et Travail [Language and Work] in the early 1980s, researchersin the fields of linguistics and occupational science have highlighted the growing importance of the language element and more broadly theinteractional element of work, especially with the increased importance of service activities.Our research is in the field of language studies involved in the area of vocational training, which has been developed over the last few yearsin the French-speaking sector. The first research work conducted in this field made it possible to better define the importance of language andinteractions in the training curriculum, both as vectors for the transmission of vocational practice and knowledge and as subjects to be taught.From a perspective inspired by the linguistic socialization paradigm, this work is based on a collaborative ethnography conducted over two yearswithin a vocational degree course (Bachelors) in Catering and Hotel Management at the Institut Paul Bocuse (Ecully, France). The aim was toanalyze, then improve the process of the transmission-acquisition of interactional skills in catering and restaurant service.In Part One we begin by analyzing, with a fairly broad focus, the place of interactional skills in the picture emerging from discussions aboutservice roles in restaurant catering, as well as that in the advice relating to different educational and professional sources and some types oftraining. Then in Part Two we studied, with a more specific focus, the way in which their transmission is handled in different training contexts(classes) of the above-mentioned course at the Institut Paul Bocuse. We focus even more closely in order to concentrate on training in the trainingrestaurants of the establishment studied, at the very specific level of the interactions between the students and others involved in the activity (headwaiter-instructors, chefs and customers). The results reveal a low level of responsibility for the transmission of these skills in the training practicescurrent in these restaurants used to emphasize the procedures and actions of service. In this respect, they bring to light in the service practicesshown in these dining rooms, a collective and shared dynamic that helps beginners to cooperate in the professional conduct of the activity andunderstand the different issues it covers for those involved. In the third part of the thesis, we present the approach to training engineeringconducted in close collaboration with the service staff instructors responsible for professional practice in the institution’s training restaurants. Theaim of this engineering approach is to fill in the “gaps in what is said” in training, and to implement exercises in the targeted skills, postulated asan intangible added value brought to the physical service of a meal, in the form of information, advice and more generally support for thecustomer’s culinary experience. To conclude this final part, we report on the effects observed in students’ service performance following theincorporation of the changes made to the training course.Located in the area where the educational sciences and language sciences intersect, ultimately this research is intended to make acontribution to the field of study, still little investigated, of the interactional element in vocational training
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Saugera, Valerie. "Lexical borrowing in a French-English email corpus integration of English words in the electronic discourse of French immigrants in America /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278252.
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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3828. Adviser: Julie Auger. Title from dissertation home page (viewed May 8, 2008).
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Grondin, Nathalie D. "Functional projections in child second language acquisition of French." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.
Full textAbstract:
Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase (CP)) in first language (L1) development.The purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
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Phillips, Karuna Marks Gary. "Hegemonic aspects of the institutionalisation of the French language." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2048.
Full textAbstract:
Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfilment of the requirements for the degree of Master of Arts in the Department of Political Science, Concentration Trans-Atlantic Studies." Discipline: Political Science; Department/School: Political Science.