Relevant bibliographies by topics / French Foreign and Second Language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'French Foreign and Second Language'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "French Foreign and Second Language"

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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.

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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Neufeld, Gerald G. "Non-Foreign-Accented Speech in Adult Second Language Learners." ITL - International Journal of Applied Linguistics 133-134 (January 1, 2001): 185–206. http://dx.doi.org/10.1075/itl.133-134.01neu.

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Abstract The findings of this study add to the growing number of reports in which investigators claim to have located adult second language learners who, under rigorous test conditions, manage to pass as native speakers in L2. The aims of this paper were two, first, to provide a detailed account of how we tested and qualified our Anglophones as native-like speakers of French and, second, to suggest that, interesting as our data were, more questions emerge than do answers. Seven of 18 English/French bilinguals, having acquired L2 after the age of 16, were selected by means of a pre-test interview with three Francophones as “potentially of French-speaking background.” These seven, along with three Francophone controls, recited an 81-word passage in French onto a tape-recorder. Sixty-eight native-speaking French raters, of similar dialectal background and weak in English, each heard one of four tapes with differing random roders of the 10 passages, their task being to designate each voice as “Franco-phone” or “non-Francophone.” Four of our seven English-Franch bilinguals obtained ratings statistically comparable to those of our three Francophone controls.
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Balas, Anna. "The influence of second language vowels on foreign language vowel perception." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 44. http://dx.doi.org/10.3765/plsa.v2i0.4085.

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This paper examines the limits of feature abstraction and the influence of second language vowels on foreign vowel perception (cf. Pajak and Levy 2014). Perception of Dutch vowels by Polish students of English and French and Dutch was assessed using categorization tasks with goodness ratings. Dutch front rounded vowels were identified predominantly as front vowels by learners of French and Dutch and as back vowels by learners of English.The results suggest that the hypothesis about selective attention to features should incorporate markedness and that experience with second language front rounded vowels is enough to trigger disentangling rounding from backness.
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Duquette, Lise, and Claude St-Jacques. "An Online Tutorial for French as Second / Foreign Language." International Journal of Learning: Annual Review 12, no. 5 (2006): 257–64. http://dx.doi.org/10.18848/1447-9494/cgp/v12i05/47864.

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Ndinga-Koumba-Binza, H. S. "From foreign to national: a review of the status of the French language in Gabon." Literator 32, no. 2 (June 22, 2011): 135–50. http://dx.doi.org/10.4102/lit.v32i2.15.

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This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.
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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.

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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.
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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.

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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
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Dubrova, S. V. "Особенности преподавания французского языка как второго иностранного в высших учебных заведениях." Science and Education a New Dimension VI(163), no. 67 (May 27, 2018): 26–29. http://dx.doi.org/10.31174/send-pp2018-163vi67-06.

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Petrova, Мaria А. "Language practices of Russian and Austrian diplomats in the second half of the eighteenth century." Central-European Studies 2019, no. 2 (11) (2020): 35–60. http://dx.doi.org/10.31168/2619-0877.2019.2.2.

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The introduction of French into the international sphere proceeded gradually throughout the eighteenth century and was largely due to the growing significance of French culture in the courts and educated milieu of Europe. By the middle of the century, French had not only become the most important language of external diplomatic communication, but had also gradually entered into the internal correspondence of foreign offices. Nevertheless, in the second half of the eighteenth century a large part of such correspondence continued to be conducted in the native language of the diplomats involved. This paper, based on archival sources, deals with the linguistic practices of Russian-speaking (Russophone) diplomats of the Russian Empire and diplomats from Austria, as well as the problem they faced in choosing between their native language or French when writing reports and letters. The language practices are considered in the context of the language policies of Catherine II, Maria Theresa, and Joseph II, who consistently implemented reforms in the Russian Empire and the Austrian monarchy in support of Russian and German respectively. Since there were many diplomats of foreign origin in the Russian College of Foreign Affairs, the French and Russian languages were considered equal. Their use in correspondence depended on the preferences of the chiefs, the personal experience of the diplomatic representatives (their French language skills, level of education in general, social and cultural background, and the characteristics of their particular place of residence), and in some cases on the subject of the correspondence. In the paperwork of the Austrian State Chancellery, the French language was used in official reports far less frequently than German, but rather often in semi-private correspondence with monarchs or high-ranking nobles in order to establish a confidential contact with them. A significant conclusion is drawn that the analysis of the language practices of Russian and Austrian diplomats requires a study of the language competency of the mission staff.
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Kucharczyk, Radosław, and Krystyna Szymankiewicz. "Uwarunkowania wyboru nauki języka francuskiego przez polskich licealistów." Acta Neophilologica 1, no. XXII (June 1, 2020): 73–90. http://dx.doi.org/10.31648/an.5219.

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The aim of this article is to present the results of a sociological study diagnos-ing the reasons and circumstances for the choice of French as a second foreign language by Polish youth in secondary schools. In our study, we focused on two groups of factors. The first of these concerns systemic solutions that affect the position and perception of French as a second foreign language taught in secondary schools as a consequence of the organization of foreign language teaching in Polish schools. The second group of factors is related to students themselves and, more specifically, to social representations they have about French and its learning, language biography and experiences stemming from contacts with French beoynd school. Our goal was to determine if and how these factors have the power to influence the motivation to study French in secondary schools. The study was a survey and included a sample of over 500 secondary school students from Warsaw and nearly 400 secondary school students from the Świętokrzyskie Province.
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Dissertations / Theses on the topic "French Foreign and Second Language"

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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.

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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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Fekete, Denise M. "Pro-drop and verb-second : romance and germanic in Old French." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63760.

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Mbuye, Kanku Lisette. "Integrating Online Discussion Forums into the Foreign Language Curriculum: A Case Study of Advanced Learners of French." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68012/.

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This exploratory case study aims to develop a set of best practices for integrating online discussion forums into the foreign language curriculum, focusing specifically on a group of learners in an advanced French grammar course at a large, public U.S. university. During a period of two months, 26 participants completed a series of tasks designed to provide three different types of data: 1) exploration and analysis of interactional, linguistic, and social features of Web forum discourse; 2) participation in Web forums; and 3) feedback from students. Since the feedback received from two questionnaires was ultimately the most consistent and reliable type of data collected, this study focuses on students' participation patterns and their perceptions of Web forums as a communication space having the potential to provide opportunities for learning French. Although some students indicated that they would neither consider visiting a French-language Web forum nor actually visit one, in both cases, more than half of the participants who completed these questionnaires indicated that they would both consider visiting a French-language Web forum and might actually visit one. Since encouraging students to use French beyond the classroom and to engage in the lifelong use of French for personal enrichment (following the Communities standard of the U.S. Standards for Foreign Language Learning in the 21st Century), at least one goal of this study-the main goal-has been partially achieved.
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Luk, Yuen-chau, and 陸婉秋. "The role of phonological awareness in second language reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.

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Victor, Earl. "Teachers' and students' perceptions of the use of the target or native language in the French foreign language classroom." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2009. http://proquest.umi.com/pqdweb?did=1885607651&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Varshney, Rachel. "Learner representations of L1 strategic use in the foreign language classroom : a comparative study of Australian and French students /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18880.pdf.

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Evans, Anna A. "An integrated writing task in French as a foreign language: an analysis of processes, products, and perceptions." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6943.

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Writing instruction and assessment in foreign language courses have traditionally relied on independent writing tasks, which require learners to compose essays in response to short prompts. Concerns with the limitations of independent writing tasks (e.g., inauthenticity) have resulted in increased interest in integrated/source-based writing tasks. Integrated writing tasks require learners to use sources in their writing and thus resemble academic writing more closely than do independent writing tasks. A review of the research literature has revealed a significant lack of studies investigating both composing processes and written products in response to integrated writing tasks, French as a second language writing, source-based writing on a computer, and the use of modalities other than print sources (e.g., visual and audio sources). This study addresses the identified research gaps by investigating French learners’ composing processes, written products, and perceptions in response to an integrated writing task in which the participants read a passage, visually examine a graph, listen to an audio recording, and then write a persuasive essay based on the three sources. Participants were 38 university students enrolled in third-year French language courses. Data included think-aloud protocols, screen recordings, notes, essays, questionnaire responses, and interviews. Data analysis focused on (a) composing processes and time allocated to them; (b) total amount, location, attribution, and degree of transformation of language integrated from the sources into the essays; and (c) perceptions of the integrated writing task and source use. Results indicate that the French learners actively interacted with the sources and integrated them into their writing in a variety of ways. Despite a relatively high percentage of the total amount of textual borrowing in the essays, the participants’ tendency to acknowledge and transform language from the sources pointed to their developing abilities and skills in appropriate source use. Most students liked writing an essay in response to the integrated writing task and viewed the three sources as valuable resources for language, content, and organization. Finally, pedagogical implications for student writing in upper-level foreign language courses are discussed. By incorporating integrated writing tasks along with traditional independent writing tasks, instructors can diversify their practices in writing instruction and assessment, increase the authenticity of writing tasks, and prepare students for their future foreign language courses, academic studies, and professional pursuits.
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Quirighetti, Carla. "An examination of what it means to learn a foreign language in French and English secondary education : an ethnographic case study of contrasting socio-cultural contexts." Thesis, University of Kent, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297602.

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Graff, Carine. "The Impact of Translation Strategies on Second Language Writing." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532607114900787.

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Murphy, Elizabeth. "Strangers in a strange land, teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ54025.pdf.

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Books on the topic "French Foreign and Second Language"

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Public Service Commission of Canada. Pedagogical Resource Service. French as a second language: Catalogue = Français langue seconde : catalogue. [Ottawa]: Pedagogical Resources Division, Linguistic Services Directorate, Language Training Branch, Public Service Commission of Canada, 1987.

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Board, Edmonton Public School. Program review: French as a second language: Summary report. Edmonton, AB: Edmonton Public Schools, 2002.

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Education, Ontario Ministry of. The Ontario curriculum: French as a second language : core French. Toronto, Ont: Ministry of Education and Training, 1998.

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Starren, Marianne. The second time: The acquisition of temporality in French and Dutch as a foreign language. Utrecht: LOT, 2001.

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French reference grammar: A complete handbook of the French language. Lincolnwood, Ill: National Textbook, 1993.

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Calvez, Daniel. French reference grammar: A complete handbook of the French language. Lincolnwood, Ill., USA: National Textbook Co., 1998.

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The acquisition of French as a second language: New developmental perspectives. Amsterdam: John Benjamins Publishing Company, 2014.

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Rehorick, Sally. French second language learning in New Brunswick schools: Paradigms, challenges and strategies. [Fredericton, NB]: Faculty of Education, University of New Brunswick, 1993.

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B, Sices Jacqueline, and Denoeu François 1898-, eds. 2001 French and English idioms =: 2001 idiotismes français et anglais. 3rd ed. Hauppauge, N.Y: Barron's Educational Series, Inc., 2007.

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Education, Ontario Ministry of. The Ontario curriculum: French as a second language: core French, grades 4-8. [Toronto]: The Ministry, 1998.

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Book chapters on the topic "French Foreign and Second Language"

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Wrembel, Magdalena. "Foreign Accent Ratings in Third Language Acquisition: The Case of L3 French." In Second Language Learning and Teaching, 31–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.

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Lindqvist, Christina. "Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language." In Second Language Learning and Teaching, 87–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.

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Watorek, Marzena, and Clive Perdue. "Chapter 1. Psycholinguistic Studies on the Acquisition of French as a Second Language: The ‘Learner Variety’ Approach." In Focus on French as a Foreign Language, 1–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597688-002.

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McMillan, Brian, and Miles Turnbull. "Chapter 1. Teachers’ Use of the First Language in French Immersion: Revisiting a Core Principle." In First Language Use in Second and Foreign Language Learning, edited by Miles Turnbull and Jennifer Dailey-O’Cain, 15–34. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972-004.

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Granfeldt, Jonas. "Chapter 8. The Development of Gender Attribution and Gender Agreement in French: A Comparison of Bilingual First and Second Language Learners." In Focus on French as a Foreign Language, 164–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597688-009.

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Evans, Michael. "Chapter 3. Codeswitching in Computermediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse between School Learners of French and English." In First Language Use in Second and Foreign Language Learning, edited by Miles Turnbull and Jennifer Dailey-O’Cain, 50–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972-006.

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Holmen, Anne. "Parallel Language Strategy." In Second and Foreign Language Education, 301–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_26.

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Holmen, Anne. "Parallel Language Strategy." In Second and Foreign Language Education, 1–11. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_26-1.

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Block, David. "French Foreign-Language Teachers in London." In Multilingual Identities in a Global City, 107–35. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_6.

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Cook, Vivian. "Chapter 17: Written Language and Foreign Language Teaching." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 424–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-019.

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Conference papers on the topic "French Foreign and Second Language"

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Wu, Hui. "Research on the Culture Introduction in the Teaching of French as a Second Foreign Language." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.277.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
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Wu, Qinning. "Speaking Application of A Foreign Language-French." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.45.

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Chantova, Yasena. "USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.

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Giannikas, Christina Nicole. "FRENCH VS. GERMAN: THE COMPLEXITY BEHIND FOREIGN LANGUAGE CHOICES IN TROUBLED TIMES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0237.

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Zhihai, Fu. "Distance Learning for Foreign Language Teaching." In 2010 Second International Conference on Multimedia and Information Technology. IEEE, 2010. http://dx.doi.org/10.1109/mmit.2010.114.

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "FROM THE TEACHING EXPERIENCE OF FRENCH AS A SECOND LANGUAGE ON THE NON-LANGUAGE FACULTIES (ENGLISH – FRENCH)." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2073.

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"The Significance of Second Language Acquisition on Foreign Language Teaching." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.140.

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "THE ROLE OF COMMUNICATIVE ACTIVITY COMPETENCE IN TEACHING FRENCH AS A FOREIGN LANGUAGE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2256.

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Lalinska, Maria, Eva Stranovska, and Zdenka Gadusova. "MEASUREMENT OF READING COMPREHENSION IN SECOND FOREIGN LANGUAGE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1373.

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Reports on the topic "French Foreign and Second Language"

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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

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