Relevant bibliographies by topics / French language – films for french speakers

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Academic literature on the topic 'French language – films for french speakers'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "French language – films for french speakers"

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Tomé Díez, Mario. "Sistema de faltas de pronunciación y corrección fonética en un corpus oral FLE." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 145. http://dx.doi.org/10.4995/rlyla.2018.8783.

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<p>In this article we will discuss the description, organization and operation of the first oral corpus available online on the audiovisual productions of Spanish students of French as a foreign language. This set of sound sequences has allowed us to identify and compile the system of pronunciation errors of the Spanish speakers that was not available until today. The didactic consequences of this system of errors can be decisive for the practice of phonetic correction. For an efficient acquisition of pronunciation it is necessary to attend to the main difficulties and errors of the students and at the same time proceed to a simplification of the normative vowel system of French which had already been suggested by some authors. Numerous examples are proposed, accompanied by the sound files that allow us to understand the context and the process of phonetic correction that characterize the oral productions of the students. Several important improvement factors are noted (vocal warm-up, reinforcement and articulatory effort, autocorrection, collaborative corrections). The pedagogical potential of this corpus is open to the scientific and academic community for its future applications to the teaching and learning of the pronunciation of French.</p>
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Bassano, Dominique, Maya Hickmann, and Christian Champaud. "Epistemic modality in French children's discourse:to be sureornot to be sure?" Journal of Child Language 19, no. 2 (June 1992): 389–413. http://dx.doi.org/10.1017/s0305000900011466.

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ABSTRACTThis study focuses on the development of epistemic modality, with particular attention to how French children evaluate the conditions of use for modal expressions marking certainty and uncertainty. Sixty children aged four, six and eight were shown films involving verbal interactions in which a target speaker accused another of having performed a deed. The analysis examine children's responses during a subsequent interview in which they were asked to attribute an epistemic attitude of certainty/uncertainty to the target speaker as a function of three factors: (a) whether he had witnessed the deed; (b) whether his accusation was modalized by the verbcroire(‘think/believe’); and (c) whether the accusation was true or false. The results show that the four-and six-year-olds attribute certainty more often than the eight-year-olds. This dissymmetry is accompanied by a developmental progression in children's conceptions of these modal categories, which change from a ‘realistic’ conception (mainly based on truth/falsity) at four years to an increasingly metalinguistic and relativized conception thereafter.
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Hutin, Mathilde, and Marc Allassonnière-Tang. "Operation LiLi: Using Crowd-Sourced Data and Automatic Alignment to Investigate the Phonetics and Phonology of Less-Resourced Languages." Languages 7, no. 3 (September 8, 2022): 234. http://dx.doi.org/10.3390/languages7030234.

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Less-resourced languages are usually left out of phonetic studies based on large corpora. We contribute to the recent efforts to fill this gap by assessing how to use open-access, crowd-sourced audio data from Lingua Libre for phonetic research. Lingua Libre is a participative linguistic library developed by Wikimedia France in 2015. It contains more than 670k recordings in approximately 150 languages across nearly 740 speakers. As a proof of concept, we consider the Inventory Size Hypothesis, which predicts that, in a given system, variation in the realization of each vowel will be inversely related to the number of vowel categories. We investigate data from 10 languages with various numbers of vowel categories, i.e., German, Afrikaans, French, Catalan, Italian, Romanian, Polish, Russian, Spanish, and Basque. Audio files are extracted from Lingua Libre to be aligned and segmented using the Munich Automatic Segmentation System. Information on the formants of the vowel segments is then extracted to measure how vowels expand in the acoustic space and whether this is correlated with the number of vowel categories in the language. The results provide valuable insight into the question of vowel dispersion and demonstrate the wealth of information that crowd-sourced data has to offer.
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Singh, Gundeep, Sahil Sharma, Vijay Kumar, Manjit Kaur, Mohammed Baz, and Mehedi Masud. "Spoken Language Identification Using Deep Learning." Computational Intelligence and Neuroscience 2021 (September 20, 2021): 1–12. http://dx.doi.org/10.1155/2021/5123671.

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The process of detecting language from an audio clip by an unknown speaker, regardless of gender, manner of speaking, and distinct age speaker, is defined as spoken language identification (SLID). The considerable task is to recognize the features that can distinguish between languages clearly and efficiently. The model uses audio files and converts those files into spectrogram images. It applies the convolutional neural network (CNN) to bring out main attributes or features to detect output easily. The main objective is to detect languages out of English, French, Spanish, and German, Estonian, Tamil, Mandarin, Turkish, Chinese, Arabic, Hindi, Indonesian, Portuguese, Japanese, Latin, Dutch, Portuguese, Pushto, Romanian, Korean, Russian, Swedish, Tamil, Thai, and Urdu. An experiment was conducted on different audio files using the Kaggle dataset named spoken language identification. These audio files are comprised of utterances, each of them spanning over a fixed duration of 10 seconds. The whole dataset is split into training and test sets. Preparatory results give an overall accuracy of 98%. Extensive and accurate testing show an overall accuracy of 88%.
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Knutson, Elizabeth M., and Bernard Rochet. "The Rhythm of French: French Pronunciation Tutor for English Speakers." Modern Language Journal 82, no. 3 (1998): 434. http://dx.doi.org/10.2307/329980.

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Heeringa, Wilbert, and Hans Van de Velde. "Visible Vowels as a Tool for the Study of Language Transfer." Languages 9, no. 2 (January 23, 2024): 35. http://dx.doi.org/10.3390/languages9020035.

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In this paper, we demonstrate the use of Visible Vowels to detect formant and durational differences between L2 and L1 speakers. We used a dataset that contains vowel measures from L1 speakers of French and from L2 learners of French, with Italian, Spanish and English as L1. We found that vowels that are not part of the L1 phonological system are often pronounced differently by L2 speakers. Inspired by the Native Language Magnet Theory which was introduced by Patricia Kuhl in 2000, we introduced magnet plots that relate vowels shared by the French phonological system and the learners’ phonological system—the magnet vowels—to the vowels found only in the French phonological system. At a glance, it can be seen which vowels are attracted to the magnets and which vowels become further away from the magnets. When comparing vowel spaces, we found that the shape of the French vowel space of the English learners differed most from the shape of L1 speakers’ vowel space. Finally, it was found that the vowel durations of the L2 speakers are greater than that of the L1 speakers of French, especially those of the English learners of French.
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Sheppard, Christine, Shanna Kousaie, Laura Monetta, and Vanessa Taler. "Performance on the Boston Naming Test in Bilinguals." Journal of the International Neuropsychological Society 22, no. 3 (December 21, 2015): 350–63. http://dx.doi.org/10.1017/s135561771500123x.

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AbstractObjectives: We examined performance on the Boston Naming Test (BNT) in older and younger adults who were monolingual English or French speakers, or bilingual speakers of English and French (n=215). Methods: Monolingual participants completed the task in their native language, and bilingual participants completed the task in English, French, and bilingual (either-language) administrations. Results: Overall, younger and older monolingual French speakers performed worse than other groups; bilingual participants performed worst in the French administration and approximately two-thirds of bilingual participants performed better when responses were accepted in either language. Surprisingly, however, a subset of bilinguals performed worse when responses were accepted in either language as compared to their maximum score achieved in either English or French. This either-language disadvantage does not appear to be associated with the degree of balanced bilingualism, but instead appears to be related to overall naming abilities. Differential item analysis comparing language groups and the different administrations identified several items that displayed uniform and/or non-uniform differential item functioning (DIF). Conclusions: The BNT does not elicit equivalent performance in English and French, even when assessing naming performance in monolingual French speakers using the French version of the test. Scores were lower in French overall, and several items exhibited DIF. We recommend caution in interpreting performance on these items in bilingual speakers. Finally, not all bilinguals benefit from an either-language administration of the BNT. (JINS, 2015, 21, 350–363)
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HUALDE, JOSÉ IGNACIO. "Phonological change in a small language community." Bilingualism: Language and Cognition 7, no. 2 (July 23, 2004): 105–6. http://dx.doi.org/10.1017/s1366728904001518.

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Bullock and Gerfen show that two of the last speakers of French in Frenchville, Pennsylvania, systematically replace the French front mid round vowel (in words like deux, neuf) with the rhoticized schwa of American English, their dominant language. As the authors argue, it is unlikely that this sound change would have arisen in the speech of French speakers who were not bilingual in English.
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Schimke, Sarah, and Saveria Colonna. "NATIVE AND NONNATIVE INTERPRETATION OF PRONOMINAL FORMS." Studies in Second Language Acquisition 38, no. 1 (August 18, 2015): 131–62. http://dx.doi.org/10.1017/s0272263115000303.

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This study investigates the influence of grammatical role and discourse-level cues on the interpretation of different pronominal forms in native speakers of French, native speakers of Turkish, and Turkish learners of French. In written questionnaires, we found that native speakers of French were influenced by discourse-level cues when interpreting ambiguous overt subject pronouns in French, whereas native speakers of Turkish were mainly influenced by a syntactic cue—subjecthood—when interpreting null subjects (pro) in Turkish translation equivalents. When interpreting implicit subjects of nonfinite dependent clauses (PRO), native speakers of both French and Turkish were influenced by subjecthood. Finally, Turkish learners of French were influenced by discourse-level cues in the interpretation of overt pronouns as well as PRO and showed no subject preference in either case. These results are in line with approaches to second language (L2) acquisition that stress the role of discourse-level principles in the processing and use of a L2 (Clahsen & Felser, 2006; Klein & Perdue, 1997).
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Donaldson, Bryan. "LEFT DISLOCATION IN NEAR-NATIVE FRENCH." Studies in Second Language Acquisition 33, no. 3 (July 20, 2011): 399–432. http://dx.doi.org/10.1017/s0272263111000039.

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The present study is concerned with the upper limits of SLA—specifically, mastery of the syntax-discourse interface in successful endstate learners of second-language (L2) French (near-native speakers). Left dislocation (LD) is a syntactic means of structuring spoken French discourse by marking topic. Its use requires speakers to coordinate syntactic and pragmatic or discursive knowledge, an interface at which L2 learners have been shown to encounter difficulties (e.g., Sorace, 1993; Sorace & Filiaci, 2006). The data come from (a) an 8.5-hr corpus that consists of recordings of 10 dyadic conversations between near-native and native speakers of French and (b) two contextualized paper and audio tasks that tested intuitions and preferences regarding LD. Analyses of the near-native speakers’ production of LDs, the syntactic properties of their LDs, and their use of LDs to promote different types of discourse referents to topic status suggest that their mastery of this aspect of discourse organization converges on that of native speakers.
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Dissertations / Theses on the topic "French language – films for french speakers"

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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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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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Aboutaj, Heidi H. (Heidi Huttar). "Finitness and Verb-Raising in Second Language Acquisition of French by Native Speakers of Moroccan Arabic." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277683/.

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In this thesis, the three hypotheses on the nature of early L2 acquisition (the Full Transfer/Full Access view of Schwartz and Sprouse (e.g., 1996), the Minimal Trees view of Vainikka and Young-Scholten (e.g., 1996), and the Valueless Features view of Eubank (e.g., 1996)), are discussed. Analysis of the early French production by two native speakers of Moroccan Arabic is done to determine if the L1 grammar is transferred onto the L2 grammar. In particular, the phenomena of verb-raising (as determined by the verb's position vis-a-vis negation) and finiteness are examined. The results of this study indicate that the relevant structures of Moroccan Arabic do not transfer onto the emerging French grammar.
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Martinez, Abadia Jose Miguel. "French for Spanish speakers| A contrastive study of English monolingual, bilingual, and plurilingual adult learners of French." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527728.

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A new French teaching program, “French for Spanish Speakers” (FSS) is spreading throughout Southern California whose aim is to bridge Spanish and English to facilitate learning French. FSS speculates that Spanish-English speakers have a greater advantage in learning French than monolingual English speakers (MES). This thesis is the first to empirically examine these speculations. The first section contrasts four linguistically different groups’ French grammar and French written fluency, accuracy, and complexity. The second section attempts to evaluate the FSS program. This study found a statistically significant difference in which Spanish-English speakers produced more fluent and complex compositions than MES. In addition, the findings of this study predict that Spanish-English speakers will ultimately internalize and retain French longer than MES. However, there seems to be no statistical significance in terms of written performance between Spanish-English speakers enrolled in FSS and those enrolled in regular French courses.

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Sikorska, Margaret P. "Unaccusative and unergative verbs in the Spanish interlanguage of French and English speakers." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6347.

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Esta tesis es un estudio de la morfo-sintaxis de los Ilamados verbos inacusativos e inergativos de la interlengua castellana de hablantes francofonos y anglofonos. La Hipotesis de la Unacusatividad (Perlmutter 1978) afirma que, en terminos sintacticos, la clase de los verbos intransitivos se divide en dos sub-clases: los verbos inergativos (dormir, cantar) y los verbos inacusativos (llegar, florecer) y que esta diferencia entre inacusatividad e inergatividad se plasma universalmente en et plano semantico. Sin embargo, las lenguas se diferencian en el grado de la representacion sintactica y morfologica de esta distincion. El objeto de nuestro estudio es investigar si nuestros aprendices conocen las consecuencias sintActicas de que un verbo pertenezca a una clase semantica u a otra. Dado que los verbos intransitivos no se clasifican del mismo modo en las lenguas maternas de nuestros aprendices, es de esperar que se enfrenten de distinta forma a los verbos del castellano. De hecho, vamos a explorar la hipotesis de que las semejanzas y diferencias entre sus lenguas maternas y et castellano nos permitan prever las dificultades con que habran de enfrentarse.
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Chen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.

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This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates.
An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions.
Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.
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Lam, Tsz-ling Elaine, and 林芷玲. "The French of Cantonese-speaking learners: the case of personal pronouns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2677690X.

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Golato, Peter Scott. "Speech segmentation strategies of adult bilingual speakers of French and English : a second look at the limits on bilingualism /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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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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Ward, Nathaniel 1978. "The effects of outlets for English use in anglophone learners of French in the study abroad environment /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79984.

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This study examined a group of English-speaking individuals temporarily residing in the province of Quebec who were studying French. I expected to find that language students who take an active role seeking opportunities to practice French outside of the classroom would demonstrate acquisition of a native speaker (NS) language variant more than those students who take a passive role in seeking out informal French interactions or those who actively sought instead interaction in English. However, no significant correlation between active or passive reactions to the learning environment and the production of the language variant was established. Students who actively sought French interaction were those who were focused on French language study, favored linguistic diversity, and spoke more French at school. For future French language students coming to Quebec to acquire native-like French I suggest developing a strong foundation of French beforehand and, once in Quebec, to live in a Francophone area.
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Books on the topic "French language – films for french speakers"

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Bissière, Michèle. Séquences: Intermediate French through film. Boston: Thomsom/Heinle, 2008.

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Séquences: Intermediate French through film. Boston, MA: Heinle Cengage Learning, 2011.

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La France contemporaine à travers ses films. Newburyport: Focus Pub., 2010.

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Rice, Anne-Christine. Jean de Florette: Un film de Claude Berri, 1986. Newburyport, Mass: Focus Pub./R. Pullins & Co., 2004.

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Kantor, Tadeusz. Théâtre de Tadeusz Kantor: Theatre of Tadeusz Kantor. Chicago, IL: Facets Multimedia, 1991.

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Rowlinson, W. French grammar. Oxford: Oxford University Press, 2000.

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The Cajun French language. Atlanta, Ga: Chicot Press, 1989.

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Ganeri, Anita. French. Chicago, Ill: Heinemann Library, 2012.

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Ted, Neather, ed. Streetwise French: Speak and understand everyday French. Chicago, Ill: Passport Books, 2001.

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Anthony, Lodge R., ed. Exploring the French language. New York: Arnold, 1997.

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Book chapters on the topic "French language – films for french speakers"

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Reaves, Alisha. "How Do Native Speakers Use Discourse Markers?" In Discourse Markers in Second Language French, 83–100. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003323754-6.

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Sarko, Ghisseh. "L2 English article production by Arabic and French speakers." In Second Language Acquisition of Articles, 37–66. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.06sar.

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Ashby, William J. "The loss of the negative particle ne in French." In On Spoken French, 133–50. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.226.c12.

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Negation in French can be marked redundantly – since a pre-verbal particle ne ‘old not’ may accompany a second, usually post-verbal, marker of negation. However, the pre-verbal particle is often deleted in spoken French. This deletion may be inconsistent with the usual typological characterization of French as an SVO language. In this paper, the use of ne ‘old not’ by 37 speakers from the region of Tours is evaluated, and the data are judged by the Sankoff Variable Rule Program (Varbrul 2). The negative particle is found to vary with a complex of linguistic, stylistic, and social factors. The historical record and the data presented here suggest that ne ‘old not’ is being lost. This on-going syntactic change may be dependent on another, as yet uncompleted, change: the fusion of the subject clitic and verb.
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Wilson, Sonia. "Childhood Experiences of FLP: 6 Case Studies of French Heritage Speakers in England." In Family Language Policy, 57–151. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52437-1_3.

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Avram, Larisa, Alexandru Mardale, and Elena Soare. "Chapter 7. On the production of subject and object relative clauses by child speakers of heritage Romanian in France." In Language Acquisition in Romance Languages, 168–96. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/bpa.18.07avr.

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This study investigates the production of subject and object restrictive relatives in child heritage Romanian in contact with French. The main goal is to evaluate the effect of schooling in the societal language, over a longer period of time, on the acquisition of these complex syntactic structures. Thirty-two child Romanian heritage speakers (ages 5–15), divided into two groups who – at testing time – had been in a French school for 1 to 3 years and for 5 to 8 years, respectively, completed an elicited production task. Their responses were compared to those of 32 age-matched monolingual Romanian children and 20 Romanian adults living in the homeland. The results indicated overall progress after onset of schooling. Child heritage speakers who had been in a French school for a longer period of time produced more relative clauses than the younger ones and the number of errors decreased with age. They went through the same qualitative stages as age-matched monolinguals but at a slower pace, with object relatives being more problematic than subject relatives. This vulnerability was reflected in a preference for less computationally costly but target-like structures and in the relatively prolonged use of non-target-like structures whose elimination from the grammar requires inspection of a higher amount of input.
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Kasstan, Jonathan. "New Speakers and Language Revitalisation: Arpitan and Community (Re)formation." In French Language Policies and the Revitalisation of Regional Languages in the 21st Century, 149–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95939-9_7.

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Hensley, David J. "From Resurgence to Retreat: The French-Speakers of Flanders from the End of World War I to the Language Laws of the 1930s." In Defending French in Flanders, 1873–1974, 141–201. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-10917-1_4.

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Wu, Meichen, Zhehan Dai, Lou Lv, Hongyan Wang, and Jeroen van de Weijer. "Native Language Identification by English Stop VOT of Chinese, French and English Speakers." In Advances in Intelligent Systems and Computing, 469–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34387-3_58.

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Depau, Giovanni. "Diffusion and Transmission of Francoprovençal: A Study of Speakers’ Linguistic Conscience." In French Language Policies and the Revitalisation of Regional Languages in the 21st Century, 129–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95939-9_6.

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Innes, James, and Alan Huang. "How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom?" In Language Learning in Anglophone Countries, 379–402. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_19.

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Conference papers on the topic "French language – films for french speakers"

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Leeper, H. A., A. P. Rochet, and I. R. A. MacKay. "Characteristics of nasalance in canadian speakers of English and French." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-15.

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Rochet, Bernard L., and Fangxin Chen. "Acquisition of the French VOT contrasts by adult speakers of Mandarin Chinese." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-87.

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Michelas, Amandine, and Sophie Dufour. "Gradiency vs. categoricity: How French speakers perceive accentual information in their native language?" In Speech Prosody 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/speechprosody.2022-74.

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Vesnina, Nataliia. "Exploring the Use of Oral Communication Strategies by Speakers of French as a Foreign Language." In The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.15.

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Archambault, Danièle, Catherine Foucher, and Blagovesta Maneva. "Fluency and use of segmental dialect features in the acquisition of a second language (French) by English speakers." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-157.

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Yuan, Zheng, Štefan Beňuš, and Alessandro D'Ausilio. "Language Proficiency and F0 Entrainment: A Study of L2 English Imitation in Italian, French, and Slovak Speakers." In Speech Prosody 2024. ISCA: ISCA, 2024. http://dx.doi.org/10.21437/speechprosody.2024-255.

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Soare, Ioanlaurian, and Mariacristina Munteanubanateanu. "MULTILINGUALISM AND MINORITY LANGUAGE TEACHING. BETWEEN TRADITION AND REVITALIZATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-130.

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Abstract:
Language variety (multilingualism) gains today more and more significance in our community. Children in their early school years have already access to different language sources. There is a friendly educational environment that allows further students fit into new practices whereas languages are able to help them (re)orienting their educational frame. In times past the rigid curriculum of the school system restricted language variety. The decision to exclude Low German (Niederdeutsch) in schools in the 19th century led to a partial extinction of the language and its dialects in Northern Germany nowadays, whereas miles away in South Europe the Basque language reshaped its ideological terrain and turned from a banned language in Franco's dictatorship (about 40 years ago) into a co-official regional language in nowadays Spain with an increasing number of speakers. This paper investigates firstly the status of a language as a minority/local/regional language in opposition to a dominant/national/official language, whereas denominations such as: minority or official languages need further explanations. In Ireland the Irish language has the status of an official language, on the other hand the number of people who declared they speak the language amounts to 6-7% in the whole population. This gives Irish both a minority and an official status, nevertheless: the name of a so called minority language can vary depending on region and tradition. Low German, also known as Nether German or Low Saxon (Niederdeutsch, Plattdeutsch, Nedersaksisch) is still competing for an official name. Whereas in Spain there is Euskera or el Vasco. Secondly, the paper analyses the role of two minority languages within the national educational system of Spain, France and Germany. The two languages are: the Basque language which is spoken in Northern Spain (more exactly in the Basque Country and northern Navarre) and France (in the French Basque Country), the second language is: Low German (spoken mainly in northern parts of Germany). Thirdly, the present paper concludes the fact that within a multilingual/bilingual/monolingual milieu of nowadays Europe a revitalization of a minority language can be achieved due to certain social mechanisms. There is the school system on one hand, then the tradition and identity values a certain group of people may perform and of course there are the authorities and the language policies they develop on the other hand. Accordingly, by means of a collaboration of these mechanisms a revitalization of the Basque language was possible in Spain, respectively because of a malfunction of these structures we notice a decline of Low German in Germany.
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