Academic literature on the topic 'French language – Foreign elements – English'
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Journal articles on the topic "French language – Foreign elements – English"
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Permana, Bagas Anugrah, and Myrna Laksman-Huntley. "PHONEMIC INTERFERENCE AND OVERREGULARIZATION IN THE /S/ AND /∫/ PHONEMES REALIZATION IN FRENCH." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (2020): 71–83. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25973.
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One of the problems in foreign language learning is interference, a rearrangement of patterns resulting from the presence of foreign elements in the language domain (Weinreich, 2010). This research shows how and why phonemic interference of /s/ and /∫/ phonemes occur from Indonesian and English although both phonemes exist in all three languages. Some interference begins from lexeme and then to phonemic level. Other faults are overregularization which is the application of regular grammatical patterns to irregular cases. This seems to support the Logical Problem of Language Acquisition which states that a student cannot correct his/her mistakes without explicit feedback from the linguistic environment (Pinker, 2004).The results of this research indicate that foreign language learning requires knowledge of non-structural elements that are outside of the language, not only following phonological, syntactic, morphological, or lexical rules (structural elements). For example, students' foreign language knowledge and cultural content in teaching materials.
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Bandrivska, Nataliia. "English and French vocabulary as a product of historical development." ScienceRise: Pedagogical Education, no. 4(49) (July 29, 2022): 12–16. http://dx.doi.org/10.15587/2519-4984.2022.261748.
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The word-stock of any language may be subdivided into the sets. The elements of one are native, the elements of another are borrowed. Borrowings are modified in phonetic shape, spelling or meaning according to the standards of the recipient language. The process of interpenetration is constantly going on. One penetrated into a certain language system, a loan word is assimilated and undergoes semantic changes. The greater are the changes, the weaker is the connection of the word with its traditional use in the original language. According to the latest lexicographic data we can speak of a formation tendency of new lexical equivalents in Indo-European languages and the necessity to study them. The French language, which is the object of the study of language, consists of several varieties. The vocabulary of the language is constantly changing, to a greater or lesser extent. Changes are tracked and recorded, which allows to adequately understand modern language, which is developing as a living thing. Social changes of time, caused by changes in the structure of the socio-political system, changes in ownership and composition of active participants in communication, cause a conscious change in language norms. This is expressed primarily in the growth of variant elements of communication, a large number of new loanwords and terms, and, finally, in stylistic changes in the meaning of oral and written language, with a marked change in the domestic sphere of communication. The problem, investigated in the article, is connected with the history of penetration of foreign words, among them English, into the French language and vice versa. Everybody can withness the influence of English borrowings in one foreign language nowadays, the process of adaptation of Anglicisms. The aim of the paper is to confirm loanwords in the French language that are a result of lexical interference of two languages – two cultures – in contact. The material of the investigation is about 70 per cent of Anglicisms, picked out from the latest mass media publications in French. The scientific novelty of the research consists in the fact that Anglicisms make up a part of the French word-stock, replenish the language vocabulary
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Markey, Michael. "Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland." Journal of Immersion and Content-Based Language Education 10, no. 1 (2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.
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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
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Fetsko, Ivanna. "Questions to Borrowing in Ukrainian Museology Term System." Terminological Bulletin, no. 4 (2017): 185–91. http://dx.doi.org/10.37919/2221-8807-2017-4-185-191.
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All cultures of the world is being developed in a close relationship, because any cultural isolation factors adversely affect their existence and undermines gains each individual link. The result of this interaction is the appearance of borrowed concepts, symbols and foreign language vocabulary in languages of different nations. Borrowing is quite logical and natural and predictable as no language can do own stocks lexical stock and must borrow lexical items and be a source of new vocabulary for other languages. The article determined museology terms in terms of their origin, the main source languages and ways of borrowing in foreign term unit in Ukrainan museology term system are identified. It was revealed that museology term system is historically conditioned set of terms; the basic structure consist of foreign-language loans. Much of tokens foreign origin, used for the purpose of nomination in museology term system, borrowed in the Ukrainian language from Greek (hliptoteka, catalog, thesaurus, etc.), Latin (artifact, exhibit, restoration, etc.), French (doublet, tourniquets and so on.), German (outline, of curiosities, etc.), Italian (props, graffiti, etc.), English (note, stand, etc.). so long before the formation of the modern UTM. Genetic peculiarity of terminology has a large number of hybrid terms, indicating that the assimilation of foreign units simultaneously with the aspirations of native speakers to use national elements: ekspozytsiynyk, collectibles, relikviynist (from the Latin root.). It also noted the presence of mixed structures of two languages, which actively operate in museology term system created by combining bases or term elements: Greek + Latin (demography, phillumeny, etc.); + Greek French (avtohid, portrait etc.); French + Latin (Disinfection et al.); Latin Greek + (codicology et al.); Latin + French (valorization etc.). National terms are less than other languages and hybrid terms. Depending on the nature of the process term lexicon borrowing in a foreign language can be divided into direct and indirect. Direct loans are term units that they learned terminological studied directly with language-producer, eg., From Latin: antique dealer, exhibitor, memorial and others. By indirect loans are tokens that entered the museology term system through the intermediary language. For example, through French from Latin included the following terms: amulet, crossbow, replica, etc .; French Italian Gallery, dog, etc .; German with French: poster template so on. Attracting loans allows Ukrainian term system organically fit into the global scientific context. Coming in term system, foreign units undergo appropriate phonetic, morphological and semantic adaptation, and promotes the enrichment of modern Ukrainian museology term system. The use of foreign term units in Ukrainian museology are motivated and helps avoid repetitions, replacing multi-toslivnoho one-word name or for its consolidation and foreign term unit different semantic nuances.
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Hardini, Tri Indri, and Philippe Grangé. "AN OVERVIEW OF INDONESIAN LOANWORDS FROM FRENCH." Indonesian Journal of Applied Linguistics 6, no. 1 (2016): 155. http://dx.doi.org/10.17509/ijal.v6i1.2749.
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When two languages come into contact, they exert a reciprocal influence, often unbalanced. A phenomenon that often occurs in case of language contact is the absorption or borrowing of lexical elements, which will enrich the vocabulary of the receiving language. In this article, we deal with words adopted from French in Indonesian and vice-versa. This research shows that most of the words of French origin in Indonesian/Malay language were borrowed through Dutch. Historical background explains why there are no direct loanwords from French language in Indonesian. Nowadays, a second batch of words originating from Old French finds their way into Indonesian through English. On the other hand, very few words from Malay-Indonesian origin were borrowed in French, and their route was not straight either: they were conveyed through Portuguese or Dutch. Phonological adaptation and shift of meaning may have happen when the words were loaned from French to Dutch language or later, when adapted from Dutch into Indonesian language. The data analysed in this article may help teachers of French as a Foreign Language in Indonesia, as well as teachers of Indonesian as a Foreign Language in French-speaking countries, to predict which words will be immediately recognized by their students, and when they should pay extra-attention to faux-amis (cognates whose meanings differ).
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Kormazina, Olga P., Dmitry A. Ruban, and Natalia N. Yashalova. "Hotel Naming in Russian Cities: An Imprint of Foreign Cultures and Languages between Europe and Asia." Societies 12, no. 2 (2022): 58. http://dx.doi.org/10.3390/soc12020058.
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Hotel naming can contribute to cultural exchange, and big countries boasting lengthy peripheries and sharp “cores” are suitable for studying this contribution. Foreign cultural and linguistic imprints in hotel names is studied in four big cities of Russia, namely Rostov-on-Don, Nizhniy Novgorod, Krasnoyarsk, and Vladivostok. It is established that the hotels with names bearing foreign-culture elements constitute up to 20–25% of all hotels in each given city. These elements can be linked to many, chiefly West European countries. The English foreign-language elements are the most common, whereas the French and Italian elements occur in subordinate numbers. The linguistic-cultural types of the hotel names are commonly toponyms and landscape-related symbols. The imprint of foreign cultures and languages in the hotel names diminishes together with the increase in distance from the western state border.
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García Vizcaíno, María José. "Humor in code-mixed airline advertising." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 1 (2011): 145–70. http://dx.doi.org/10.1075/prag.21.1.08gar.
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This article examines how humor works in the code-mixed advertising campaigns of the Spanish airline company Vueling. Drawing on the fetishism approach to multilingual advertising (Kelly-Holmes, 2005) and the theory of incongruity (Raskin, 1985), this paper explores three main types of humorous deviations in Vueling campaigns: structural, phonetic, and visual. The analysis confirms that humor in Vueling ads is produced by deviations at the formal rather than semantic level of language, specifically through the insertion of foreign languages (mainly English and French) into Spanish colloquial expressions. These foreign elements are partially “domesticated” into local Spanish frames by creative code-mixing mechanisms that serve to break readers’ expectations and trigger a comical reaction. Another finding of this analysis is that in most Vueling ads, humor works according to an incongruity-resolution pattern since the subtle humor of many rhymes, puns, and plays on words is only appreciated by a Spanish audience who knows some English and French and is familiarized with certain cultural references and sayings used in Spain.
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Voskresenskaya, N. A., O. O. Gulik, and T. S. Malysheva. "Semantic Typology Pandemic Vocabulary: Covid Neologisms in English, French and German." Nauchnyi dialog 11, no. 3 (2022): 44–61. http://dx.doi.org/10.24224/2227-1295-2022-11-3-48-61.
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Neologisms that appeared under the influence of the pandemic of a new coronavirus infection Covid-19 are considered, based on the material of English, French and German languages. The basis of the study is formed by neologisms collected by continuous sampling from available lexicographic sources and foreign language Internet resources. The relevance of this work is confirmed by the rapid growth of neologisms in all the languages under consideration. The novelty of the study lies in a comparative approach to the analysis of nomination processes and in determining the dominant areas of semantic attraction in these linguistic cultures. The elements that have shown the greatest productivity and stable functioning are singled out. The author’s classification of covid neologisms is proposed. The question is raised about the susceptibility of these languages to new realities, their productivity in the process of responding to changes in various spheres of society. It is concluded that the number of English neologisms prevails over the corresponding units in French and German. It is confirmed that the structure of the lexico-semantic groups identified during the analysis is heterogeneous and in some cases has a lacunar character. It is suggested that the reason for this may be both the specificity of the word formation of languages, and the peculiarities of the mentality inherent in a particular linguocultural community.
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Aitov, V. F., G. N. Turzhanova, A. I. Khusainova, and T. A. Akberdina. "TEACHING GRAMMAR ON THE BASIS OF PROBLEM-PROJECT TASKS IN THE CONDITIONS OF THE POLICULTURAL SOCIUM (ON THE EXAMPLE OF THE REPUBLIC OF KAZAKHSTAN AND THE REPUBLIC OF BASHKORTOSTAN)." Educational Psychology in Polycultural Space 57, no. 1 (2022): 42–50. http://dx.doi.org/10.24888/2073-8439-2022-57-1-42-50.
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The article gives the characteristics of the current language situation in the policultural republics, where much attention is paid to foreign language education. The examples of the implementation of polylingval education are the Republic of Bashkortostan as one of the multinational constituent entities of the Russian Federation and the Republic of Kazakhstan, which are multinational in their essence and bilingualism in them is considered to be natural. Nevertheless, in both republics the contradiction between the high levels of requirements for the formation of grammatical skills imposed by the curriculum and the inability of students to freely use grammatical structures in the process of communicating real communication is obvious. To optimize the process of learning grammatical means of communicative competence, the technology of the formation of grammatical skills is proposed on the basis of the use of problem learning elements, in particular, problem-project tasks. These tasks are considered in the article as special tasks that create problem situations, during performing which students are involved in creative speech foreign project activities, the result of which is the tangible product. The problem-project approach is proposed in the article as a methodological basis for the formation of the grammatical side of communicative competence in the native, Russian and one of the foreign languages acquisition of the student. The main subject of consideration is the issues of the formation of foreign language grammatical skills of students in three-tie conditions. The authors analyze the methodology for learning foreign language grammar based on the use of problem-project tasks with a support for native, Russian and English languages. As an example, the technology of comparison of Russian, Bashkir, Kazakh, English and French proverbs and sayings is described.
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Nevinskaitė, Laima. "Multilingual Advertising in Lithuanian Magazines in 1993–2013." Taikomoji kalbotyra, no. 3 (March 2, 2015): 1–32. http://dx.doi.org/10.15388/tk.2014.17474.
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The article presents a quantitative analysis of multilingual advertising in Lithuanian magazines 1993–2013. The analysis includes those advertisements where alongside Lithuanian separate elements in a foreign language are used, and monolingual non-Lithuanian advertising. The sample included advertisements from four magazines of different profiles (a news magazine, a TV magazine, a women’s magazine, and a business lifestyle magazine) from years 1993/1994, 1998, 2003 and 2013, in total 1995 unique advertisements.A general conclusion is made that the amount of multilingual advertising in Lithuanian magazines has increased. Although as early as 1993/1994 the magazines contained a fair amount of non-Lithuanian advertisements, those years were atypical, since non-Lithuanian advertisements were by Lithuanian advertisers mostly and the models of bilingual advertisements were different than the models that prevailed in the later periods. In 1998 there were less non-Lithuanian advertisements than in 1993/1994 and since then their amount was continuously increasing. The trend of increase of multilingual advertising is best confirmed not by the dynamics of its amounts in single magazines, which was different from magazine to magazine, but by its increase within separate product categories and within the flow of advertisements by Lithuanian companies.In 2013, the proportion of non-Lithuanian advertisements in different magazines, without including into this number the names of companies and products, was 11–42 percent. The use of other languages in advertisements was related to product category (the biggest amount of non-Lithuanian advertisements were in categories associated with prestige, modernity, technological progress, and certain lifestyles); country of origin (advertisements by foreign producers were more likely to contain foreign text elements); size (full-page advertisements were more likely to be bi- or multilingual); structure (monolingual non-Lithuanian advertisements predominantly contained company/product name only or company/product name plus slogan/product type).English is the most often used foreign language in Lithuanian advertisements; French, German, Italian are also used; some other languages are used in single cases only. English is used by advertisers from all countries of origin and it is used mostly to create a modern identity of the brand. Other languages, judging by the product categories they are used in, are associated with ethnocultural stereotypes of those countries.
Dissertations / Theses on the topic "French language – Foreign elements – English"
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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.<br>Arts, Faculty of<br>French, Hispanic, and Italian Studies, Department of<br>Graduate
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Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.
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Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.
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Liew, Julian. "Histoire des termes d'architecture empruntés par le français à l'italien au XVIe siécle : leur introduction et leur évolution." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30141.
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L'influence italianisante de la Renaissance sur la culture frangaise est telle qu'elle a laissé ses traces non seulement sur le vocabulaire de l'architecture du XVIe s. mais aussi sur celui de 1'architecture moderne et voire, plus généralement, sur le lexique français. Et pourtant, malgré 1'influence incontestable de l'italien sur le vocabulaire français de 1'architecture, il ne reste au XXe s. qu'une trentaine--au maximum—de termes d'architecture empruntés à l'italien au XVIe siècle.
Les spécialistes de la langue ont déjà examiné de près 1'influence du lexique italien sur le français à l'époque de la Renaissance: Ferdinand Brunot, Bartina Wind et T. E. Hope—entre autres—ont publié d'excellentes études dans ce domaine.
Tout en nous appuyant sur les études de ces éminents linguistes, nous avons souhaité éviter une simple répétition; par conséquent, nous avons poursuivi une étude approfondie sur un vocabulaire particulier: le vocabulaire de 1'architecture.
Nous avons d'abord dépouillé les textes de Brunot et de Hope pour établir une liste de termes d'architecture empruntés par le français àl'italien au XVIe siècle. Ensuite, nous avons vérifié dans les ouvrages lexicographiques modernes — ici, le .T.L.F. et le .Robert—pour déterminer si ces emprunts ont survécu jusqu'à nos jours. Nous pouvions être certain que ces termes font partie du lexique français du XXe siècle. Contrôlant la classification de Hope par 11exament de la section étymologique de chaque entrée du T..LF, nous avons aussi pu établir le fait que les mots dans notre liste étaient introduits en français comme termes d'architecture.
En même temps, notre consultation du TLF et du Robert nous a fourni un aperçue général de 1'évolution sémantique des emprunts. Ensuite, nous avons consulté les ouvrages lexicographiques les plus importants depuis le XVIIe s. pour tracer 1'évolution sémantique de chaque mot.
A partir du résultat de nos recherches, nous avons établi la répartition suivante: (i) quatre emprunts qui ont eu une expansion sémantique (viz., ARCHITECTS, ARCHITECTURE, ISOLE et FAÇADE); (ii) quatre autres emprunts qui ont évolué mais seulement à l'intérieur du vocabulaire de 1'architecture (viz., BALDAQUIN, APPARTEMENT, BALCON et ARCADE); et (iii) tous les mots qui n'ont pas changé de sens ou qui ont subi très peu d'évolution sémantique depuis leur introduction en français (Appendice A-2). Nous avons réservé une étude détaillée à chaque mot dans les deux prèmieres sections--retraçant l'origine et 1'évolution sémantiques du mot et, dans la mesure du possible, les circonstances historiques ou culturelles où le mot se trouvait.
Nos études nous ont conduit à la conclusion que la langue n'accepte pas de façon égale les emprunts faits dans un certain domaine ou pendant une certaine époque. Certains des emprunts s'intègrent totalement au lexique, en acquérant d'autres acceptions et en sortant du domaine qui les aintroduits: ils acquièrent finalement un sens figuré; ce groupe est très petit. Le deuxième groupe consiste en des emprunts qui ont garde leur emploi principal de terme d'architecture mais que l'usager moyen de la langue reconnaitra et employera. A la différence du premier groupe, cependant, les mots du deuxième groupe ne possèdent pas d'acception au figuré. Le dernier groupe est composé d'emprunts qui restent strictement des termes techniques; l'usager moyen ne les employerait pas et, sans doute, n'en connaitraît même pas le sens. A en croire le résultat de notre travail, ce dernier groupe constitue la majorité des emprunts.
Finalement, nous nous sommes apergu que l'histoire et la culture d'un peuple laissent souvent leurs traces sur 1'évolution sémantique d'un mot. Dans les études consacrées à ARCHITECTE et ARCHITECTURE, nous avons inclu pour chaque siècle les changements culturels, historiques ou politiques les plus importants dans l'histoire de la France et de 1'Europe et lés avons lies de façon logique aux changements sémantiques. Donc, nous avons pu suivre de près l'histoire parallèle de la langue française et du peuple français.<br>Arts, Faculty of<br>French, Hispanic, and Italian Studies, Department of<br>Graduate
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Dugarova, Esuna. "Behaviours of Wh-elements in English and Russian learners' L2 Chinese Wh-questions." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608932.
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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.<br>Medicine, Faculty of<br>Audiology and Speech Sciences, School of<br>Graduate
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Yuen, Hiu-sum, and 袁曉芯. "Yiddish, quasi-yiddish and ideologies of American English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30398459.
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老志鈞 and Chi-kuan Lou. "Europeanization of modern Chinese language in Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214393.
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Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.
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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.
Full textBooks on the topic "French language – Foreign elements – English"
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Twentieth century borrowings from French to English: Their reception and development. Cambridge Scholars Publishing, 2012.
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Shull, Donald Marshall. The effect of the theory of translation expressed in the anonymous Romano of Partenay (T.C.C. MS R.3.17) upon the language of the poem. University Microfilms International, 1985.
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Flaitz, Jeffra. The ideology of English: French perceptions of English as a world language. Mouton de Gruyter, 1988.
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Valeur et fonctions des mots français en anglais à l'époque contemporaine. L'Harmattan, 2000.
Find full textBook chapters on the topic "French language – Foreign elements – English"
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Nogami, Yasuko, and Norio Hayashi. "A Japanese Adaptive Test of English as a Foreign Language: Developmental and Operational Aspects." In Elements of Adaptive Testing. Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85461-8_10.
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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. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972-006.
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Luběnová, Anna. "Autentický literární text a čtení pro zábavu ve výuce cizího jazyka: přehledová studie." In Výzkum v didaktice cizích jazyků IV. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-3.
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This research study aims to map journal research articles related to the integration of authentic literary texts into foreign language classroom and monitor at the same time how they deal with the term “reading for pleasure”. It is based on 5 journal research articles which show that the issue is topical, yet there is a notable lack of sources dealing with French as a foreign language. Therefore, comparable research which focus on different foreign languages, namely Spanish or English, were chosen.
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"XIII. Foreign Elements and Foreign Influence." In A Bibliography of Writings for the History of the English Language. De Gruyter, 1987. http://dx.doi.org/10.1515/9783110855456-015.
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Nikpalj, Vida. "Elements of drama in teaching English to young learners." In Children and English as a foreign language. Filozofski fakultet Sveučilišta u Zagrebu, FF-press, 2015. http://dx.doi.org/10.17234/9789531755603.10.
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Tuchais, Simon. "French." In Language Communities in Japan. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198856610.003.0021.
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The situation of French in present-day Japan derives from its current status as an international language, and a history starting in the 19th century, when French became an important language of modernization of Japan. In the 20th century, French rapidly assumed the status of a language of refinement and culture, associated with literature, intellectual thought, fashion, film, and gastronomy. This image is reflected in numerous loanwords from French in Japanese. This history led to French being one of the main foreign languages other than English taught in Japan since the Meiji era at all levels of education. French is actively studied in institutions of higher education, and is present through the network of French governmental cultural institutions in the major cities.
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Leben, William R., and Brett Kessler. "The Prehistory of English and the Other Indo-European Languages." In English Vocabulary Elements, 3rd ed. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780190925475.003.0010.
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Abstract English belongs to the Germanic branch of the Indo-European family, which goes back five to six thousand years. French, which earlier chapters have shown to be a rich source of English words, belongs to the Italic branch, as does Latin. Greek belongs to the Hellenic branch of Indo-European. In their descent from Indo-European, these languages all underwent their own sets of changes. Remarkably, thanks to the regularity of sound change and despite the passage of millennia, it’s possible to retrace the origin of many English words back to their Indo-European source. To demonstrate this, the present chapter presents one of the major sound changes, Grimm’s law, and shows the correspondences between a variety of English words and the original sounds in the ancestral language.
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Leben, William R., and Brett Kessler. "The History of English and Sources of English Vocabulary." In English Vocabulary Elements, 3rd ed. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780190925475.003.0002.
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Abstract English is the native tongue of more than 379 million people in many independent nations. For its first thousand years, it was spoken almost entirely in England, beginning in the fifth century, when West Germanic-speaking invaders settled and replaced the indigenous Celtic tongue. Several major events have led to substantial changes in the language over time. Extensive Viking settlements, the Norman Conquest, and the English Renaissance, starting with the printing press, have all helped to shape the word stock. Nowadays, influences from other cultures continue to augment English vocabulary, but the basic division remains the same as the one that has existed since the rise of Middle English: native Germanic-based vocabulary vs. borrowed vocabulary from French and the classical languages. Recognizing the different sources of English vocabulary helps immensely to analyze English word structure.
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Blattner, Geraldine, Amanda Dalola, and Lara Lomicka. "Twitter in Foreign Language Classes." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch034.
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This chapter looks at the potential of the mircroblogging tool Twitter as a multifaceted resource for foreign language learners and educators. It highlights how this microblogging and social networking service provides authentic settings that are both dynamic and communicative, and which facilitate the cultural enrichment of first-year French learners, by enhancing their socio-pragmatic awareness and developing their multiliteracy skills in a second language. We argue for the importance of making students aware of this linguistic culture from an early stage of their language studies. This invisible second language culture is rarely discussed in traditional classrooms and only sporadically presented in foreign language textbooks; however, it can easily be experienced in digital environments like Twitter, making it an ideal context for such exposure. Our results suggest that the incorporation of linguistic cultural elements is indispensable to the development of intercultural communicative competence, a skill that paves the way for successful communication across national boundaries and in different electronic discourses.
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Andujar, Alberto, and Fidel Çakmak. "Foreign Language Learning Through Instagram." In New Technological Applications for Foreign and Second Language Learning and Teaching. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch007.
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This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.
Conference papers on the topic "French language – Foreign elements – English"
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Latkovska, Evija, and Amanda Cine. "Gamification Elements in English Lessons to Encourage Young Learners’ Communication in a Foreign Language." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.46.
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Communication is a part of people’s lives. Speaking with each other is one of the most general ways of communication. If in one’s native language speaking skills are acquired naturally in the due course of a person’s development, in a foreign language speaking has to be learnt in a more purposeful manner. Furthermore, it has to be noted that not always speaking means communication as the latter entails its specific strategies. Therefore, people, who find communication problematic in their native language, may look upon communication in a foreign language as a challenge. It is because besides personality traits and communication strategies, people have to know vocabulary, pronunciation and grammar of a foreign language. The authors of the present study being involved in teaching English as a foreign language and its methodology are of the opinion that when young learners start learning a foreign language, teachers are the ones who help pupils get ready for speaking and communication, doing it in a way that is appealing and motivating for pupils. Taking into account characteristics of primary school pupils and recent trends in education, the aim of the study is to explore how pupils of Grade 3 can be encouraged to speak in English if gamification elements are incorporated in speaking activities. Research method was a case study (a research sample – 16 pupils 9 to 10 years old); data was collected using teacher observation of the lesson routine. The main findings show that gamification elements incorporated in speaking activities encouraged the pupils to speak up in English boosting their self-confidence. A scoreboard, points, badges and reward as gamification elements used in the particular study helped the teacher attract the pupils’ attention and they used the chance given by the teacher to communicate in English.
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Takefuta, Junko, Yukio Takefuta, and Nobue Yonaha. "Evaluation of the Relative Contribution of Various Elements in the CALL System of Teaching English as a Foreign Language." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.164.
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TUĞLUK, Mehmet Emin. "A COMPETITION TO FIND AN EQUAL TO THE TWELVE FOREIGN WORDS ORGANIZED BY THE ŞEHBÂL MAGAZINE (1909-1914)." In 3. International Congress of Language and Literature. Rimar Academy, 2021. http://dx.doi.org/10.47832/lan.con3-4.
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One of the important magazines of the Second Constitutional period was the magazine Şehbâl, which was published between 14 March 1909 and 14 July 1914. Political events and comments in Şehbâl magazine; culture, literature, music; painting, sculpture, architecture; health,sport; inventions and inventions, discoveries, accounting, humor, fashion, make-up, embroidery, housework; articles on many subjects such as information about new publications and selections from English, French, German and American magazines have been published. Another important feature of Şehbâl magazine is that it organizes competitions on various subjects. One of these competitions organized by the Magazine is The Competition to Find an Equal to The Twelve Foreign Words In this competition, it was requested to find the equivalents of the words bibliographie, boycottage, caprice, caricature, clup, conference, concert, decor, monologue, paradoxe, surprise, taximetre. Various words were suggested to this competition by 517 people. However, none of the suggested words are used in standard Turkey Turkish instead of the desired word. However, this competition is important in terms of showing the influence of foreign languages on Turkish and the awareness and resistance shown against this influence. Key words: Şehbâl Magazine, Competition, Second Constitutional, Foreign Languages, Turkish Equivalent.
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Markova, Anna. "THE TOURIST BLOG: BETWEEN PERSONAL TRAVELOGUE AND COMMUNICATION FOR VALORISING CULTURAL HERITAGE." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.65.
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In the context of the specifics of tourism discourse and communication through blogs, the paper presents an analysis of the image of the cultural heritage of the municipality of Kazanlak in 30 publications in French-language tourist blogs from the last ten years. The various discursive strategies and linguistic tools that can be identified in these texts are explored through the prism of their contribution to structuring a presentation that goes beyond the story of personal travel and emphasizes authenticity, identity and axiological charge, aesthetic value and the invitation to discover alterity in the described tangible and intangible cultural heritage. Elements that bring the discourse thus constructed closer to a communication that valorises cultural property. Thus, beyond the possibility of outlining the image of cultural heritage perceived by the foreign tourist, useful with a view to the efforts to promote it, the issue of the foreign tourist blog as a potential interesting component of communication campaigns in the field of cultural tourism deserves attention.
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Bandalo, Višnja. "ICONOGRAPHIC DEPICTION AND LITERARY PORTRAYING IN BERNARD BERENSON'S DIARY AND EPISTOLARY WRITING." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/18.
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The paper focuses on the interlacement of literary and iconographic elements by displaying an innovatory philological and stylistic approach, from a comparative perspective, in thematizing multilingual translational and adaptive aspects, ranging across Bernard Berenson's diaristic and epistolary corpus, in conjunction with his works on Italian visual culture. This interweaving gives occasion to the elaboration of multilinguistic textual influences and their verbo-visual artistic representations deduced from his innovative interpretative readings in the domain of world literature in modern times. Such analysis of the discourse of theoretical and literary nature, and of the pictoricity, refers to Bernard Berenson's multilingual considerations about canonical authors in English, Italian, French, German language, belonging to the Neoclassical and Romantic period, as well as to the contemporary era, as conceptualized in his autobiographical works, in correlation with his writings on Italian figurative art. The scope of this presentation is to discern and articulate Berenson's aesthetic ideas evoking literary and artistic modernity, that are infused with crucial notions of translational theory and conveyed through the methodology of close reading and comprising at the same time, in an omnicomprehensive manner, a plurality of tendencies intrinsic to social paradigms of cultural studies. Unexplored premises reflecting Berenson's vision of Italian culture, most notably of a visual stamp, will be analyzed through author's understandings of such adaptive translations or volumes to be subsequently translated in Italian, and through their intertwined intertextual applications, significantly contributing to further critical and hermeneutic reception thereof. Particular attention is drawn to its instancing in the field of Romantic literary production (Emerson, Byron), originally underscoring the specificities of each literary genre and expressive mode, of the narrative, lyric or theatrical nature, as well as concomitantly involving parallel notions as adapted variants within visual arts, and in such a way expressing theoretical views pertainable to Italian artworks too. Other analogous elements relevant to literary expression in the most varied cultural sectors such as philosophy, music, civilisational history (Goethe, Hegel, Kant, Wagner, Chateaubriand, Rousseau, Mme de Staël, Taine) are furnished, as well as the examples of the resonances of non-western cultures, with the objective of exploring the effect among readership bringing also to the renewal of Italian tradition.
Reports on the topic "French language – Foreign elements – English"
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.
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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.
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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.