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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.
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Walsh, Olivia Mary. "Linguistic purism in France and Quebec." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608141.
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Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.
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Mather, Patrick André. "L' interférence syntaxique de l'allemand sur le français mosellan." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26294.
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The subject of my Thesis is the syntactic interference of German in the French of the Moselle region. The geographical location of this Department, situated close to the German border, leads me to believe that French and German are in contact in this region given their geographic proximity and the history of the area. My Thesis is divided into two main sections. First, through a detailed analysis of relevant syntactic structures in French and German, I put forth several hypotheses concerning the syntactic interference of German in the French spoken in the Moselle Department. Then, I tested these hypotheses through extensive fieldwork by interviewing two different groups of speakers, young and old, and by analyzing those data produced which indicated some degree of German interference in French. I then submitted these data to the same speakers to obtain their grammaticality judgments. My analysis has led me to establish an important typological distinction between the sentences produced by the younger speakers and those produced by the elderly, and to uncover a hierarchy in the acceptability of the sentences submitted to these speakers, which I discuss and attempt to explain.
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Frischkorn, Bradford Michael. "Integration of the American English lexicon: A study of borrowing in contemporary spoken Japanese." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1107.
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Lau, Martin, and 劉文德. "Lexical borrowing in Hong Kong: a study of the Englishization of Chinese and the nativization of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B30269040.
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Quirighetti, Carla. "An examination of what it means to learn a foreign language in French and English secondary education : an ethnographic case study of contrasting socio-cultural contexts." Thesis, University of Kent, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297602.
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Armstrong, Robert A. "Gleanings in French Fields: A Formal Approach to the Translation of French Poetry." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587646850156205.
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Capliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.
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De plus en plus de chercheurs s'accordent à dire que la prosodie a un rôle crucial dans la communication, la compréhensibilité du discours et la détection d'un accent étranger. L'apprentissage et l'enseignement de l'anglais langue étrangère bénéficieraient ainsi à mettre au premier plan les traits suprasegmentaux, ou prosodiques (accent, rythme et intonation), plutôt que les traits segmentaux (consonnes et voyelles) comme le font beaucoup d'enseignants, d'autant que les erreurs prosodiques ont souvent un effet plus néfaste que les erreurs segmentales. Cette thèse de doctorat part de l'hypothèse que les francophones apprenant l'anglais pourraient davantage améliorer leurs capacités à l'oral (production et perception) si on leur enseignait avant tout les caractéristiques prosodiques de la langue cible, plutôt que de mettre en avant les segments. Notre étude expérimentale compare ainsi l'impact d'une approche « prosodique » avec l'impact d'une approche « segmentale » sur des apprenants français non-débutants. Bien que les deux méthodes d'enseignement aient permis aux participants de s'améliorer en production et perception L2, en comparaison avec un groupe de contrôle n'ayant pas reçu de cours, aucune des deux méthodes ne leur a permis d'améliorer leurs capacités à l'oral davantage que l'autre, ce qui montre l'importance tout aussi forte d'inclure les aspects segmentaux que suprasegmentaux dans l'enseignement de l'anglais langue étrangère<br>Researchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
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Horner, David. "On the aquisition of grammar and meaning in instructed second language learning : a case study of the development of past verb forms by adult French learners of English as a foreign language." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021533/.
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A corpus of written English produced by three groups of adult French beginning learners of English as a foreign language over a period of approximately eight months was examined for evidence relating to the acquisition of past tense forms and related meanings. The findings provide evidence to support several hypotheses which can be usefully grouped within a single framework which sees language acquisition as a process of hypothesis formation and testing whose constraints are both first and second language in origin. These hypotheses can be summarised as follows: (1) Language learning involves the acquisition of a new system of expressing meaning. As a result, the learner engages in a process of matching linguistic form to underlying meaning both within and between languages. Only such a hypothesis, we believe, can satisfactorily explain the apparently random variation that was observed in our subjects' acquisition of past tense. (2) Language transfer is thus necessarily a widespread phenomenon, constraining learners' formation of hypotheses, but is itself constrained by the inter- and intra-language form-meaning transparency of the language item in question. In other words, whenever formmeaning relationships are not wholly transparent, transfer is to be expected. (3) Moreover, even when form-meaning relations are transparent, transfer may take place due to the learner's shortage of processing capacity. When this is lacking, learners tend to maintain communication by relying on existing procedural knowledge, which, at least in the early stages, means well-established first language procedures. This is because, even though humans can process at phenomenal speeds, this is only possible with procedures which are solidly in place. For the vast majority of language learners this implies that first language procedures will always take precedence over weaker second language procedures because they were later traced and are less frequently used. Under the circumstances, where demands are made on the learner, for example, to produce language in real time, there will be a tendency to bypass second language networks and rely on first language circuitry. Consequently, learners make use of their ability to operate a number of strategies (such as planning and monitoring their language output) to produce comprehensible language. This ability, labelled strategic competence, is identified as a key aspect in language use in general.
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Inggårde, Karin. "Creativity and EFL Learning : An empirical study in a Swedish upper-secondary school." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24884.
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The aim of this study was to see if a deliberately creative approach in an EFL (English as a Foreign Language) class would have any impact on the students’ EFL learning in terms of more varied vocabulary use, more original written texts, more implementation of story elements (such as a story goal, obstacle, character motive) and increased motivation leading to enhanced activity and attention. An empirical method was adopted in connection in which two Swedish upper-secondary school classes of a vocational program participated. One class was exposed to a regular teaching method (RTM) while the other class was exposed to a creative study design (CSD). During a four week period the students were assigned to write a short story and received instructions on different story elements (story goal, obstacle and character motivation). The RTM was based on how the class’s ordinary teacher would have taught. The CSD was uniquely created for this study and included several techniques and recommendations from scholars in the field of creativity. The results showed that the students exposed to the CSD implemented the story elements to a somewhat higher degree, used a slightly more varied vocabulary, wrote more creative stories, and showed more attention and activity than the students exposed to the RTM. However, more extensive studies would be needed to confirm these results and allow generalizations about the possible benefits the CSD has as opposed to the RTM when it comes to EFL learning.
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Dubell, Andrea. "Les Effets de la mondialisation sur la langue et la culture francaises dans le contexte des affaires et de la publiciteEffects of Globalization on French Language and Culture in the Context of Business and Advertising." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1449519811.
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Ruel, Clémentine. "Acquisition de la complexité linguistique en anglais langue maternelle et en français langue étrangère." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL164.
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Ce travail de recherche se base sur l’hypothèse acquisitionnelle suivante : dans l’acquisition de leur langue maternelle les enfants produisent leurs propres énoncés à partir d’énoncés entendus préalablement en passant par des transformations appelées « reformulations ». Cette recherche comprend l’analyse des procédures de reformulation et de certains phénomènes complexes dans des productions orales en anglais langue maternelle (ALM) d’enfants de 8 et 10 ans et l’analyse des procédures de reformulation dans des productions orales en français langue étrangère (FLE) d’adolescents après environ 4 ans et demi d’apprentissage. A 8 ans en ALM, les enfants cherchent à simplifier les énoncés sources. A 10 ans, les enfants utilisent un plus grand nombre de procédures de reformulation différentes et ils utilisent plus de procédures de reformulation considérées comme complexes. Comme à 8 ans, les enfants de 10 ans ont toujours tendance à simplifier certains verbes complexes. Ceci montre également que ces verbes sont effectivement complexes. Enfin, les enfants reformulent plus souvent les relatives sources par des relatives que les enfants de 8 ans. Vers 17 ans et après environ 4 ans et demi d’apprentissage du FLE, la maîtrise de l’anglais langue maternelle jouerait un rôle déterminant dans l’acquisition du français langue étrangère : grâce à la proximité syntaxique de l’anglais et du français et à leur âge, les adolescents produisent plus de procédures de reformulation complexes. Les adolescents ont tendance à simplifier les énoncés sources quand l’énoncé source est complexe au niveau lexical comme les enfants en ALM<br>This research is based on the new hypothesis on acquisition: in the course of the acquisition of their mother tongue, children produce their own utterances from previously heard utterances using transformations called “reformulations”. It consists of the analysis of the reformulation procedures and of some complex phenomena in children aged 8 and 10 years-old’s oral productions in English as a mother tongue (EMT) and of Analysis of the reformulation procedures in teenagers’ oral productions in French as a foreign language after approximately 4 to 5 years of learning.At 8 years-old in EMT, children tend to simplify the source utterances. At 10 years-old, children use a larger number of different kinds of reformulation procedures and they use more complex reformulation procedures. As at 8 years-old, 10-year-old children still tend to simplify some complex verbs. This also shows that these verbs are indeed complex. Lastly, children reformulate more often the source relative clauses with relative clauses than 8-year-old children. Towards 17 years-old and after 4 to 5 years of learning French as a foreign language (FFL), mastering the mother tongue would be a determinant factor in the acquisition of FFL: due to the syntactic proximity between the English and the French languages and to their age, teenagers produce paraphrases that are more complex. Teenagers tend to simplify source utterances when the source utterance is complex at a lexical and syntactical level, as do the children with English as a mother tongue
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Ruiz, Garrido Miguel F. "Aplicaciones pedagógicas del informe empresarial en el aula del inglés de los negocios: implementación de recursos discursivos escritos en contextos de especialidad." Doctoral thesis, Universitat Jaume I, 2003. http://hdl.handle.net/10803/10434.
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La competencia comunicativa exigida en el mundo empresarial actual y el papel que el inglés juega como lengua de comunicación internacional constituyen la base de la proliferación investigadora en los géneros del inglés académico y profesional (IPA), y en especial del inglés de los negocios (IN). Este desarrollo también tiene su efecto en la producción de materiales docentes, y en menor medida en lo referente a la investigación aplicada al aula del IN. Nuestra aportación a dicho campo se fundamenta en el estudio de un género discursivo escrito particular del mundo de los negocios: el informe empresarial. Pretendemos explicar su concepción como género, así como su relevancia y aportaciones en el aula del inglés de especialidad. Demostraremos cómo este género incluye múltiples características del discurso escrito del IN y observaremos a través del estudio empírico que su implementación en el aula ayuda a desarrollar de forma pertinente ciertos elementos (macro)estructurales y discursivos.
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Clark-Walker, Jan. "Change and conflict in contemporary French." Master's thesis, 1996. http://hdl.handle.net/1885/144372.
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Eloi, Kuswikidila Kibungu. "Implications for the teaching of English as a foreign language in Zaire arising from interference from French into English." Thesis, 2012. http://hdl.handle.net/10210/5893.
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M.A.<br>This dissertation is focused on errors made by Zairean students who learn English as a foreign language; the difficulties encountered by teachers, which inhibit them from performing their work properly and from achieving the prescribed objectives. The analysis of the whole situation shows that many features need to be improved. The government has to define clearly the objectives of learning English in Zaire and thus revise the formation program for the teacher to be. The school must equip the teachers with modern didactic materials for a better performance of the actors in presence. Time-table as well as the curriculum need to be revised in accordance with the main objectives. Finally, the student's interest and his/her environment must be motivated to render the learning of English much easier.
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Mkhavele, Khombumuni Julia. "Nkanelo wa ntshikelelo wa xinghezi eka swephemu swin'wana swa Xitsonga." Diss., 2013. http://hdl.handle.net/11602/178.
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Scheffer, C. J. "Zum primarsprachlichen Wortschatz einer Erhebungsgruppe Deutsch-Pretorianer / Beinvloeding van die Duitse woordeskat van 'n ondersoekgroep Duitssprekendes in Pretoria." Thesis, 1991. http://hdl.handle.net/2263/29956.
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Fitzpatrick, Eileen Susan. "“First, let’s make a brainstorming” : French EFL learners’ use and awareness of Anglicisms." Thesis, 2009. http://hdl.handle.net/2152/ETD-UT-2009-12-585.
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Many French EFL (English as a foreign language) learners may be aware of the origin of anglicisms (loanwords from English) and may thus attempt to use these words in English. However, changes in meaning, phonology, and syntax, etc., during the integration of a loanword into the borrowing language create the potential for error in such efforts.
This report reviews relevant research and theory on language transfer, vocabulary knowledge, metacognition, and lexical borrowing as factors that bear light on this type of transfer. It then presents two studies, one with French EFL learners and one with EFL teachers in France. Results suggest that anglicisms do cause errors in the English of French learners, that learners are generally aware of anglicisms and of the possible difference in meaning between the French and the English words, and, finally, that this awareness does not necessarily lead to correct usage of such words.<br>text
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Damun, Dakom Alfred. "The rephonologization of Hausa loanwords from English: an optimality theory analysis." Thesis, 2016. http://hdl.handle.net/10539/20802.
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Faculty of Humanities
School of Literature, Language and Media
University of the Witwatersrand
A Master’s Dissertation<br>This study investigates how Hausa, a West Chadic language (Afro Asiatic phyla) remodells loanwords from English (Indo – European) to suit its pre-existing phonology. Loanword adaptation is quite inevitable due to the fact that languages of the world differ, one from another in many ways: phonological, syntactical, morphological and so on (Inkelas & Zoll, 2003, p. 1). Based on this claim, receptor languages therefore employ ways to rephonologize new words borrowed into their vocabularies to fit, and to conform to native structure demands. Hausa disallows complex onsets, preferably operates open syllables and avoids consonant clustering in word-medial positions as at its best can tolerate no more than a single consonant at a syllable edge (Clements, 2000; Han, 2009). On the contrary, English permits complex onsets as well as closed syllables (Skandera & Burleigh, 2005). Such distinctions in both phonologies motivate for loanword adaptation. Hausa therefore employs repair strategies such as vowel epenthesis, consonant deletions and segmental substitutions and/or replacements (Newman, 2000; Abubakre, 2008; Alqhatani & Musa, 2014) to remodell loanwords. For analytical purposes, this research adopts theoretical tools of Feature Geometry (FG) (Clements & Hume, 1995) and Optimality Theory (OT) (Prince & Smolensky, 2004) to clearly illustrate how loanwords are modified to satisfy Hausa native demands (Kadenge, 2012). Vowel epenthesis in Hausa involves two main strategies: consonantal assimilation and default insertions. During consonantal assimilation, coronal and labial segments spread place features unto the epenthetic segment in the process determining the vowel type and/or quality, while in the case of default insertions, fresh segments are introduced context independently. Concerning segmental substitutions, most notably are English consonants /p/ and /v/ maximally replaced with similar ones, [f] and [b] that exist in Hausa on the basis that former and latter segments share same phonation features
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Goodfellow, Anne Marie. "Language, culture, and identity : social and cultural aspects of language change in two Kwak’wala-speaking communities." Thesis, 1999. http://hdl.handle.net/2429/9905.
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This dissertation is the product of research on the current usage of Kwalcwala, a language
of the northern branch of the Wakashan language family spoken in British Columbia on
the northern part of Vancouver Island and the adjacent mainland. The focus of research
is the context of indigenous language use and the importance of language as a marker of
cultural identity. I also examine whether English has had any significant influence on the
structure and vocabulary of Kwalcwala after prolonged contact between the two languages.
I conclude that, although Kwalcwala is being replaced by English in most contexts of
communication, it has been strategically maintained in certain contexts as a marker of
cultural identity.
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Marcus, Elizabeth Jacqueline. "Difference and Dissidence: French, Arabic and Cultural Conflict in Lebanon, 1943-1975." Thesis, 2016. https://doi.org/10.7916/D8319WF9.
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This dissertation brings together a study of French and Arabic literature and the cultural history of post-independence Lebanon (1943—1975). It is intended first as a contribution to post-colonial criticism and historical literature on decolonization. Second, as a contribution to literary and historical research on multilingualism, as it undergoes various changes to recover “sub-national” narratives, gestures and behaviours that subvert ideas about homogenous national identities. It begins with a set of questions about language: in the context of multi-ethnic and multi-religious societies, such as Lebanon, what is the place of language in configurations of diversity, and what is its relationship with religion? What relationships do minorities seek or preserve with the national language at or after decolonization, and how does this affect their relationship with the state? Why do some collectives assert linguistic homogeneity and why do others promote more room? Finally, can language acquire indigeneity?
While multilingualism in modern-day Lebanon is a wide-spread social practice, it is far from simple. I argue that in the aftermath of independence in 1943, a forgotten and eventually failed project of bilingualism was promoted by a conservative, nationalist and mainly Christian Maronite network of intellectuals, writers and academics attached to the Francophone university in Beirut. The project raised red flags for partisans of Arabic in Lebanon who argued that bilingualism was nothing more than a conceptual “fig leaf” for maintaining a colonial tie with France as well as an established cultural and political status quo that worked in favor of Lebanon’s Maronites. The project therefore failed to be adopted by a wider, national collective. Well before the start of the Lebanese Civil War in 1975, the project was dropped even by those who had initially rallied to its cause.
This work analyzes bilingualism at the encounter of literature, law and the social sciences, both as disciplinary approaches and respective local discourses. In this way, I examine how descriptive, prescriptive and imaginary genres converge in the discourse of nation-building. Through a constellation of readings of debates over the place of bilingualism in legal education, cultural anthropology, and the literary field, and a close reading of French and Arabic literary works, this study asks how the strategic use of language by newly independent citizens casts a light on bilingualism as a multidimensional social and discursive reality and not a purely linguist or literary phenomenon as is often considered. My theoretical point of departure, therefore, is to study how language can play a role in constructing a knowledge-based discourse that incorporates law, literature, and the social sciences.
There are two crucial aspects of this story that run throughout the histories and texts I engage with in this project. The first is that the project of bilingualism was part of a wider interest in making national identity defined by bilingualism. In so doing, it diluted the radical alterity nominally attached to multilingualism in the national setting. Yet the bilingual project might also be considered a radical one. In part, it setting out to enforce the re-signification of bilingualism in a postcolonial era, it sought, to an extent, to attenuate the centrality of the confessional structures of state. The project therefore draws our attention to the kinds of thought experiments that developed in the process of decolonization and the early years of the Cold War, a mode of creative thinking that was dropped and replaced by more hegemonic structures. But its failure indicates why, when this idea was deployed, it became the price to pay for the expected unity of the national collective. Ultimately, the bilingual project was vulnerable to critique and the failure of its re-signification was due to it being slated as an elite postcolonial project legitimizing Christian power in “cultural” terms.
A second crucial aspect of this story is that the project, while representing a failure, is nevertheless conceptually critical for several reasons. This project of linguistic diversity engendered a new politics of interpretation of text and society that led intellectuals, academics, writers and politicians to articulate the cultural stakes of the new nation-state. Indeed what we risk missing in the representation of bilingualism —as elite, conservative, confessional and colonial— is that the project generated a culture of textual critique based on the language of diversity and difference in law, the social sciences and literature. The bilingual project demonstrates the extent to which the disciplines of law, social sciences and literature in Lebanon co-constituted one another after independence. The failure of bilingualism therefore produced new forms of cultural knowledge, and is a small but important feature of post-independence Lebanon.
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Lee, Daniel Cheungsing. "A study of Japanese loanword naturalisation by Australian learners of Japanese." Master's thesis, 2003. http://hdl.handle.net/1885/146228.
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Santos, Joana Félix. "A utilidade do conceito de interlíngua na aprendizagem de Inglês e Francês." Master's thesis, 2017. http://hdl.handle.net/10316/85356.
Full textAbstract:
Relatório de Estágio do Mestrado em Ensino de Inglês e de Espanhol/Alemão/Francês no Ensino Básico e no 3º Ciclo do Ensino Básico e no Ensino Secundário - extinto apresentado à Faculdade de Letras<br>Este relatório resume a experiência de estágio realizado durante o ano letivo de 2015/2016. A primeira parte irá descrever a escola e o meio envolvente onde o estágio foi realizado. Nesta parte, estarão incluídas a apresentação e a caracterização as turmas que me foram atribuídas. A segunda parte será uma descrição da minha experiência enquanto professora. Esta parte irá refletir sobre as minhas expectativas, os desafios encontrados e as atividades realizadas ao longo do ano. A terceira parte é referente ao estudo monográfico e pretende fazer uma análise dos conceitos de erro e de interlíngua, assim como a sua influência, interferência e importância na aprendizagem de Inglês e de Francês como línguas estrangeiras. Esta parte irá focar-se no desenvolvimento dos conceitos, na aplicação dos mesmos dentro da sala de aula através de metodologias de ensino-aprendizagem como o método de dedução e a utilização de erros dos/as alunos/as. Nas conclusões parcelares sobre os casos específicos estudados, durante o período da prática pedagógica supervisionada, indicarei os resultados obtidos, tendo em conta a influência da língua materna e a evolução da interlíngua durante o processo de aprendizagem. A repetição do texto serviu para completar o número de caracteres estabelecidos para poder submeter o trabalho. Este relatório resume a experiência de estágio realizado durante o ano letivo de 2015/2016. A primeira parte irá descrever a escola e o meio envolvente onde o estágio foi realizado. Nesta parte, estarão incluídas a apresentação e a caracterização as turmas que me foram atribuídas. A segunda parte será uma descrição da minha experiência enquanto professora. Esta parte irá refletir sobre as minhas expectativas, os desafios encontrados e as atividades realizadas ao longo do ano. A terceira parte é referente ao estudo monográfico e pretende fazer uma análise dos conceitos de erro e de interlíngua, assim como a sua influência, interferência e importância na aprendizagem de Inglês e de Francês como línguas estrangeiras. Esta parte irá focar-se no desenvolvimento dos conceitos, na aplicação dos mesmos dentro da sala de aula através de metodologias de ensino-aprendizagem como o método de dedução e a utilização de erros dos/as alunos/as. Nas conclusões parcelares sobre os casos específicos estudados, durante o período da prática pedagógica supervisionada, indicarei os resultados obtidos, tendo em conta a influência da língua materna e a evolução da interlíngua durante o processo de aprendizagem.<br>This report summarizes the training experience during the school year 2015/2016. The first section will describe the school and its surroundings, including the presentation and characterization of the classes that were assigned to me. The second section presents a brief description of my experience as a teacher. This section will reflect on my expectations, the challenges I encountered and the activities I carried out during the school year. The third section refers to the monographic study and intends to do an analysis of the concepts of error and interlanguage, as well as to show their influence, interference and meaning when learning English and French as foreign languages. Therefore, the third section will focus on the development of the concepts and on their relevance in the classroom through the application of teaching methodologies such as deduction and use of errors made by students. I will end by drawing provisional conclusions based on the analysis of the specific cases studied during the teacher training period, taking into account the influence of the native language and the evolution of interlanguage during the process of learning. A repetição da tradução do texto serviu novamente para completar o número de caracteres estabelecidos para poder submeter o trabalho.A repetição da tradução do texto serviu novamente para completar o número de caracteres estabelecidos para poder submeter o trabalho. This report summarizes the training experience during the school year 2015/2016. The first section will describe the school and its surroundings, including the presentation and characterization of the classes that were assigned to me. The second section presents a brief description of my experience as a teacher. This section will reflect on my expectations, the challenges I encountered and the activities I carried out during the school year. The third section refers to the monographic study and intends to do an analysis of the concepts of error and interlanguage, as well as to show their influence, interference and meaning when learning English and French as foreign languages. Therefore, the third section will focus on the development of the concepts and on their relevance in the classroom through the application of teaching methodologies such as deduction and use of errors made by students. I will end by drawing provisional conclusions based on the analysis of the specific cases studied during the teacher training period, taking into account the influence of the native language and the evolution of interlanguage during the process of learning.
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Thomas-Anugraham, Alice. "Apprentissage du français comme langue étrangère (L3+) par des étudiants indiens." Thèse, 2008. http://hdl.handle.net/1866/6422.
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Černá, Klára. "Motivace ke studiu francouzského jazyka na střední škole." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-346786.
Full textAbstract:
This diploma thesis focuses on the motivation of students at high school to study french language. The aim is to discover how is possible to motivate students in french language teaching. The thesis consists of the theoretical and the practical part. The theoretical part describes motivation to study french from the point of view of her three main components: learning, social environment of school and character of french language. The practical part has research form and explores what motivate students at high school to study french, compares motivation for this language at elementary school contrary to high school and compares english to french at high school. The main explored aspects of motivation in research part were: the reasons to study, measure of motivation, teaching environment, surrounding environment of french language, forms of teaching, social influence and barriers in studying french language. I collected the knowledge for the topic by questionnaire survey at Grammar school in Ústí nad labem, at Grammar school in Děčín, at Elementary school school Nativity in Děčín. Discovered finding out in summary of research results are verbally evaluated and interpreted with visual graphs accompaniment. I present the aims of research finding out in section results of aims in research. I...
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Čermáková, Helena. "Výuka cizích jazyků a proces přípravy učitelů cizích jazyků v období 1990-2012." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-336668.
Full textAbstract:
This work focuses on changes in teaching foreign languages and on new requirements for education and training of foreign language teachers after 1989, including a brief survey of the history of foreign language teaching and the development of teacher training. It observes changes in the area of learning objectives, changes in the teacher - pupil relationship, changes in work methods. It deals with a new approach to the selection and use of teaching materials and the inclusion of new technologies in teaching. It discusses the implementation of both the Common European Framework of Reference for Languages and the European Language Portfolio. The work presents in the form of interviews also personal experience with teaching foreign languages and possible ways to achieve the required qualification.
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Vaňátko, Jiří. "Jazyk SMS a francouzština jako cizí jazyk." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338636.
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in English with English title of the thesis: Language of SMS and French as a foreign language The central topic of the thesis is the language of short text messages (SMS) and/or the one of chat and their application in teaching of French as a foreign language (fr. abbreviation F.L.E., français langue étrangère). The aim is to answer the question so as to how to grasp linguo- didactically this modern sociolect of young users (not only) of French, typical of written communication via digital technologies, with the purpose of the purely practical use in the classes of French. Firstly, a linguistic description will be given in order to understand the mechanisms of the explored language code not only in French, but also partly in Czech and English, as well as the determination of the position of the SMS language as a socio-cultural phenomenon in the present-day French. The following research will be dealing with the identification and the analysis of the teaching activities using the SMS language found in approximately fifty text books of French intended for the learners of levels A1, A2, B1, B2. The next section offers the theoretical evaluation of the exploitability of the SMS language in the classes of French, having as a point of reference specialised works of didactics of foreign languages. The...