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Dissertations / Theses on the topic 'French language French language French language French language French language'
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Dufour-Martel, Chantal. "Assessing French reading skills of elementary French immersion students : utility of DIBELS in French /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113007.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 90-102). Also available for download via the World Wide Web; free to University of Oregon users.
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Le, Ngoc Luyen. "French language DRS parsing." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2020. http://www.theses.fr/2020IMTA0202.
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Dans l’essor d’internet, les contenus générés par les utilisateurs à partir des services de réseaux sociaux deviennent une source géante d’informations qui peuvent être utile aux entreprises sur l’aspect où les utilisateurs sont considérés comme des clients ou des clients potentiels pour les entreprises. L’exploitation des textes générés par les utilisateurs peut aider à identifier leurs sentiments, leurs intentions, ou réduire l’effort des agents qui sont responsables de recueillir ou de recevoir des informations sur les services de réseaux sociaux. Dans le cadre de cette thèse, les contenues de textes tels que discours, énoncés, conversations issues de la communication interactive sur les plateformes de réseaux sociaux deviennent l’objet de données principales de notre étude. Nous approfondissons une analyse de structures et composants des phrases dans les textes sur la base de la Grammaire Catégoriel Combinatoire (GCC) et la théorie des représentations du discours. Nous proposons une méthode pour l’extraction d’un arbre de GCC à partir de l’arbre dépendante de la phrase, et une architecture générale pour construire un pont de relation entre les syntaxes et les sémantiques des phrases françaises. Par conséquent, notre étude obtient de la représentation de textes de la langue naturel sous une nouvelle forme de la logique du premier ordre ou la boîte de la structure des représentations du discoursIn the rise of the internet, user-generated content from social networking services is becoming a giant source of information that can be useful to businesses on the aspect where users are viewed as customers or potential customers for companies. Exploitation of user-generated texts can help identify their feelings, intentions, or reduce the effort of the agents who are responsible for collecting or receiving information on social networking services. As part of this thesis, the content of texts such as speeches, statements, conversations from interactive communication on social media platforms become the main data object of our study. We deepen an analysis of structures and components of sentences in texts on the basis of Combinatory Categorial Grammar (CCG) and the Discourse Representation Structure (DRS). We propose a method for extracting a CCG tree from the dependency structure of the sentence, and a general architecture to build a bridge of relationship between syntaxes and semantics of French sentences. As a result, our study achieves representations of natural language texts in a new form of first order logic or the box of DRS
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Mason, Jon-Kris. "French language, and French manners, in eighteenth-century British literature." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577523.
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Eighteenth-century social and political relationships between Britain and France have long enjoyed great scholarly interest, and the linguistic influence of French on English is being defined with increasing precision. Until now, however, there have been only brief stylistic considerations of the literary role played by French in eighteenth-century English prose literature. My thesis seeks to address that deficiency by investigating the literary usage and significance of French language in English literature. As the period is noted for the explosion of interest in language and its cultural ramifications; this study continuously considers the metonymical function of French usage as a signifier of broader social corollaries. This thesis attempts to forge a link between identifiable social attitudes and their incarnation in specific linguistic usage. I initially set out a context of opinion on French language and culture, and attitudes to borrowing and imitation, derived from journal, essay and treatise. Such a context demonstrates that France is unrivalled as the 'other' against which British identities were forged. Rates of lexical borrowing from French reached an historical low in the eighteenth century, and the proliferation of grammars and dictionaries bespoke a desire to define, limit, and control language. Yet the language of the developing novel, I argue, was inflected with French idiom, an idiom that offered a uniquely rich and potent strain of evocation and association. Writers of the novel, from Richardson and Smollett, to Brooke, and Burney, deploy French flexibly but with precision; each author exercises great control in borrowing idiom for purposes ranging from plot development and characterisation, to satire and pathos. My research explores those constructs, and because I found that the question of literary French usage is gendered, much of my thesis is structured along lines of gender. The letters of Lord Chesterfield, Samuel Johnson, and William Shenstone, Fanny Boscawen, Hannah More, and Lady Mary Wortley Montagu, form counterpoints to the novel, and establish areas both of commonality and divergence between French usage in the fictional and familiar prose of men and women. In its final chapter, this study turns explicitly to the wider social concerns underlying preceding discussions, viz. the significance of French usage to English manners and morals in the novels ranging from John Cleland's Fanny Hill to Charlotte Lennox's The Female Quixote. This thesis necessarily incorporates extensive but germane quotation, and embraces historical sociolinguistics, social history, stylistics, literary theory, and practical literary criticism. While this study cannot claim to be comprehensive, it seeks to open out a field of study hitherto neglected.
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Minardi, Liesl Denise. "French-language education in Simcoe County." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63233.pdf.
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Mauerman, Peggy S. "Language Attrition in French-Speaking Missionaries." Diss., CLICK HERE for online access, 1985. https://scholarsarchive.byu.edu/etd/4914.
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Kowal, Ukrainka Maria. "French immersion students' language growth in French, perceptions, patterns and programming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27766.pdf.
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Santoro, Mirko. "Compounds in sign languages : the case of Italian and French Sign Language." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH204.
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Dans cette thèse, j’étudie le domaine des mots composés dans les langues des signes. La composition a été décrite comme étant une stratégie d’enrichissement du lexique des langues des signes, même dans des cas de langues des signes émergentes. J’aborde ce sujet au travers de trois approches principales : typologique/empirique, théorique et expérimentale.Dans la partie typologique/empirique, j’apporte une description approfondie des mots composés dans deux langues signées : la LIS et la LSF. Dans ce domaine, ma principale contribution est de proposer une typologie plus exhaustive des classificateurs en y incluant les formes simultanées.Dans la partie théorique, j’apporte une description formelle de la manière de dériver la typologie complète des mots composés présents dans ces deux langues.Mon objectif premier est de montrer que les mots composés peuvent être dérivés de différentes manières selon leurs propriétés, et que la dérivation morpho-syntaxique n’est pas le seul processus qui affecte les options combinatoires de composition. Les processus post-syntaxiques, et particulièrement la linéarisation, doivent avoir au minimum accès à des représentations partielles afin de distinguer les formes qui doivent être épelées de façon séquentielle et simultanée.Dans la partie expérimentale, je cherche à savoir si la réduction phonologique est une condition suffisante pour identifier les mots composés dans les langues signées. Ma principale contribution a été de montrer que l’importation des critères d’une langue des signes à une autre doit être réalisée avec une extrême précautionIn this dissertation, I investigate the domain of compounds in sign languages. Compounding has been documented as a key strategy to enrich the lexicon of sign languages even in situations of emergent sign languages. I address this topic with three main angles: typological/empirical, theoretical and experimental. In the typological/empirical part, I offer a thorough description of compounds in two sign languages: Italian and French Sign Language (LIS and LSF). I offer a refined and more comprehensive typology of compounds, in which classifiers and simultaneous forms are also taken into account.In the theoretical part, I provide a formal account of how to derive the whole typology of compounds found in LIS and LSF. I show i) that compounds can be derived in multiple ways depending on their morphosyntactic properties and ii) that morphosyntactic derivation is not the only process that affects the combinatorial options of compounding. Post-syntactic processes, especially linearization, have to have access to at least partial representations in order to distinguish between forms that have to be spelled out either sequentially or simultaneously.In the experimental part, I investigate whether phonological reduction is a sufficient condition to identify compounds in SL. I show that importing criteria from one SL to another can be done, but with extreme caution
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Leung, Yan-kit Ingrid. "The acquisition of French as a third language in Hong Kong : interlanguage and typology /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20667474.
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Simard, Nathalie. "Proposition de grille et de principes formatifs pour la correction des productions écrites /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.
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Lindner, Tamara. "Attitudes toward Cajun French and international French in South Louisiana a study of high school students /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344586.
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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2008.Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0553. Advisers: Albert Valdman; Kevin J. Rottet.
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Dagenais, Diane. "Perceptions and processes of French and English writing in a French immersion program." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61909.
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Methé, Susan. "Grammatical morphology in French language-impaired children." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24029.
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Various accounts have been proposed to explain the deficits found in children with specific language impairment (SLI). Since many of these hypotheses have been evaluated using English speaking subjects, there is an important need for cross-linguistic evidence. In this study, the language of Quebec French speaking language-impaired children was examined in an attempt to provide further information about the nature and characteristics of this impairment.The research examined the language of ten 7-year-old unilingual French language-impaired children. Their language was compared to language samples elicited from ten 7-year-old and ten 5-year-old normally developing children. Spontaneous language samples were elicited and analyzed in terms of correct use and error type in six linguistic structures: auxiliaries, copulas, verbs, articles, adjectives, and possessive adjectives. The findings were discussed in light of current competing explanatory hypotheses and were found to support hypotheses that suggest that language impairment is at the level of functional categories. Finally, future directions and clinical implications were addressed.
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Logue, Mark Patrick. "Obsolete Occitan loanwords of the French language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ45708.pdf.
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Mastromonaco, Silvana Maria. "Liaison in French as a second language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/NQ41234.pdf.
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Coburn, Holtman Kris. "Complimenting by second language learners of French." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177632.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian Studies, 2005.Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1741. Chair: Albert Valdman.
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Gerhard-Krait, Francine Riegel Martin. "La prefixation en de(s)- formes construites et interprétations /." Villeneuve d'Ascq : Presses Universitaires du Septentrion, 2000. http://catalog.hathitrust.org/api/volumes/oclc/52339053.html.
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Van, Compernolle Rémi A. Williams Lawrence. "From "y as plus personne qui parle" to "plus personne ne dit rien" the variable use of the negative particle ne in synchronous French chat /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3601.
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Van, Dyk Jeanne. "L'interet de l'enseignement de la traduction a vue a des apprenenants de FLE." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-01242008-161329.
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Argaud, Evelyne. "L'enseignement de la civilisation évolution et représentations dans le champ de la revue le français dans le monde, 1901-1976 /." Villeneuve-d'Ascq : Presses universitaires du septentrion, 2003. http://catalog.hathitrust.org/api/volumes/oclc/51942017.html.
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Bourdages, Johanne S. "Parsing gaps: Evidence from French." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5893.
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This dissertation investigates the parsing of filler-gap dependencies in French, more specifically those found in the restrictive relative construction. The primary goal of this research is to examine a question raised by Stowe (1984; 1986) concerning whether the parser has access to islandhood knowledge. Stowe's (1984;1986) results are compatible with the view that this type of grammatical information is readily accessible for the parser's initial analysis. However, her results are ambiguous since in her study, islandhood was confounded with subject position, where she failed to find gap-location effect. This study will examine the CNP-constraint in object position. A second goal is to examine whether the parsing mechanism postulates a gap in any potential position or only when the position is also a potential end of the sentence. Most of the experiments in the field use sentences where false gaps are located in a position which can correspond to a potential end of a sentence. Thus, the "surprise" effect attributed to false gap filling could also be attributed to the parsing mechanism finding that it did not reach the end of the sentence as expected. This dissertation provides evidence compatible with the view that island constraints, in this case the Complex NP constraint, are readily available to the parser; however, it also provides indications that the potential end of the sentence effect is a factor which has to be considered in identifying a gap location.
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Gouedan, Aké Lucien. "Particularités lexicales du français de Côte d'Ivoire." Villeneuve d'Ascq : Presses universitaires du Septentrion, 2000. http://books.google.com/books?id=k0lcAAAAMAAJ.
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Thompson, Jenna. "Dubbing the multilingual moment: Translating English-language American television shows with French into French." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28445.
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Multilingual films, such as Lost in Translation (2003), have recently become a phenomenon. Various popular television series also feature an element of multilingualism in their plots. This inclusion of the cultural "other" and its language, specifically, the dubbing into French of "French situations" in American television shows, presents an interesting challenge for audiovisual translation (AVT).
In my study, I begin by discussing research on multilingualism in literature, film and television. I then discuss the relevance of translation studies concepts to AVT, and apply them in examining the dubbing into French of American television shows that include situations involving the French language. I describe and analyze how this challenge has been met, where the "other" in the original is the television viewer for whom the show is translated. My work studies the many different strategies used to deal with a very specific translation problem in the field of AVT.
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Simmonds, Helen Margaret. "Channelling change : evolution in Guernsey Norman French phonology." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9246.
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This thesis examines evolution in the phonology of Guernesiais, the endangered variety of Norman French indigenous to the Channel Island of Guernsey. It identifies ways in which modern Guernesiais phonology differs from previous descriptions of the variety written between 1870 and 2008, and identifies new patterns of phonological variation which correlate with speaker place of origin within the island. This is accomplished through a combination of quantitative and qualitative analyses of a new corpus of speech data. The relationship between the data and other extralinguistic variables such as age and gender is also explored. The Guernsey 2010 corpus was gathered during linguistic interviews held with forty-nine adult native speakers of Guernesiais between July and September 2010. The interviews featured a word list translation task (English > Guernesiais), a series of socio-biographical questions, and a self-assessment questionnaire which sought to elicit information about the participants’ use of Guernesiais as well as their responses to questions relating to language revitalisation issues. The interviews resulted in over 40 hours of recorded material in addition to a bank of written socio-biographical, behavioural and attitudinal data. Analysis of the phonetically transcribed data revealed that a number of phonological features of Guernesiais have evolved, perhaps owing to greater contact with English or through other processes of language change such as levelling. Shifting patterns of diatopic variation indicate that south-western Guernesiais forms are spreading northwards, and this is echoed in the findings of the socio-biographical data. New evidence of diatopic variation in final consonant devoicing and word-final post-obstruent liquid deletion was also found. This thesis concludes that there is still considerable variation in the pronunciation of modern native speakers of Guernesiais, and that this correlates with place of origin within the island. While northern Guernesiais forms have not disappeared entirely, south-western Guernesiais appears set to become the de facto standard for the variety, especially as the political impetus for revitalisation is generated from this area of the island.
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Roza, Joseph P. "French languages and French nationalism : the Félibrige, Occitan, and the French identity of southern France, 1854-1914 /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/10391.
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Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
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In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues.
This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published.
In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context.
Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
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Wyatt, Shelly. "Examining Facebook as a Digitally Immersive Language Environment for French Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6039.
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This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were “pushed” to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.
Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including “Liking,” Sharing,” and “Commenting” was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with “Commenting” and “Sharing” was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Instructional Technology
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Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Anderson, Wendy J. "The phraseology of administrative French a corpus-based study /." Amsterdam : Rodopi, 2006. http://site.ebrary.com/id/10380398.
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Piechowiak, Alicia. "What is "good" quality oral French? language attitudes towards "differently" accented French in Quebec." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86785.
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The following thesis used a modified version of the matched guise technique to investigate French second language and French Immersion teachers‟ attitudes towards different French accented speakers. A total of thirty-four raters were asked to judge equally competent speech samples derived from five accented speakers: European, Québécois, Lebanese, Haitian and Anglophone. Raters judged the speakers using a four point Likert scale and providing qualitative data in the form of comments on 6 oral quality criterion derived from the Conseil Supérieur de la Langue Française and 3 prestige criterion derived from previous research (Giles, 1974; Labov, 1966; Lambert et al., 1960). The mixed method evaluations indicate that accent and the affiliated socially constructed stereotypes play a strong role in how different accented speakers are perceived in terms of oral capacities and prestige despite their equally competent performances. Likewise the data shows evidence that the formerly stigmatized reputation of the Québécois accented speaker has shifted towards a population that may be described as immigrants from some of the former French colonies or non-native speakers.Key words: Language attitudes, Quality language, Matched guise technique, French Language.
Le présent mémoire se propose d‟analyser les différentes attitudes linguistiques que peuvent avoir des professeurs de français de langue seconde et de français en immersion à l‟égard d‟orateurs dotés d‟un accent différencié en français. Pour ce faire, et conformément à la « matched guise technique » mise initialement au point par Lambert (1960), un échantillon composé de 34 évaluateurs s‟est vu demandé d‟évaluer -à partir d‟enregistrements radiophoniques- la prestation orale de cinq orateurs de compétences linguistiques en tous points égales si ce n‟est la présence d‟accents représentatifs de leurs origines respectives à savoir: L‟Europe, le Québec, le Liban, Haïti et le Canada anglophone. L‟évaluation de la performance des orateurs s‟est effectuée au moyen d‟une grille de Likert en quatre points tandis que des données qualitatives complémentaires ont pu être recueillies sous la forme de commentaires de six critères de qualité orale définis par le Conseil Supérieur de la Langue Française et trois critères tirés de recherches précédentes (Labov, 1966 ; Lambert et al., 1960). Cette méthode mixte d‟évaluation suggère que l‟accent et plus particulièrement les stéréotypes qui lui sont associés, a une très forte influence sur les façons dont sont perçus des orateurs dotés d‟un accent différencié tant sur le plan de la qualité orale qu‟au niveau du prestige alors que leur compétence linguistique est pourtant équivalente. Si les résultats obtenus dans le cadre de cette étude semblent suggérer une revalorisation de l‟accent « Québecois », ceux-ci nous indiquent en revanche une détérioration de la perception de la compétence linguistique à l‟égard d‟une population que l‟on pourrait qualifier « d‟immigrants ».
Mots clés: Attitudes linguistiques, Qualité de la langue, "Matched guise technique", Langue Française.
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Longwell, Ann E. "France, man and language in French Resistance poetry." Thesis, University of St Andrews, 1989. http://hdl.handle.net/10023/13376.
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The Second World War witnessed what was recognised at the time as a poetic revival in France. The phenomenon of Resistance poetry in particular commanded literary attention throughout the war. Immediately afterwards, however, this large corpus of poetry was widely dismissed as an unfortunate aberration. Viewed as ephemeral poetry of circumstance with only a documentary value, as tendentious poésie engagée, as propaganda or as conservative patriotic verse, it was thought unworthy of consideration as poetry. Marked by the reputation it gained just after the war, Resistance poetry has been given short shrift in critical studies, and has only rarely been the focus of academic attention. This study reexpounds in detail and with a wide range of reference the debate concerning Resistance poetry, and draws attention to a number of poets who are not widely known, or who are not known as Resistance poets. It demonstrates through a thematic and formal analysis of a selection of Resistance poetry that it is in fact no different from poetry as implicitly understood by critics who have dismissed it. A description of commitment in Resistance poetry is followed by a thematic study of its three related objects, namely France, man and language. Detailed examinations of these three major concerns in the poetry challenge the received view that Resistance poetry is conservative in its patriotism, dogmatic or essentialist in its commitment, and reactionary in its use of language. This thematic study is complemented by illustrative analyses of individual poems or parts of poems, and by a concluding commentary.
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Carrasco-Ortiz, Haydee. "Morphosyntactic learning of french as a second language." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3039.
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La présente thèse a pour but d'étudier l'apprentissage morphosyntaxique du français comme langue seconde (L2). Elle cherche à examiner l'hypothèse proposée par certains modèles linguistiques et neurocognitifs selon laquelle les difficultés observées chez des bilingues tardifs à maitriser les connaissances morphosyntaxiques en L2 peuvent s'expliquer par un échec lors de la représentation mentale et le traitement de l'information morphosyntaxique, en comparaison avec les locuteurs natifs. Ainsi, les travaux présentés dans cette thèse utilisent des mesures électrophysiologiques afin de déterminer si ces difficultés sont associées (a) à la réalisation phonologique des inflexions morphologiques de la langue cible et (b) à l'interférence de la langue maternelle (L1). Les résultats démontrent que les apprenants tardifs sont capables d'acquérir des représentations morphosyntaxiques similaires à celle des locuteurs natifs. Nous avons également montré que l'information phonologique comprise dans les inflexions morphologiques joue un rôle important dans l'apprentissage morphosyntaxique en L2. Ces résultats nous ont permis de conclure que la capacité des apprenants bilingues à traiter l'information morphosyntaxique en L2 est moins influencée par la L1 à un niveau avancé d'apprentissage, tout en restant affectée par les propriétés morphosyntaxiques de la langue cible. De plus, ces résultats plaident en faveur des modèles linguistiques et neurocognitifs qui postulent que le traitement morphosyntaxique chez les bilingues avancés implique les même processus cognitifs que ceux des locuteurs natifsThis thesis investigates morphosyntactic learning in adult second language (L2) learners of French. It examines the assumption posited by linguistic and neurocognitive models according to which L2 learners' difficulty in fully mastering morphosyntactic knowledge is due to a failure to mentally represent and process morphosyntactic information in a native-like manner. The series of experiments presented in this thesis use ERPs to investigate whether the difficulties that late L2 learners encounter in processing morphosyntactic agreement can be explained by (a) the phonological realization of inflectional morphology in the target language and (b) interference from the learners' native language (L1). The findings demonstrate that late L2 learners can achieve native-like processing of morphosyntactic knowledge at high levels of proficiency, regardless of the status of the morphosyntactic system in their L1. In addition, we provide evidence that phonological information contained in inflectional morphology plays an important role in the acquisition and processing of morphosyntactic agreement in L2. It is thus argued that L2 learners' processing of morphosyntactic agreement is less influenced by the L1 at high levels of proficiency, while still being potentially affected by the specific morphosyntactic properties of the target language. These findings give further support to linguistic and neurocognitive models positing that morphosyntactic processing in adult L2 learners involves mental representations and cognitive mechanisms similar to those used by native speakers
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Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning." n.p, 1994. http://ethos.bl.uk/.
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Bussières, Chantale. "La règle d'accord en nombre des noms propres en grammaire raisonnée /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.
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Wind, Maarten de. "Inversion in French /." Groningen : Dept. of General Linguistics, University of Groningen, 1995. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=007025044&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Fronk, Robert Wayne. "Direct and indirect perception in French and Spanish infinitival constructions /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8400.
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Minney, James David. "The Flemish movement of French Flanders and the maintenance of Vlaemsch." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310292.
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Randell, Elizabeth Jouin Nicolas. "Le vrai recueil des Sarcelles of Nicolas Jouin : an edition with a linguistic study of the depicted sociolect and its Parisian connections /." St Andrews, 2008. http://hdl.handle.net/10023/545.
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Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.
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Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesis. In contrast with other studies, except for Cohen, Lojkasek, Zadeh, Pugliese and Kiefer (2008), variables that have been shown to have an impact on language development, namely familial socio-economic status, and sex, were carefully controlled in the present studies. To our knowledge, these are the first studies to examine the acquisition of French in IA children.Study 1 is a longitudinal study in which the language skills, non-verbal intelligence, socio-emotional adjustment, and general health of Chinese-born children adopted into Canadian French-speaking families were compared to those of matched non-adopted monolingual French-speaking children. The children were assessed a first time at 4 years of age, on average, and again 16 months later. They had been in their adoptive families for 3 and 4 years, on average, respectively. The results of the initial assessment showed that the two groups did not differ with respect to socio-emotional adjustment or non-verbal intelligence. Moreover, the IA children performed in the average range on most language tests when compared to test norms, suggesting resiliency in their language acquisition abilities. However, an important percentage of IA children performed significantly below the norms on the Recalling Sentences subtest of the Clinical Evaluation of Language Fundamentals-Revised. Also, as a group, the IA children performed significantly lower than their non-adopted peers particularly on expressive language tests (lexical and grammatical).
To better characterize the language abilities of the IA children, spontaneous language samples of a subgroup of the IA children from Study 1 were analyzed in detail in Study 2. Results of Study 2 indicated that the IA children had a remarkable capacity to catch-up to their non-adopted peers with respect to diverse features of language, such as mean length of utterance, lexical diversity, and tense morphology; but, they made significantly more errors with complement clitics.
Study 3 was undertaken in order to examine IA children's very early communicative and language development and the nature of adoptive mothers' language input and attention regulation strategies with their adoptive children soon after adoption. The results support the conclusion that adoptive mothers play an active role in promoting and maintaining joint attention with their adopted children and that the interaction strategy they use most, redirecting their child's attentional focus, contrasts with what has been shown to be effective for biological children raised in Western cultures (Baldwin, 1991; Tomasello & Farrar, 1986) but was, nevertheless positively associated with the internationally-adopted children's later lexical development.
Overall, the findings suggest that IA children exhibited accelerated development in diverse domains of their second first language; but, however, there were significant differences in specific aspects of their language development in comparison to matched control children that suggest the possibility of very early age of acquisition effects.
L'adoption internationale engendre une expérience linguistique unique dans laquelle les enfants adoptés ont à apprendre une nouvelle langue alors que l'exposition à leur langue première prend fin brusquement. L'objectif principal du présent programme de recherches était d'étudier les capacités des enfants adoptés de Chine à acquérir leur « seconde langue première » et d'identifier les facteurs influençant le développement de leur nouvelle langue. Contrairement aux autres études effectuées dans ce domaine, à l'exception de Cohen (2008), des variables reconnues comme ayant une influence sur le développement du langage, soit le statut socio-économique et le sexe, ont été contrôlées dans les présentes études. À notre connaissance, il s'agit des premières études portant spécifiquement sur l'acquisition du français chez les enfants adoptés.
La première étude est une étude longitudinale visant à comparer les habiletés langagières, le fonctionnement intellectuel non-verbal et l'ajustement socio-émotionnel d'enfants adoptés de Chine par des familles québécoises francophones à celles d'enfants non-adoptés et unilingues francophones du même niveau socio-économique. Les enfants ont été évalués une première fois vers l'âge de 4 ans et ensuite 16 mois plus tard. Les résultats de l'évaluation initiale ont démontré que les deux groupes étaient similaires quant à leur niveau d'ajustement socio-émotionnel et à leur fonctionnement intellectuel non-verbal. De plus, les enfants adoptés ont performé dans la moyenne des normes dans la majorité des tests de langage, ce qui suggère de la résilience au plan de leur capacité d'acquisition du langage. Toutefois, un pourcentage important des enfants adoptés ont performé significativement sous les normes au sous-test Répétition de phrases du Clinical Evaluation of Language Fundamentals-Revised (CELF-R). En tant que groupe, la performance des enfants adoptés était significativement plus faible que celle des enfants non-adoptés notamment aux tests évaluant le langage expressif (vocabulaire et grammaire).
Afin de mieux caractériser le profil langagier des enfants adoptés, des échantillons de langage naturel provenant d'un sous-groupe d'enfants adoptés évalués lors de la première étude ont été analysés en détail dans le cadre de la seconde étude. Les résultats de la deuxième étude ont démontré que les enfants adoptés présentent une capacité remarquable de récupération leur permettant de rattraper leurs pairs non-adoptés dans plusieurs sphères langagières, notamment au plan de la longueur moyenne des énoncés produits, de la diversité lexicale et de la morphologie des verbes. Cependant, les enfants adoptés ont fait significativement plus d'erreurs en utilisant les clitiques.
La troisième étude a été entreprise afin d'examiner le développement des habiletés de communication et de langage chez les enfants nouvellement adoptés ainsi que la nature du langage et des stratégies de régulation de l'attention utilisées par les mères adoptives. Les résultats suggèrent que les mères adoptives ont joué un rôle actif dans l'initiation et le maintien des épisodes d'« attention conjointe » avec leur enfant. Par ailleurs, la stratégie d'interaction qu'elles utilisent le plus fréquemment, rediriger l'attention de leur enfant, était reliée positivement au développement lexical ultérieur des enfants adoptés, ce qui contraste avec les résultats d'études effectuées auprès d'enfants non-adoptés élevés au sein de familles occidentales (Baldwin, 1991; Tomasello & Farrar, 1986).
Globalement, les résultats suggèrent que les enfants adoptés présentent un développement accéléré dans plusieurs sphères relatives à l'apprentissage de leur « seconde langue première »; toutefois, des différences significatives sont présentes au plan de certains aspects de leur développement langagier en comparaison avec des enfants non-adoptés du même niveau socio-économique et du même sexe, suggérant la possibilité d'effets reliés à l'âge d'acquisition.
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Love, Susan. "French and Tây Bò̂i in Vietnam : a study of language policy, practice and perceptions /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ARM/09arml897.pdf.
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Fee, Margery. "French Borrowing in Quebec English." Anglistik: International Journal of English Studies, 2008. http://hdl.handle.net/2429/11671.
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Provides an overview of work on the effects of Quebec French (QF) on Quebec English (QE) since 1977. Argues that the framework used by sociolinguists is too narrow methodologically, excluding conversations in English between people whose first languages are different and ignoring the deliberate use of language for political effect. Examines some cognate nouns to show how meanings in QE have shifted because of knowledge of QF.
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Loulidi, Rafik. "Language contact and language conflict in Morocco : a survey of language use and attitudes among school bilingual learners." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284846.
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Tristram, Anna Carolyn. "Variation and change in verbal agreement with collective nouns in French." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610195.
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Gould, Rebecca J. "The Variable use of ne in Negative Structures: An Apparent-Time Variationist Study of Synchronous Electronic French Discourse." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33157/.
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This study of the variable use of ne in synchronous electronic French discourse follows the methodological guidelines and the theoretical framework proposed and subsequently elaborated by Labov for analyzing variable features of language. This thesis provides a quantitative variable rule (i.e., VARBRUL) analysis including age as a factor group (i.e., independent variable), thereby making a new contribution to this area of inquiry. The data (50,000 words from the vingtaine 'twentysomething' channel and 50,000 words from the cinquantaine 'fiftysomething' channel) are a subset of 100,000 words from a corpus of one million words collected in 2008 by the thesis director from the public chat server EuropNet. This study aims to answer the following overarching question: To what extent does age-compared to other factors-influence the variable use of ne in verbal negation in synchronous electronic French discourse? In order to answer this question, and possibly others, the VARBRUL analysis will include age, subject (e.g., noun vs. pronoun), type of second negative particle (e.g., pas 'not', jamais 'never', personne 'no one'/'nobody', and so forth), as well as verbal mood/tense.
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Grondin, Nathalie D. "Functional projections in child second language acquisition of French." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.
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Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase (CP)) in first language (L1) development.The purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
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Phillips, Karuna Marks Gary. "Hegemonic aspects of the institutionalisation of the French language." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2048.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Feb. 17, 2009). "... in partial fulfilment of the requirements for the degree of Master of Arts in the Department of Political Science, Concentration Trans-Atlantic Studies." Discipline: Political Science; Department/School: Political Science.
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Lefkowitz, Natalie. "Talking backwards, looking forwards : the French language game verlan /." Tübingen : G. Narr, 1991. http://catalogue.bnf.fr/ark:/12148/cb355083778.
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Coady, Ann. "The non-sexist language debate in French and English." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/24058/.
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The field of gender and language has gradually abandoned studies of gender-fair language, perhaps considering that there is little left to say on the subject. However, the debate over gender-fair language rages on in the media. Language bodies spend a significant amount of time and money on producing guidelines, yet there have been woefully few studies on what speakers think of these reforms, and the few studies that have been carried out have tended to focus on small groups. In addition, there have been very few analyses of how sexism gets debated and defined within media texts themselves, whereas examining social evaluations of language is essential in understanding the motivating force of language change. There is also a dearth of comparative studies in gender and language, which would allow conceptions of language in general, as well as feminist linguistic reforms, to be framed in their cultural and historical perspectives. This thesis aims at filling this gap in the field of gender and language by examining discourses on feminist linguistic reform in the media from a cross-linguistic perspective. A corpus of 242 articles (approx. 167,000 words) spanning 15 years (2001-2016), whose main topic is (non-)sexist or gender-fair language was collected from British and French on-line national newspapers. Apart from the obvious fact that the media have an enormous influence on public opinion, this is where the debate on sexist language has traditionally been carried out, and thus the media play a special role in the debate. On-line newspaper texts were therefore chosen in an effort to find discourses that readers are exposed to on a regular basis, and that could be classed as widespread and familiar to the general public. A corpus-based analysis was employed as a starting point to identify traces of discourses that are used to frame arguments in the gender-fair language debate. Frequency lists, keyword lists, and word sketches were carried out in order to indicate possible directions for analysis. Hypotheses based on the literature review were also followed up with searches for particular semantically related terms relating to discourses found in other studies. Finally, a CDA analysis was carried out on relevant concordance lines. Twelve main discourses were identified in the two corpora, based on six principle ideologies of language. Findings indicated that the overwhelming majority of these discourses and language ideologies are found in both the English and the French corpus, and across the political spectrum of newspaper groups. However, differences in quantitative and qualitative use may indicate on the one hand, deeper cultural differences between the UK and France, and on the other, core political and moral values between the right and left wing. The main contribution to knowledge that this thesis makes is in helping to revitalise research on sexist language through an analysis of the discourses and language ideologies that determine the success, or failure, of non-sexist language, as well as a novel analysis of the origin of sexism in language (Chapter 3).
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Bessette, Josee. "Government French language training programs: Statutory civil servants' experiences." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26852.
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This collective case study explores second language (L2) training experiences from the perspectives of six Canadian statutory civil servants and examines factors that may have influenced their L2 learning experience. Three instruments were used to collect data: a preliminary questionnaire, an in-depth questionnaire, and an interview protocol. Findings reveal that a language and culture connection, opportunities to use the L2, and a short-term intensive cultural and linguistic immersion experience in particular were all associated with more positive L2 learning experiences. Negative comments regarding L2 learning experiences revolved around the anxiety and stress surrounding the one-shot summative nature of the oral exam, and seemingly no link between instruction and evaluation. This research contributes to the growing literature on factors affecting the L2 learning processes and outcomes. Furthermore, it may be beneficial for future candidates, language teachers, L2 program planners and curriculum designers within the Public Service Commission (PSC) and similar contexts.
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Rose, Yvan. "Headedness and prosodic licensing in the L1 acquisition of phonology." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37824.
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With the emergence of Optimality Theory, where the burden of explanation is placed almost entirely on constraints, we have observed in the phonological literature a de-emphasis on the role of structural relationships that hold within and across segments. In this thesis, counter to the current trend, I argue that the most explanatory approach to phonological processes requires reference to highly-articulated representations. I explore a number of phenomena found in the first language acquisition of Quebec French and argue that these phenomena are best captured in an analysis based on structurally-defined markedness, headedness in constituent structure, and relationships between segmental features and their prosodic licensors.I demonstrate that headedness in constituent structure must be assigned to both input and output forms. In order to encode the dependency relations between input and output representations, I appeal to faithfulness constraints referring specifically to constituent heads. Output representations are regulated by markedness constraints governing complexity within constituents, as well as by licensing relationships that hold between segmental features and different levels of prosodic representation.
At all stages in the development of syllable structure and complex segments, when more than one option is available for the representation of a target string, children select the unmarked option, consistent with the long-held view that early grammars reflect what is unmarked. When input complex structures are reduced in children's outputs, reduction operates in order to ensure faithfulness to the content of prosodic and segmental heads. Finally, in the discussion of consonant harmony, where the French data are supplemented by examples from English, I propose that consonant harmony results from a licensing relation between segmental features and the head of the foot. The differences in foot structure between French and English enable us to account for the contrasts observed between learners of the two languages.
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Ella, Edgard Maillard. "A theoretical model for a Fang-French-English Specialized multi-volume school dictionary." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/423.
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