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Journal articles on the topic 'French language French language French language Language and culture'
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1
Meristo, Merilyn. "The French Language Olympiad: Promoting language and culture learning." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 39–52. http://dx.doi.org/10.2478/jolace-2020-0012.
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Abstract The aim of this paper is to shed light on promoting teaching and learning the French language and culture through the Olympiad, initiated by a group of practitioners in a community of practice. What makes this Olympiad rather unique is its main focus on cultural knowledge combining it with linguistic aspects. The Olympiad takes place in four different categories taking into account students’ age and prior experience in learning French (e.g. first or second foreign language). In addition, the regional round is organised in Moodle enabling more participants to take part and the national one in situ, at the University of Tallinn. Since the first Olympiad in 2014, the number of competitors has increased and both, private and municipality funded (public) schools participate. The paper provides a detailed overview of the olympiad process: how it was initiated and how it is annually run as well as a description of challenges faced by the organisers.
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Kosovych, Olga. "Internationalisms of French Origin in English and Ukrainian Languages." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 39 (2021): 12–23. http://dx.doi.org/10.17721/2663-6530.2021.39.02.
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This article is devoted to the study of internationalisms of French origin in English and Ukrainian languages. Traditionally, researchers who are studying French words without allocating internationalisms, consider the borrowing process in a specific language. In linguistic works, an international layer of French origin is allocated, so, in particular, the mechanism of adaptation of French words in English through the Ukrainian language was studied. Internationalism acquires special importance in the development of modern languages due to the fact that they are generally accepted forms of lexico-semantic expression of the most important concepts of modern culture. Their meaning is undoubtedly in all basic ways to overcome the language barrier, whether language learning, translation, the creation of international and auxiliary languages. The author emphasizes that the study of the features of the functioning of internationalisms is an important part of the study of the language system. The study of the international words of French origin caused by the large linguistic and cultural and historical significance of French in the history of world languages. At the same time, this study is advisable to determine their role and place in the lexical system of modern languages. Internationalisms undoubtedly play an important role in the intercultural communication process in the modern world. International vocabulary exists almost in all languages and every year the amount of this layer of the vocabulary increases, which can lead to the emergence of a new international language.
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Saefullah, Nurul Hikmayaty, Rosaria Mita Amalia, and Savitri Aditiany. "L’interférence des langues étrangères dans des méthodes d’enseignement de français : étude sociopragmatique." Digital Press Social Sciences and Humanities 3 (2019): 00035. http://dx.doi.org/10.29037/digitalpress.43308.
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<p class="MsoNormal" style="text-indent:0in"><span lang="FR">French is the strongest competitor of the English language. The existence
of English is considered to be a threat to French language with the inclusion
of a large English vocabulary in French. The threats come not only from
English, but also from other foreign languages, including the languages of the
countries of immigration living in France and the language of the neighboring
countries. The interaction of French with these languages seems understandable
and accepted in French politics itself. French teaching methods include today of
many vocabularies in foreign languages, which should be free of any foreign
influence. It shows that French began to open up, that learning the language
should also learn about its culture and all things related. The case is now,
not how to stop it, but how to control it and see it as a positive attempt in
human interaction. It is the purpose of this study. Linguistically, it is
interesting to study this problem using sociopragmatic theory, i.e. considering
the practice of the use of foreign languages in the manual of French from the
culture and pragmatism. Using data from French teaching methods, the analysis
was conducted using a descriptive analytical method, with sociolinguistic and
pragmatic as theoretical background. The expected outcome of this study is the <a name="_GoBack">discovery of the positives of the interference of foreign
languages in the teaching of French methods and </a>it does not harm the
reputation of French in the eyes of the international community.</span></p>
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Spanu, Michael. "Sacred Languages of Pop: Rooted Practices in Globalized and Digital French Popular Music." Open Cultural Studies 3, no. 1 (February 1, 2019): 195–206. http://dx.doi.org/10.1515/culture-2019-0018.
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Abstract Nowadays, popular music artists from a wide range of cultures perform in English alongside other local languages. This phenomenon questions the coexistence of different languages within local music practices. In this article, I argue that we cannot fully understand this issue without addressing the sacred dimension of language in popular music, which entails two aspects: 1) the transitory experience of an ideal that challenges intelligibility, and 2) the entanglement with social norms and institutions. Further to which, I compare Latin hegemony during the Middle Ages and the contemporary French popular music, where English and French coexist in a context marked by globalisation and ubiquitous digital technologies. The case of the Middle Ages shows that religious control over Latin led to a massive unintelligible experience of ritual singing, which reflected a strong class divide and created a demand for music rituals in vernacular languages. In the case of contemporary French popular music, asemantical practices of language are employed by artists in order to explore alternative, sacred dimensions of language that challenge nationhood.
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Leitch, David. "Canada’s Native Languages: The Right of First Nations to Educate Their Children in Their Own Languages." Constitutional Forum / Forum constitutionnel 15, no. 1, 2 & 3 (July 24, 2011): 2006. http://dx.doi.org/10.21991/c9d093.
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Canada used to consider itself not only a bilingual, but also a bicultural country.1 Biculturalism was based on the idea that Canada had two founding cultures, the French-language culture dominant in Quebec and the English-language culture dominant everywhere else, with French and English minorities scattered across the country. This view of Canada obviously failed to recognize both the Aboriginal cultures that existed prior to European contact and the cultures of those immigrants who came to Canada with no knowledge of French or English or with knowledge of those languages but otherwise distinguishable culture.
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Parker, Jerry. "Second language learning and cultural identity." Journal of Curriculum Studies Research 1, no. 1 (December 3, 2019): 33–42. http://dx.doi.org/10.46303/jcsr.01.01.3.
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The importance of the teaching of Louisiana Regional French language and culture as an academic subject has been debated by many scholars for decades. While some see it as a necessary dimension of a French course offered in the state of Louisiana, others see the dialect and culture as unreal, non-existent, and less prestigious than Parisian French. This article presents a rationale for offering Louisiana Regional French courses as equivalents to Parisian French in the post-secondary core curriculum in Louisiana colleges and universities.
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Sdobnova, Yulia N., and Аlla О. Manuhina. "From the history of one quote… (The role of the French language in the international arena in the XVI century: diachronic aspect)." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2020): 18–24. http://dx.doi.org/10.20339/phs.5-20.018.
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The article is devoted to analyzing the role of the French language in the European society of the XVI century, when la langue francoyse becomes the common language of the communication to both in the field of the official correspondence and in the literature. The research is conducted in the diachronic aspect, concerning different extralinguistic factors (political, ideological, historical and cultural). The origins of this phenomenon are considered: for example, since the XI century, French language was the official language of the court of England and the aristocracy, and then became the working language of the court (le français du loi) and Parliament (the so-called Norman French). Gradually, the tendency to use French as a means of communication between the king and his entourage became the norm of court etiquette in Europe. The XVI century is not only the period of active formation of the French language as the national literary language of France, but also the time of its distribution in Europe as the language of diplomacy, international business and cultural communication of the European elite. The work shows how, due to the compositions of encyclopedic scientists, the work of Francophone teachers outside of France, and the popularization of the French language by translators-humanists (who served at the court of the king François I and his descendants), la langue francoyse consolidated its position in the international arena in the XVI century. At the same time, with the spread of translations into French from the ancient languages (Latin, ancient Greek) the interest of the secular elite of France increases to the past of Europe. And the translations into French from the “living” languages (Italian and Spanish) contributed to the interest to the current problems of modern European literature, as well as history, politics and culture, which was typical for the Renaissance. The article deals with the special attitude of the Renaissance to the French language through the prism of the language worldview of that epoch.
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Bigych, Oksana B., and Diana A. Rusnak. "АВТЕНТИЧНІ МЕДІА-РЕСУРСИ ЯК ЗАСІБ ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ МІЖКУЛЬТУРНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ." Information Technologies and Learning Tools 70, no. 2 (April 27, 2019): 165. http://dx.doi.org/10.33407/itlt.v70i2.2440.
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In the article it is identified the role of authentic media-resources for development of students – prospective French language teachers intercultural communicative competency at language practice lecture room studies. All components of intercultural communicative competency as the target for development at language high education institution are specified. Taking into account the authenticity as a powerful feature among the innovative tools of teaching foreign languages and cultures media-resources are highlighted. Among modern approaches for teaching foreign language the communicative approach, as well as for studying culture sociological, anthropological and semiotic approaches are chosen. In the context of the sociological approach any cultural event is seen as a social phenomenon and their common role in the society is studied. In the context of the anthropological approach culture questions are treated in terms of everyday life. The semiotic approach studies the culture as a sign language that can save and spread some information. As a result of scientific research types (printed, electronic, audio, visual, mixed audio-visual) and forms of authentic media-resources were identified. They are used during teaching the students foreign languages and cultures. Didactic potential of French advertisement, comic pictures (comics), movies (comedies, short films), soap operas, songs, printed and electronic media-video and multimedia reports as tools for development of students – prospective French language teachers intercultural communicative competency were researched. In the context of semiotic approach cultural signs of advertisements and comic pictures (comics) are analyzed. The feature films and video-clips are seen in the context of the anthropological approach. Articles of print media and video and multimedia reports are treated in the context of the anthropological and sociological approaches. The availability of authentic media-resources for lecturer in the Internet was emphasized. It allows its active use as modern tools for teaching students French language and culture at language practice lecture room studies.
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Kiselev, S. S. "ON THE CHANGE OF FRENCH LANGUAGE POLICIES VECTOR: FROM THE TOUBON LAW TO THE FIORASO LAW." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 418–23. http://dx.doi.org/10.35634/2412-9534-2019-29-3-418-423.
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The article concerns a pertinent problem of the language policies of France and other EU member states - the correlation between the national language and culture and the English language, dominating in the EU, particularly in education. France has been protecting its language for long and has a legislative instrument for this protection since 1994 (the Toubon law on the use of French), but since Nicolas Sarkozy’s presidency the language policies vector has changed under the pressure of the EU supranational institutions. Thus, in 2013 education in English has been allowed in French universities after adopting the Fioraso law in 2013 with some exceptions to the Toubon law in the matter of education. The theoretical points and conclusions are backed up with an analysis of the 1997-2015 Reports to Parliament on the use of the French language published by the General Delegation for the French language and the languages of France using a linguistic analysis software tool, T-Lab.
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Wilcox, Sherman. "Gesture and language." Gesture 4, no. 1 (June 10, 2004): 43–73. http://dx.doi.org/10.1075/gest.4.1.04wil.
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In this paper I explore the role of gesture in the development of signed languages. Using data from American Sign Language, Catalan Sign Language, French Sign Language, and Italian Sign Language, as well as historical sources describing gesture in the Mediterranean region, I demonstrate that gesture enters the linguistic system via two distinct routes. In one, gesture serves as a source of lexical and grammatical morphemes in signed languages. In the second, elements become directly incorporated into signed language morphology, bypassing the lexical stage. Finally, I propose a unifying framework for understanding the gesture-language interface in signed and spoken languages.
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Munday, Roderick. "Legislating in Defence of the French Language." Cambridge Law Journal 44, no. 2 (July 1985): 218–35. http://dx.doi.org/10.1017/s0008197300115375.
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In the preface to his memoirs, Casanova outlined his reasons for writing them in French. Having noted that the clarity, precision and grace of the French language are such that a cultivated person cannot help but fall beneath its spell, he went on to mention one further feature:It is worth observing that among all the living languages in the republic of letters, French is the only one which its presiding judges have sentenced not to enrich itself at the expense of the other languages.Arguably this is a proud posture for a language to strike, hermetically cocooned within a self-imposed cultural bridewell. Nevertheless, Casanova's observation was, to a degree, an accurate representation of the cultured French of his day and, curiously, is probably truer today that it has ever been.
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Scanlan, Timothy. "Teaching French Language and Culture with French Feature Films on Videocassettes." IALLT Journal of Language Learning Technologies 21, no. 1 (April 15, 1988): 55–63. http://dx.doi.org/10.17161/iallt.v21i1.9294.
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Correia, Mesaque Silva, Neuton Alves Araújo, and Paulo Renzo Guimarães Junior. "Lendo em Francês leio o mundo: significações produzidas por alunos de uma escola pública amapaense sobre o ensino da Língua Francesa para a comunicação interfronteiriça." Revista EntreLinguas 6, no. 2 (August 30, 2020): 419–35. http://dx.doi.org/10.29051/el.v6i2.14205.
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In this text the objective is to analyze the meanings that students from a public school in Amapá have been producing on the teaching of the French language for cross-border communication. To achieve the proposed objective, we appropriate the theoreticalmethodological assumptions of Historical-Cultural Theory/Activity Theory. The question that guided this research was: In the speeches of students from a public school in Amapá, what are the possible meanings (senses and meanings) produced about the teaching of the French language for cross-border communication? Participated in the study 5 (five) students of the 3rd year of High School of a public school in Amapá, located on the border of Brazil/French Guiana, which has the French language as a mandatory curricular component. Specifically, on the production of the data, semi-structured interviews were used. The results of the research show that it is necessary to think about linguistic policies that value the teaching of languages with a focus on culturally marked proposals, which are based, above all, on the relationship between language and culture. In addition, the meanings produced, from the speeches of the investigated students, are demonstrative that, for these students, the learning of the French language mediates not only frank communication but also the learning of the elements of French culture.
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Edwards, John. "Language Policy and Planning in Canada." Annual Review of Applied Linguistics 14 (March 1994): 126–36. http://dx.doi.org/10.1017/s0267190500002853.
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It is an especially opportune time to reflect upon Canadian language issues, since the recent constitutional crises-still unresolved-have at once brought them into sharp focus and demonstrated how closely language, culture, and politics may be intertwined. The official policies of bilingualism and multiculturalism, in particular, have been receiving considerable attention. The players-the French and English “charter groups,” the aboriginal populations, and non-indigenous non-English/non-French groups (the “allophones,” who possess “heritage” languages)-have, consequently, been presenting themselves and their agendas with rather more force and acerbity than usual. Full accounts of the political upheavals, and the ramifications for language policy are now becoming available (e.g., Edwards in press a; in press b; in press c).
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Landick, Marie. "French courts and language legislation." French Cultural Studies 11, no. 31 (February 2000): 131–48. http://dx.doi.org/10.1177/095715580001103108.
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Kozhemyakina, V. A. "Language Situation and Language Policy in the Canadian Province of New Brunswick." Nauchnyi dialog 1, no. 10 (October 31, 2020): 49–61. http://dx.doi.org/10.24224/2227-1295-2020-10-49-61.
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The analysis of sociolinguistic situation in the Canadian province of New Brunswick is offered in the article. The history of the settlement of this territory by representatives of different linguistic cultures — the French and the British — is considered. An overview of the demo linguistic situation in the province is given. The statistical data of the latest population censuses are presented. Particular attention is paid to the use of the minority French language in various social and communicative spheres in New Brunswick at the present stage: in the legislative and executive branches, in the main sphere of the language functioning — in the sphere of education, in the spheres of services, trade and the media. The author dwells on the problem of variation of the Acadian French language in a situation of institutional bilingualism, when the French language is constantly under the influence of the dominant English language. The relevance of the article is due to the attention of the Russian and world community to the position of minority languages in a multilingual society and the problem of their preservation. The novelty of the research is seen in the fact that the ongoing language policy is considered simultaneously with the analysis of existing laws on language, since only adopted laws can allow members of the linguistic minority to assert and defend their rights.
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Mulamba, Kashama. "Social beliefs for the realization of the speech acts of apology and complaint as defined in Ciluba, French, and English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 4 (December 1, 2009): 543–64. http://dx.doi.org/10.1075/prag.19.4.03mul.
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Most cross-linguistic studies of speech acts have dealt mainly with two languages, a native language and a second or foreign language (Carrell and Konneker 1981; Castello 1981; Blum-Kulka 1982; Daikuhura 1986; Eisenstein 1986; Wieland 1989; Chen Rong 1993, 2001; Sifianou 2001; Lee 2004, 2005). Neither have they dealt with an African language as the first language. The present study investigates a multilingual situation where the native speakers of Ciluba, French, and English are compared to the trilingual speakers of the three languages in terms of the realization of the speech acts of apologizing and complaining. It considers the social beliefs of the subjects of the four language groups for the realization of the two speech acts. The study is part of a larger study that was designed to discover the norms of the three languages under investigation and to see how people speaking a second and a foreign language, with different levels of fluency in each, can participate in the activity of the speech communities of the two languages without violating their socio-cultural norms, and what impact, if any, their knowledge of these languages has on each of the languages they speak. Data for the larger study was collected by means of a written questionnaire, role plays, and direct observation. The data and results presented and discussed in this paper come from the written questionnaire administered to the monolingual English and French speakers and trilingual speakers native in Ciluba; and from the same version of the questionnaire administered orally to the monolingual Ciluba speakers. It was found that for the realization of the speech acts of apologizing and complaining, Luba socio-cultural beliefs were different from those of English and French, which are similar. In contrast to French and English, in Ciluba social distance and relative power between the participants play an important role in deciding whether the speech acts can be performed or not. The results also revealed that, despite the difference which exists between Ciluba and the other two languages, i.e., French and English, some subjects from the group of Ciluba monolingual subjects showed some similarities with the groups of French and English monolingual subjects in their responses to some items in the questionnaire. This deviation of some of the native speakers of Ciluba from their social beliefs was hypothesized to be a result of their contact with an urban environment and its mixed culture.
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Brisset, Annie, and Lynda Davey. "In Search of a Target Language." Target. International Journal of Translation Studies 1, no. 1 (January 1, 1989): 9–27. http://dx.doi.org/10.1075/target.1.1.03bri.
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Abstract In nationalist Quebec, French is rejected as the bearer of a foreign culture in the same way that the Québécois' native land, despoiled by the English, has become the country of the Other. Theatre, more than anything else, lent itself to the task of differentiation allotted to language. As of 1968 the vernacular has become the language of the stage as well as of theatre translation such as the exchange value of both foreign works and French translations from France increasingly erodes. Translating "into Québécois" consists in marking out the difference which opposes French in Quebec and so-called French from France. Since, however, the special quality of Québécois French is truly noticeable only among the working classes, Québécois theatre translations are almost always marked by proletarization of language and lowering the social status of the protagonists, thereby increasing the translation possibilities first and foremost of American sociolects.
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ROSS, JILL. "LANGUAGE, CULTURE, AND POWER IN GUILLEM DE TORROELLA’S LA FAULA." Catalan Review 35, no. 1 (June 1, 2021): 1–22. http://dx.doi.org/10.3828/catr.35.1.
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This article examines the role of French language and culture in the fourteenth-century Arthurian text, La Faula, by the Mallorcan, Guillem de Torroella. Reading the appropriation of French language and literary models through the lens of earlier thirteenth-century Occitan resistance to French political and cultural hegemony, La Faula’s use of French dialogue becomes significant in light of the political tensions in the third quarter of the fourteenth century that saw the conquest of the Kingdom of Mallorca by that of Catalonia-Aragon and the subsequent imposition of Catalano-Aragonese political and cultural power. La Faula’s clear intertextual debt to French literary models and its simultaneous ambivalence about the authority and reliability of those models makes French language into a space for the exploration of the dynamics of cultural appropriation and political accommodation that were constitutive of late fourteenth-century Mallorca.
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Larson, Pier M. "Malagasy at the Mascarenes: Publishing in a Servile Vernacular before the French Revolution." Comparative Studies in Society and History 49, no. 3 (June 29, 2007): 582–610. http://dx.doi.org/10.1017/s0010417507000631.
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European expansion from the fifteenth century produced much writing on, and sometimes in, non-European languages that served a broad array of imperial interests. Most European ventures into what one scholar has termed “colonial linguistics” were based on investigations among speakers of native tongues in the regions in which those speakers normally resided, twining language studies with observed “native” cultural qualities and setting out territories of colonial interest defined by local language and culture. Fewer colonial linguists ventured into plural societies to study the linguae francae of trade and labor that enabled communication across broad cultural and language differences, in part because such zones were considered dangerous and unstable, or lacking in mother tongues. Fewer still elected destinations of forced migration such as slave societies or freedmen's towns and villages to examine the mother tongues of persons who had come coercively from afar, though many such settings in certain periods offered a rich menu of languages for study. Those interested in the linguistic characteristics of slave societies tended to concern themselves more with the emerging European creoles, languages they could more easily understand than the native tongues of slaves or the contact languages of non-European provenance that sometimes coexisted with or preceded widespread use of European creole speeches in such locations. Today, most linguistic studies in the former slave colonies are focused exclusively on European creoles. Even recent monographs on African culture in the Americas only mention the speaking of African languages in passing, though language is a fundamental element of culture and linked in key ways to the continuity of ethnic ideas and practices. Together with the relative paucity of colonial documentation on slaves' lives and languages, the sited and topical hierarchy of colonial linguistics continues to powerfully structure historical studies of language in the former slave colonies.
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King, Gemma. "Contemporary French cinema and the langue de passage: From Dheepan to Welcome." French Cultural Studies 29, no. 1 (January 12, 2018): 39–48. http://dx.doi.org/10.1177/0957155817738673.
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In contemporary films like Dheepan (Jacques Audiard, 2015) and Welcome (Philippe Lioret, 2009), effects of (post)colonialism, immigration and globalisation transform French spaces into multilingual ones, in which language use is impacted by a complex network of spheres of influence. This article offers a new approach to understanding the place of the language in French films about border-crossing in today’s Europe. It paraphrases terminology from Abdellatif Kechiche’s La Graine et le mulet to examine the films Dheepan and Welcome, in which the French language is crucial to migrants’ survival, but in temporary and conditional ways. Finally, the article analyses how French co-exists alongside other languages such as Tamil, English, and Kurdish in such films, and proposes a new term for understanding the use of language by shifting and migrating subjects: the langue de passage.
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Tardieu, Claire. "Language didactics and language teaching since 1945 – the French way." European Journal of Applied Linguistics 9, no. 1 (February 24, 2021): 21–46. http://dx.doi.org/10.1515/eujal-2020-0024.
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Abstract The following article addresses epistemological and terminological issues regarding Didactique des langues [language didactics] in France, including teaching methods, curricular developments, and research priorities. Why do the French, among other Europeans, keep on labelling “didactique des langues” what is also known as Second Language Teaching and Learning (SLTL), even though the English translation, “language didactics”, is hardly found in anglophone scientific literature? As for the very word “didacticien.ne” [didactician], so often used in France, it seems inexistent in English, often translated as “teaching expert” or “educational specialist”. Still, to what extent do these signifiers convey the same signified? How did the research area develop in France? The purpose of this paper is to research and make more visible the historical and scientific foundations of “didactique des langues “ and more precisely of “didactique de l’anglais“ in the French context. First, our analysis will borrow from educational sciences and focus on the term “Didactics” as opposed to “pedagogy”, and explain the concept of “didactology” developed by Galisson (2002), Coste and Puren (1999). We will also elaborate on the specific meaning of “didactique des langues”, “didactique des langues-cultures” in connection with other European traditions and Anglo-American terminology. Then, we will adopt an epistemological stance and briefly outline the history of the concept of “didactique de l’anglais”, with an overview of language teaching in relation to founding theories. Finally, we will present the evolution of French contemporary research.
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Crozet, Chantal. "Teaching verbal interaction and culture in the language classroom." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 37–57. http://dx.doi.org/10.1075/aral.19.2.03cro.
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This paper explores a model for teaching communicative performance which integrates the teaching of norms of interaction in French with the teaching of kinesics, prosodies and the grammar of spoken French. Students’ own perceptions of stereotypes were used as an entry point into the discourse practices of the target culture. Students were filmed while they perform role plays in which they try to reproduce the rules of French conversation. The group viewed the filmed performances and feed back was given to students who are encouraged to discuss their response to learning foreign codes of cultural behaviour. The paper looks into the complexities of teaching culture and language as an integrated process.
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GOUJON, Jonathan. "Congrès CAP-Kyoto2017 : la place de la diversité des langues en didactique du français." FRANCISOLA 3, no. 1 (July 9, 2018): 54. http://dx.doi.org/10.17509/francisola.v3i1.11891.
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RÉSUMÉ. Vingt ans après la signature du protocole de Kyoto de 1997, le 4ème congrès régional de la Commission Asie-Pacifique de la Fédération Internationale des Professeurs de Français s’est tenu à Kyoto même, afin de promouvoir le français dans un souci de préserver l’environnement linguistique, voire de faire de celui-ci, via la francophonie, un garant de la protection de la diversité des langues et des cultures. Bien que l’intention soit louable et sa franchise indiscutable, il est difficile de cerner concrètement les pourtours de cette démarche. Nous présentons dans cet article une recherche basée sur une enquête post-congrès et sur l’analyse du programme dudit congrès pour saisir des représentations que les enseignants-chercheurs en didactique du français se font de cette diversité. Les résultats de ces analyses font comprendre que si la francophonie est réellement vécue, elle et la diversité des langues sont insuffisamment exprimées. Mots-clés : didactique des langues, diversité des langues et des cultures, francophone, francophonophile, langues francophones ABSTRACT. Twenty years after Kyoto Protocol was adopted in 1997, the 4th regional convention of the Asia-Pacific Committee belonging to the International Federation of the French Language Teachers took place in Kyoto to promote the French language in the current climate of language preservation. The tendency is to make the French language a protector of linguistic and cultural diversity. However, this approach is hard to define, regardless the genuine intentions. Based on a post-convention survey of the attendees and on an analysis of the convention’s programme, this research helps to understand some representations that university lecturers and researchers of the French language education have about this diversity. The results of those analysis show that francophonie (the French-speaking world) and linguistic diversity are not much expressed, even though francophonie is well experienced. Keywords : diversity of languages and cultures, francophone, francophonophile, French-speaking languages, Language education
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Tryon, Darrell. "The french language in the pacific." Journal of Pacific History 26, no. 2 (November 1991): 273–87. http://dx.doi.org/10.1080/00223349108572668.
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Andriani, Merry, Wening Udasmoro, and Suhandano Suhandano. "Ideological Struggles and Identity Construction within the Politics of French Linguistics in Indonesia." Jurnal Humaniora 31, no. 1 (December 2, 2019): 73. http://dx.doi.org/10.22146/jh.34626.
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This article aims to analyse the ideological struggles reflected in the identity construction of French-language users in Indonesia. Using a critical sociolinguistic approach, it examines how Indonesians users, with their ideologies, adapt or adopt the French language and culture, as well as the different patterns and models they use to do so. The informants of this research consist of 9 students in deep interviews, 60 students in class observation, and 15 lecturers at 12 Indonesian universities who have taught the French language and culture for at least two years. Data from the interviews is compared to French instruction books and media discourses using intertextuality and interdiscursivity analysis. This research identifies three models used by French users in Indonesia: to adopt French language and culture, to adapt it, or to abstain from the reproduction of both. Users of the first model completely adopt all aspects of French culture, including in their consumption and style. Meanwhile, users of the second model tend to select and accept only those aspects considered positive within their own value system. Those using the final model tend to ignore many aspects of French culture and language.
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Andriani, Merry, Wening Udasmoro, and Suhandano Suhandano. "Ideological Struggles and Identity Construction within the Politics of French Linguistics in Indonesia." Jurnal Humaniora 31, no. 1 (February 1, 2019): 73. http://dx.doi.org/10.22146/jh.v31i1.34626.
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This article aims to analyse the ideological struggles reflected in the identity construction of French-language users in Indonesia. Using a critical sociolinguistic approach, it examines how Indonesians users, with their ideologies, adapt or adopt the French language and culture, as well as the different patterns and models they use to do so. The informants of this research consist of 9 students in deep interviews, 60 students in class observation, and 15 lecturers at 12 Indonesian universities who have taught the French language and culture for at least two years. Data from the interviews is compared to French instruction books and media discourses using intertextuality and interdiscursivity analysis. This research identifies three models used by French users in Indonesia: to adopt French language and culture, to adapt it, or to abstain from the reproduction of both. Users of the first model completely adopt all aspects of French culture, including in their consumption and style. Meanwhile, users of the second model tend to select and accept only those aspects considered positive within their own value system. Those using the final model tend to ignore many aspects of French culture and language.
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Petrova, Мaria А. "Language practices of Russian and Austrian diplomats in the second half of the eighteenth century." Central-European Studies 2019, no. 2 (11) (2020): 35–60. http://dx.doi.org/10.31168/2619-0877.2019.2.2.
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The introduction of French into the international sphere proceeded gradually throughout the eighteenth century and was largely due to the growing significance of French culture in the courts and educated milieu of Europe. By the middle of the century, French had not only become the most important language of external diplomatic communication, but had also gradually entered into the internal correspondence of foreign offices. Nevertheless, in the second half of the eighteenth century a large part of such correspondence continued to be conducted in the native language of the diplomats involved. This paper, based on archival sources, deals with the linguistic practices of Russian-speaking (Russophone) diplomats of the Russian Empire and diplomats from Austria, as well as the problem they faced in choosing between their native language or French when writing reports and letters. The language practices are considered in the context of the language policies of Catherine II, Maria Theresa, and Joseph II, who consistently implemented reforms in the Russian Empire and the Austrian monarchy in support of Russian and German respectively. Since there were many diplomats of foreign origin in the Russian College of Foreign Affairs, the French and Russian languages were considered equal. Their use in correspondence depended on the preferences of the chiefs, the personal experience of the diplomatic representatives (their French language skills, level of education in general, social and cultural background, and the characteristics of their particular place of residence), and in some cases on the subject of the correspondence. In the paperwork of the Austrian State Chancellery, the French language was used in official reports far less frequently than German, but rather often in semi-private correspondence with monarchs or high-ranking nobles in order to establish a confidential contact with them. A significant conclusion is drawn that the analysis of the language practices of Russian and Austrian diplomats requires a study of the language competency of the mission staff.
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Nurilam Harianja, Hesti Fibriasari, and T. Ratna Soraya. "The Implementation of Local Culture on the Development of Reception Orale Teaching Materials through YouTube Media." Britain International of Humanities and Social Sciences (BIoHS) Journal 2, no. 1 (January 24, 2020): 26–34. http://dx.doi.org/10.33258/biohs.v2i1.138.
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The development of receptional orale teaching materials based on local culture through YouTube aims to help learners understand French language with the situation of local culture. The development of teaching materials using YouTube which is implemented in learning is very important to improve listening skills by French language learners. Besides this local culture-based video uploaded on YouTube will be very useful for French tourists visiting Indonesia, especially Medan. Therefore this video will present the real situation in Medan, for example, when making a reservation through the application for transportation or for others. The research method uses Research and Development that will be implemented in the French Language Education Study Program by developing teaching materials based on local culture to improve listening skills by Unimed French language students.
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Dalton-Puffer, Christiane, Klaus-Börge Boeckmann, and Barbara Hinger. "Research in language teaching and learning in Austria (2011–2017)." Language Teaching 52, no. 02 (April 2019): 201–30. http://dx.doi.org/10.1017/s026144481900003x.
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AbstractThis overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.
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곽노경. "A Study on the Culture of the French Language." Cross-Cultural Studies 48, no. ll (September 2017): 135–91. http://dx.doi.org/10.21049/ccs.2017.48..135.
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SIRVENT, MICHEL. "Cinéphile: French Language and Culture through Filmby CONDITTO, KERRI." Modern Language Journal 92, no. 4 (December 2008): 657–59. http://dx.doi.org/10.1111/j.1540-4781.2008.00793_16.x.
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Wyatt, Shelly, and Glenda Gunter. "Using French Language Facebook Posts to Increase Beginning Students’ Instrumentality and Cultural Interest." Instructed Second Language Acquisition 2, no. 1 (March 16, 2018): 83–108. http://dx.doi.org/10.1558/isla.33565.
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This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners’ attitudes towards the target language and culture. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I at the University of Central Florida. 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. Dörnyei and Clément’s (2001) Language Orientation Questionnaire was used to measure participants’ attitudes towards the target language and culture. Data were analysed using a split-plot ANOVA. A total of twenty-six participants completed the study, with fourteen participants in the control group and twelve participants in the treatment group. Both sections of FRE 1120 were conducted in a face-to-face modality and were taught by the same instructor. Results indicated that participants’ attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. Opportunities for future research include increasing the size of the sample, increasing the length of the study, and selecting participants who are more advanced in their mastery of the target language.
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Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (November 24, 2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.
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The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the application of language activities in areas such as language learning, corpus linguistics, language in society, and language planning and policy. CALS also has a number of associate members from other Irish and European universities who make an important contribution to the work of the Centre by co-supervising Ph.D. theses and collaborating in publications and events. The Centre currently has 65 members, including 21 Ph.D. students.
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Waldinger, Albert. "The Remnant Word." Babel. Revue internationale de la traduction / International Journal of Translation 47, no. 1 (December 31, 2001): 49–74. http://dx.doi.org/10.1075/babel.47.1.06wal.
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This article deals with the meaning of contemporary Yiddish poetry and its translation into several non-Jewish languages — French, German and English — stressing the perfected realization of this meaning through educated insight into a completely different culture and language. Also discussed are the contributions of Hasidism, Expressionism and Yiddish Introspectivism as well as the fact that both poetry and language are in the process of disappearing and thus require special care.
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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.
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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.
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Belyasova, Julia. "Complexity of the teaching-learning process of youth French-language literature." Journal of Digital Art & Humanities 1, no. 1 (October 2, 2020): 3–14. http://dx.doi.org/10.33847/2712-8148.1.1_1.
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This article first of all aims to better understand the notion of youth French-language literature. It then addresses some reflections on the place of literature in the education. The article is finally devoted to the disclosure of the particularities of the teaching of the French language in a multicultural context on the basis of the different ways of reading and the intercultural approach that ensures the study of the language with immersion in a different culture. We emphasize also the role of youth French-language literature in learning of French as a foreign language. Speaking about youth literature, we awoke its challenges, particularities, advantages and ambitions. The cultural and intercultural values of youth literature in the French as a foreign language class and the construction of a sense of literary work in an intercultural context take a very important place in a reading methodology.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Kircher, Ruth. "Language Attitudes among Adolescents in Montreal: Potential Lessons for Language Planning in Québec." Nottingham French Studies 55, no. 2 (July 2016): 239–59. http://dx.doi.org/10.3366/nfs.2016.0151.
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Over the last four decades, numerous laws have been implemented with the aim of strengthening the position of French in Québec. Nevertheless, the French language remains threatened – firstly due to the status of English as the global lingua franca, and secondly due to its role as the language of upward mobility in North America at large. Consequently, there are ongoing debates regarding the need for new language planning measures to protect and promote French. Some of the most prominent proposals in the recent past intended to limit access to Québec's English-speaking collèges d'enseignement général et professionnel, typically abbreviated to cégeps. The aim of these proposals was to prevent young francophones and allophones from integrating socially and professionally into the anglophone community. However, it was unclear whether such proposals would have the necessary attitudinal support at the grassroots level to be successful. This article thus presents the findings of a study which made use of a questionnaire and a matched-guise experiment to elicit the language attitudes of 147 francophone, anglophone and allophone adolescents in Montreal. Considering the findings of this study, the article argues that status and acquisition planning measures limiting access to English-speaking cégeps would likely be unsuccessful due to lacking attitudinal support, and that prestige planning measures would be a more feasible means of protecting and promoting the French language in Québec.
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Luttermann, Karin. "Cultures in Dialogue. Institutional and Individual Challenges for EU Institutions and EU Citizens from the Perspective of Legal Linguistics." HERMES - Journal of Language and Communication in Business 24, no. 46 (October 24, 2017): 25. http://dx.doi.org/10.7146/hjlcb.v24i46.97364.
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In the European Union, numerous cultures have entered into dialogue. Currently, there are 23 official languages (EU languages) and therefore 506 possible language combinations for translation. This makes demands on the EU institutions and on EU citizens as well. Linguistic divergence makes legal certainty a rather shaky matter. There are also divergences from the EU linguistic regime regarding the official and the working languages. For reasons of efficiency, the institutions of the Union communicate internally in merely a small number of working languages, for the most part without any basis for this in the Rules of Procedure. The Court of Justice of the European Union traditionally uses French. All documents are translated from the language of the case into the working language. Although the decision, formulated in French, is re-translated into the language of the case, this translated version is classified as the original version and not as a translation. This is of importance for the status of authenticity because the decision only has full legal effect in the language of the case.Traditional language models favour a reduction of the EU languages. Their representatives argue either with regard to the practice of the use of three languages in the EU institutions, or they advocate English as a global language, or they call for neutral languages. In contrast, the European Reference Language Model, which is developed along the lines of legal linguistics, suggests a concept of reference and native languages. It would lead to a reduction in the translation load in Brussels and Luxembourg. But first and foremost, it would be able to improve the linguistic quality of legal documents (e.g., directives, regulations) and therefore also their application to legal practice (e.g. legal certainty, comprehensibility of legal texts). At the same time, the model respects the dignity of each EU Member State in the form of its language.
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Glas, Ludivine, Caroline Rossi, Rim Hamdi-Sultan, Cédric Batailler, and Hacene Bellemmouche. "Activity types and child-directed speech: a comparison between French, Tunisian Arabic and English." Canadian Journal of Linguistics/Revue canadienne de linguistique 63, no. 4 (September 11, 2018): 633–66. http://dx.doi.org/10.1017/cnj.2018.20.
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AbstractQuantity and quality of input affect language development, but input features also depend on the context of language emission. Previous research has described mother-child interactions and their impact on language development according to activity types like mealtimes, book reading, and free play. Nevertheless, few studies have sought to quantify activity types in naturalistic datasets including less-studied languages and cultures. Our research questions are the following: we ask whether regularities emerge in the distribution of activity types across languages and recordings, and whether activities have an impact on mothers' linguistic productions. We analyse input for two children per language, at three developmental levels. We distinguish three activity types: solitary, social and maintenance activities, and measure mothers' linguistic productions within each type. Video-recorded activities differ across families and developmental levels. Linguistic features of child-directed speech (CDS) also vary across activities – notably for measures of diversity and complexity – which points to complex interactions between activity and language.
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Nelyubova, Natalia U., Polina S. Syomina, and Vitalija Kazlauskiene. "Gourmandise in the hierarchy of values: A case study of French and Belgian proverbs and sayings." Russian Journal of Linguistics 24, no. 4 (December 15, 2020): 969–90. http://dx.doi.org/10.22363/2687-0088-2020-24-4-969-990.
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The paremiological stock of a language is an important source of axiological information that helps to identify the features of a culture, peoples mentality, and their worldview. The paper is devoted to the study of gourmandise as a component of the French and Belgian worldviews reflected in the French language paremias. The aim of the research is to determine its place in the hierarchy of values of the native speakers of French and its Belgian variant. The research material includes 202 units obtained from Dictionnaire de proverbes et dictons (121 units) and from Proverbes et dictons de Belgique francophonie (81 units). The research methods include semantic, axiological, quantitative, and comparative analyses. The results of the study indicate that 5,9% of French and 6,6% of Belgian units of the total number presented in the dictionaries are devoted to food and gourmandize, which proves that they occupy an important place in the hierarchy of values in both cultures. More than half of the gastronomic proverbs and sayings have a positive connotation. Some types of food, such as bread, butter, and eggs, are symbolic for both ethnic groups. The analysis of gastronomic realities has revealed similar French and Belgian values (such as wealth, prosperity, happiness, health, pleasure, life) and antivalues (poverty, hunger, misery, disease, death, etc.). The obtained data contribute to the axiological studies of the worldview of the native speakers of various variants of the French language and can serve as a starting point for conducting similar research of other values, including those based on the material of other languages and cultures.
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Dinžíková, Iveta. "Specific Phrasemes with Ethnonyms and their Study by Corpus Analysis." Jaunųjų mokslininkų darbai 47, no. 2 (October 27, 2017): 18–25. http://dx.doi.org/10.21277/jmd.v47i2.157.
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This article studies the phrasemes comprising an ethnonym in the source language (French) as well as the target language (Slovak). This approach is contrastive and the phrasemes have been classified according to the type of equivalence (total equivalent, partial equivalent and phrasemes without equivalent). The aim of the research was to analyse 27 phrasemes with the help of the corpus linguistics method (relative frequency and logDice association measure), and four monolingual corpora (the corpora frTenTen12, skTenTen11, Emolex, prim-7.0-public-all) with approx. 130 million up to approx. 10 billion words in each of them, so it is a fairly wide range of language materials.Firstly, we focus on the current state of French and Slovak phraseology. We present the distribution of phrasemes into three types: general, professional and so-called mixed (of which the last type represents our own proposition). Then, by translating the source language-culture into the target language-culture, we demonstrate the three basic types of phrasemes equivalence but our attention is on the first two types. Afterwards, we present quantitative methods of corpus linguistics (four monolingual corpora, relative frequency and the logDice association measure). Then, we analyse 27 specific phrasemes. This is qualitative analysis (their distribution into three types of equivalence as well as their repair in general, professional and mixed phrasemes), but also quantitative analysis (analysis based on relative frequency and also on logDice association measure). In the end, we demonstrate and evaluate the results of our research.The research objectives are set to find out the frequency of phrasemes in various types of texts and the level of their specificity within the framework of each of the corpora, based on which it is possible to propose which of the phrasemes should be placed at the forefront for looking up an entry and its individual components or a phraseme as a whole, and thus contribute to supporting the creation of current French/Slovak lexicography and phraseography.Moreover, from the point of view of teaching foreign languages, we can use the second type of equivalence as a contrasting factor between French and Slovak language-cultures because they can either easily interfere with other phrasemes of the target language-culture or be not well understood in the target language-culture.
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Kmiotek, Łukasz. "Language Proficiency and Cultural Identity as Two Facets of the Acculturation Process." Psychology of Language and Communication 21, no. 1 (October 26, 2017): 192–214. http://dx.doi.org/10.1515/plc-2017-0010.
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Abstract This article describes a cross-cultural study comparing bicultural identity of first generation Poles and high school students in the Rhône Alpes region (France), as well as French language university students in Poland. Studies show that two components, language and identity, are related. This article intends to answer questions regarding the relationship between the migrant’s bicultural identity and language proficiency. Bilingualism is operationalized as (i) listening comprehension and (ii) bidirectional translation. The results do not confirm that there is a relation between bilingual skills and identification with shared French and Polish values. Cultural identity appears to be inversely related to country of residence: Polish identity is strongest amongst immigrant youth in France and French identity is strongest amongst Polish students of French language and culture. These identities run in opposite direction to language competencies. The results suggest internalization of one of the cultures' negative stereotypes towards the other or towards itself.
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MARTYNIUK, Oksana. "Language features of the French diplomatic discourse." Humanities science current issues 2, no. 36 (2021): 134–39. http://dx.doi.org/10.24919/2308-4863/36-2-21.
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Chen, Yu, Dan Zhao, and Shen Qi. "Chinese students’ motivation for learning German and French in an intensive non-degree programme." Círculo de Lingüística Aplicada a la Comunicación 86 (April 16, 2021): 81–93. http://dx.doi.org/10.5209/clac.75497.
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This paper reports on a mixed method study that examined the motivation of 121 students in a 1-year intensive language course in German or French at a Chinese university. Drawing on Dörnyei’s (2009) theory of the L2 Motivational Self System (L2MSS), a survey was conducted to explore their motivation to learn German or French. Regression analyses revealed that learning experience and promotion-focused instrumentality were the predictors for the German learners’ intended learning effort, while ideal L2 self was the predictor for the French learners’ motivation. Furthermore, ought-to self, culture/community interest and prevention-focused instrumentality were excluded in both regression models. In addition, 17 participants’ qualitative data in the interviews suggested that most of them had lower expectations for the value of German or French than for the value of English in improving one’s employability. Instead, they were much more oriented to learn and appreciate the cultural values of these languages. The results provided insight into the complexity of motivation to learn Languages Other than English (LOTEs) in the university context in China, and suggested future direction for research on LOTE learning motivation
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Petrova, Snezana. "TEACHING FRENCH LANGUAGE AND CULTURE IN MACEDONIA – A TRUE CHALLENGE." Slavonic Pedagogical Studies Journal 4, no. 2 (2015): 172–80. http://dx.doi.org/10.18355/pg.2015.4.2.172-180.
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Dyer, Donald L. "What Price Languages in Contact: Is There Russian Language Influence on the Syntax of Moldovan?" Nationalities Papers 26, no. 1 (March 1998): 73–86. http://dx.doi.org/10.1080/00905999808408551.
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“Our culture was virtually annihilated. The great paradox is our children study German, French and English in school. They can use Latin letters for these foreign languages, but not for their native language.” Thus spoke Mikhail Chimpoi, a prominent literary critic and candidate for the national legislature in 1989; as, in the spirit of the “new” Moldova, restrictions were loosened on what officials were allowed to say in public about the language situation.
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Dryjańska, Agnieszka. "Patrimoine vs. dziedzictwo – interculturality in French language teaching." tekst i dyskurs - text und diskurs, no. 13 (2020) (December 30, 2020): 175–93. http://dx.doi.org/10.7311/tid.13.2020.09.
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The subject of this paper is a corpus analysis of patrimoine in contrastive perspective with its Polish equivalent dziedzictwo within the framework of the intercultural approach in French language teaching. Its purpose will be to reveal the semantic differences and similarities of these two words in terms of the results provided by the frequency and collocation analysis based on the Polish National Corpus, the French Corpus Frantext and Corpora Collection of Leipzig University. The study showed that one of the strongest and most frequent collocations, indicated by different collocation measures, for both Polish and French, is cultural heritage (Fr. patrimoine culturel, Pl. dziedzictwo kulturowe). Typical Polish collocations are national heritage and Christian heritage, while in French these are patrimoine artistique et patrimoine touristique.
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Mazlaveckiene, Gerda. "CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.
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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.