Relevant bibliographies by topics / French language French literature

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'French language French literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "French language French literature"

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BITOUN, PIERRE. "About the French Language Breastfeeding Literature." Journal of Tropical Pediatrics 42, no. 3 (1996): 183–84. http://dx.doi.org/10.1093/tropej/42.3.183.

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Spence, N. C. W., J. O. Ketteridge, Alec Strahan, Wyn Johnson, and Sarah Edwards. "Routledge French Dictionary: French-English, English-French." Modern Language Review 83, no. 4 (October 1988): 997. http://dx.doi.org/10.2307/3730953.

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Hinton, Thomas, Glyn S. Burgess, and Leslie C. Brook. "French Arthurian Literature, Vol. IV. Old French Narrative Lays." Modern Language Review 103, no. 3 (July 1, 2008): 848. http://dx.doi.org/10.2307/20467948.

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Pack, R. "Symbolism in French literature." Literator 11, no. 1 (May 6, 1990): 67–76. http://dx.doi.org/10.4102/lit.v11i1.794.

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To talk of Symbolism in French literature may be ambiguous, as two different categories of writers have been grouped under this generic term: the symbolists stricto sensu, such as Moréas or Viélé-Griffin, who were mostly minor poets, and some great figures of French literature. The aim of this article is to show that, although Symbolism as an organized movement did not produce any important contribution, the nineteenth century witnessed indeed the emergence of a new trend, common to several poets who were inclined to do away with the heritage of the classical school. These poets - of whom Baudelaire, Verlaine, Rimbaud and Mallarmé are the most renowned, although they did not really associate with the symbolist school, created individualistic poetry of the foremost rank.
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Connon, Derek F., and Anthony Levi. "Guide to French Literature." Modern Language Review 90, no. 1 (January 1995): 173. http://dx.doi.org/10.2307/3733300.

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Crawshaw, R. H., H. Ferrar, J. A. Hutchinson, J. D. Biard, B. Atkins, A. Duval, H. Lewis, and R. Milne. "The Concise Oxford French Dictionary. French-English: English-French." Modern Language Review 81, no. 3 (July 1986): 733. http://dx.doi.org/10.2307/3729223.

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Neville, Grace. "French Language and Literature in Medieval Ireland." Études irlandaises 15, no. 1 (1990): 23–35. http://dx.doi.org/10.3406/irlan.1990.912.

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Ball, R. "Review: Pardon my French! Pocket French Slang Dictionary: French-English/English-French." French Studies 58, no. 3 (July 1, 2004): 448–49. http://dx.doi.org/10.1093/fs/58.3.448.

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Trotter, D. A., Adrian Battye, and Marie-Anne Hintze. "The French Language Today." Modern Language Review 89, no. 2 (April 1994): 466. http://dx.doi.org/10.2307/3735273.

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Pedley, Alan, Valerie Worth-Stylianou, Karsta Neuhaus, and Margret Haltern. "Cassell Language Guides: French." Modern Language Review 89, no. 2 (April 1994): 467. http://dx.doi.org/10.2307/3735274.

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Dissertations / Theses on the topic "French language French literature"

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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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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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Armstrong, Robert A. "Gleanings in French Fields: A Formal Approach to the Translation of French Poetry." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587646850156205.

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Tsaturyan, Christina Ann. "Sport as Art: The Female Athlete in French Literature." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2347.

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The modern conception of organized, codified sport originated in Europe during the 19th century. At this time, instructors began to institute the practice of certain physical activities at school as a means of teaching morals, forming character, and initiating social exchange. Sport is particularly appropriate for forming men because of its public, physical nature. The values it instills—courage, strength, leadership—are also decidedly masculine. What, then, is made of the female athlete? Are the noble qualities that sports affirm inapplicable to women? In this thesis, I argue that female participation in sports often leads to masculinization, unless the sport is transformed into a type of “art” or otherwise feminized by focusing on its ability to enhance feminine roles (e.g. mother). This aestheticization/feminization renders female participation acceptable and allows women to receive their own “formation,” increase their aristocratic elegance, and participate in important social exchange. Sometimes these results come at a cost, such as marginalization or sexualization, but there are far fewer examples of such in the works of female authors. Society generally renounced physicality during the 17th and 18th centuries, and “sport” was an exclusively noble activity, so I will look predominantly at works from the 19th century—the period in which sport became codified, and consequently, “masculinized.” Because the 19th century is often considered a “Renaissance of the Renaissance,” I will also reference the 16th century to set the stage.
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Dicks, Joseph. "A comparative study of the acquisition of French verb tense and aspect in early, middle, and late French immersion." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6736.

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In the present thesis, the interlanguage development of second language acquisition (SLA) was examined as it relates to students' French verb tense use in three program variants of French immersion: early French immersion (EFI), middle French immersion (MFI) and late French immersion (LFI). Verb tense is a crucial element of the French language and an area of considerable difficulty for students in French immersion (FI). The age at which the learners were first exposed to intensive amounts of French varied in each of these programs--5 years of age (Kindergarten) in the earliest starting program, EFI, 9 years (grade 4) in MFI, and 11 years (grade 6) in the latest starting program, LFI. Fourteen separate FI classes were studied: eight at grade 6 and six at grade 8. There were two classes per program at each grade level with the exception of grade 6 MFI where all four classes were involved. A major goal of this thesis was to study the issue of 'starting age' in SLA as it applies to intensive exposure to the second language (L2) in a school setting. Those who favour an early start argue that the larger number of cumulative hours of exposure to the L2 coupled with a 'natural process' of language acquisition produce better results. Those who prefer a later start claim that a 'natural process' of SLA need not be limited to younger learners, and that the older learner's advanced cognitive ability and first language literacy skills result in more rapid and efficient language learning. In general, the results of this research indicated that, regarding students use of basic French verb tenses, all three French immersion (FI) programs were working effectively as reflected in the superior performance by grade 8 students in all three programs on both tests. On the more analytic, written task two groups of later-starting students appeared to make fairly quick progress in some casesby the end of grade 6), and performed at a level which was closer to their earlier starting peers. Learner factors such as starting age (i.e., cognitive maturity and first language literacy), and second language fluency seem to interact with different pedagogical techniques to produce results which advantage late starting learners on more analytic tasks. Finally, the interlanguage analyses provided evidence that the passe compose and imparfait aspects of the written French past tense are extremely difficult for students in French immersion. (Abstract shortened by UMI.)
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Margerison, Angus. "Marketing a foreign language : the case of French in South Africa." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8730.

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Includes bibliographical references (leaves 152-160).
It is not unusual for a student to study French from secondary school to university level and still not be able to communicate effectively with a native speaker. In addition, for many years, apart from translation diplomas, the traditional Bachelor of Arts degree in French prepared students for little more than teaching the language. In South African universities, the introduction of courses in Business French is relatively recent. An individual might be motivated to learn a foreign language because of its aesthetic value or practical use. Howevere, in South Africa, the decision to allocate state funds and school-learning hours towards the promotion and teaching of a foreign language has deeper implications, particularly when there are eleven official languages competing for recognition. In India in early 1900, Michael West had attempted to establish why Indian people should learn English ("in order to read") and how they should learn English ("through reading"). Abbot (1981: 12) called this random teaching of a foreign language "TENOR (teaching English for no obvious reason "'. Similarly, the question as to why South Africans should be taught French or any other foreign language needs to be answered. If not, we risk falling into he same trap as "TENOR" except in this case we will be teaching French for no apparent reason. While the purpose of this research is not to discredit those students who desire to learn French for personal reasons, the main argument presented in this thesis is based on whether South Africans should learn French in order to trade more effectively with Francophone countries. Combining qualitative and quantitative research, preliminary conclusions indicate that an in-depth cost and benefits analysis might prove the link French language acquisition with economic expansion. However, within the limitations of this research, there is insufficient justification for the allocation of state funding for foreign language acquisition over and above the need for other mainstream school disciplines. A more viable solution would be to train and to employ South Africa's new language resource, that of the Francophone refugees currently living in the country, assuming that they are willing to remain in this country.
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Boucher, James. "Representations of the Amerindian in French literature and the Post-Imperialist literature of Québec." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2050.

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My research traces the evolution of the French vision of the Indigenous peoples of the Americas by establishing a genealogy of mythic paradigms which frame how French and Quebecois authors understand the Amerindian from 1534 to present. Myth informs French visions of the Amerindian from the earliest periods of contact until the present day. My research reveals the existence of a mythic representational genealogy in the history of French (and Quebecois) letters. Through the written word, reiterations of mythologies of the Native lead to the creation of a crystallized French cultural imaginary of the Amerindian which circumscribes possibilities for reciprocal understandings between French (European) and Native peoples. The Noble and Ignoble Savage, the Ecological Savage (which I also refer to as the nexus of Nature and Native), the Vanishing Indian, and Going Native are the mythologies and narrative technologies that have mediated (and continue to mediate) French thinking about the Indigenous peoples of the Americas. Not only have these mythic paradigms determined literary representation, but they have also inordinately influenced the articulation of scientific truth about the Amerindian and the concretization of Native ontological difference from a Eurocentric perspective. The inextricable link between representation and praxis, confirmed by my insights into the mythic origins of scientific discourses (Buffon, Durkheim, Lévi-Strauss), cannot be underemphasized. The original myths in that genealogy are the Ignoble and Noble Savage. The Ignoble Savage myth presents the Amerindian as non-human, animal, or monster, in both moral and physical descriptions. The Noble Savage is an idealized portrait of the purity and innocence of Native peoples that Europeans connect to a simpler time and way of life, often seen as belonging to the past. Texts written by Michel de Montaigne and Jean-Jacques Rousseau are instrumental in the creation and propagation of this myth. An important consequence of the Noble and Ignoble Savage myths is an association of the Native with Nature in the French mind, what I refer to as the French cultural imaginary of the Amerindian. The link between the Indigenous peoples of the Americas and Nature is a recurring theme in French texts that represent the Amerindian. The mythologies of the Noble and Ignoble Savage, including the association of the Amerindian with the environment or world of the non-human animal, influence early modern philosophical, religious, scientific and literary images of the Amerindian in French. In the nineteenth century, the mythic paradigm of the Vanishing Indian becomes the prevailing vision of the Amerindian. Originating in the Noble Savage, the myth of the Vanishing Indian presents the Native as extinct or nearing extinction; images are often characterized by nostalgia and guilt. The inevitability of the disappearance of the Amerindian is a logic that informs representations of the Native in Chateaubriand’s writing and in French Western novels. In the twentieth and twenty-first centuries, French and Quebecois authors engage in the myth of Going Native. Following the metaphorical disappearance of the Amerindian according to the Vanishing Indian framework, French and French-Canadian characters undertake journeys of self-actualization that are catalyzed by contact with the (myths of the) Native. Through mythologized knowledge of the Native, non-Native characters are transformed into truer versions of themselves. Representations of androgynous and homosexual Native sexualities are significant elements in many narratives of Going Native, which I interpret through a queer critique. In addition to literary forays, my dissertation focuses on how myths of the Native are presented in French texts that claim to produce scientific truth. In the eighteenth century, the field of natural history uses images of the Native that echo the logic of the Ignoble Savage myth. In the nineteenth century, one of the foundational texts of the discipline of sociology utilizes images of Amerindian gender ambiguity to formulate a distinction between primitive and modern peoples. In my conclusion, I examine how the mythologies traced throughout the study influence the father of structural anthropology in his text Tristes tropiques.
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Magedera, Ian Hollis. "Subjectivity, gesture and language consciousness in the early prose fiction of Jean Genet (1910-1986)." Thesis, Queen Mary, University of London, 1997. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1637.

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This thesis interprets the language of the self in both editions of Jean Genet's five works of early prose fiction. Its appendices present the first list of the 65000 words of excisions and variants between the subscribers' (1943-48) and public editions (1949-53). Many critics have interpreted Genet's works in terms of his life, applying to them a reductive notion of the self. Subjectivity in this thesis is a broader concept which addresses the (self-) representation of narrators and characters. I apply close textual analysis to two types of passage (relating to gestures and language consciousness respectively) which represent subjectivity in non-specular language (where one thing does not clearly reflect or refer to another). I use the ubiquitous 'geste' as the guide-word for my analysis of gesture since its usage is similar in each of the texts considered. Gestures are of course mediated by language in Genet's texts but, surprisingly, are only partially represented in visual terms. Consequently, gestures do not serve to consolidate subjectivity and resist attribution to individual characters. It is rather in the interpretation of gestures that narrators and characters who both perform and interpret gestures can negotiate the assigning of meaning and the concomitant firming tip of subjectivity. Language consciousness is a textual speculation on the production and reception of a passage or text and each of Genet's texts demonstrates different interactions between such speculations and the representation of subjectivity. My emphasis on language consciousness helps to elucidate tile structure of the prose text (narrative frames, for example) and its relation to other genres (literary criticism and poetry, for example). I conclude that in Genet's texts innovative language represents (and sometimes fails to represent) plural subjectivity in complex ways. I argue that the interdependence of these three aspects (language, representation and subjectivity) presents a new paradigm for understanding Genet's texts. Furthermore, I outline in my conclusions how it is possible to apply a comparative analysis of these aspects to other works such as Martin Heidegger's Zur Seiqfrage (1955).
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Exley, Alexandria. "An Investigation into the Socio-Political Dissonance between the French Government and the Islamic French Minority." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/369.

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The Islamic minority in France today is experiencing adversity as the government of France passed legislation stating that all facial coverings will be henceforth illegal, restricting or prohibiting religious symbols in various public spaces. Some Islamic women feel as though this is a pointed attack on women of the Muslim faith for their choice to wear traditional clothing which covers the face and body. There have been outcries that this is a human rights violation and restriction of religious rights. This project is an examination of the effects of France’s “burqa ban” and restrictions on religious symbols on both Islamic men and women who live in France. The goal of this project is to speak directly to those affected by this legislation and to understand the perspective and opinions of French Muslims. Records such as documented personal testimonies, legal archives, and transcriptions of in-person interviews are utilized to study the perspective of this minority in response to the controversial legislation. Neglecting to pursue an understanding of another culture and belief system will only yield disharmony among groups, and this research aims to avoid this phenomenon. In collecting the data, I set a goal to have and later discuss a better understanding of this issue and the people affected by it.
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Carroll, Elizabeth Anne. "Automata, artificial bodies, and reproductive futurisms in nineteenth-century French literature." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1956.

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This dissertation is an analysis of the role of the automaton in late-nineteenth century French novels by Émile Zola, Jules Verne, Villiers de l’Isle-Adam, and Rachilde. Designed to resemble naturally produced people and animals, these living machines were animated by steam or electricity and used to explore the changing relationships between humans, animals, and machines. My analysis focuses on a specific type of automaton, the bachelor machine—feminized and sexualized machines that often resemble women and replace them in romantic and sexual relationships. My research is informed by the nineteenth century clinical approach to medicine that assumed that the body, particularly the female body, was a penetrable space to be dissected and diagnosed. By focusing on female sexuality and reproduction, women in the nineteenth century were considered biological machines, valued only for their reproductive capabilities. Under the male scientific gaze, the hysterical female body was a site of diseased sexuality that was replaced by bachelor machines and other mechanized women. I label these fictional bachelor machines “reproductive futurisms” and consider their role in evolutionary debates which increasingly link anthrogenesis and technogenesis. The female automata presented in these novels are examples of a new type of representational text in which artificial femininity is a hybrid of technical mastery and artistry. Female automata are fabricated using technologies of re-production including: sculpture, wax casts, photography, the hologram, the phonograph, and early films. These technologies of re-production change the ways in which the human body and voice are captured and reproduced. Furthermore, many of these technologies of re-production mimic dissection techniques and result in the fragmentation of the female form. This study makes a contribution to the fields of nineteenth century French studies and gender and sexuality studies.
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Books on the topic "French language French literature"

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Ganeri, Anita. French. London: Raintree, 2012.

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Bassan, Fernande. French language and literature: An annotated bibliography. New York: Garland, 1989.

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

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Susan, Martineau, Bharadia Claudine, and Comfort Louise, eds. Hide & speak French. Hauppauge, NY: Barron's, 2003.

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French words. Bromley: Picthall & Gunzi, 2006.

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Woodward, Todd S. French-language literature in Canada on social support. Victoria, B.C: University of Victoria, Centre on Aging, 1994.

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Mansfield, Andy, and Sebastien Iwohn. First words: French. Carlton, Victoria: Lonely Planet, 2017.

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Offord, Derek, Vladislav Rjéoutski, and Gesine Argent. The French Language in Russia. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462982727.

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-- With support from the Arts and Humanities Research Council of the UK and the Deutsches Historisches Institut Moskau -- The French Language in Russia provides the fullest examination and discussion to date of the adoption of the French language by the elites of imperial Russia during the eighteenth and nineteenth centuries. It is interdisciplinary, approaching its subject from the angles of various kinds of history and historical sociolinguistics. Beyond its bearing on some of the grand narratives of Russian thought and literature, this book may afford more general insight into the social, political, cultural, and literary implications and effects of bilingualism in a speech community over a long period. It should also enlarge understanding of francophonie as a pan-European phenomenon. On the broadest plane, it has significance in an age of unprecedented global connectivity, for it invites us to look beyond the experience of a single nation and the social groups and individuals within it in order to discover how languages and the cultures and narratives associated with them have been shared across national boundaries.
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Davies, Helen. Beginner's French dictionary. London: Usborne, 1988.

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Davies, Helen. Beginner's French dictionary. London: Usborne Publishing, 1993.

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Book chapters on the topic "French language French literature"

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McGinnis, Reginald. "Language and Literature, French." In Encyclopedia of Sciences and Religions, 1128–35. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1407.

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Birkett, Jennifer, and James Kearns. "Changing Language and Changing Worlds." In A Guide to French Literature, 185–99. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25758-4_8.

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Lodge, R. Anthony. "Language myths and the historiography of French." In IVITRA Research in Linguistics and Literature, 199–214. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/ivitra.13.12lod.

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Apalategi, Ur. "The recent systemic repositioning of literature in the French Basque Country." In Comparative History of Literatures in European Languages, 409–23. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/chlel.xxix.34apa.

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Jones, Bridget. "French Guiana." In Comparative History of Literatures in European Languages, 389–98. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/chlel.x.29jon.

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Healey, Kimberley. "French Literary Modernism." In Comparative History of Literatures in European Languages, 801–16. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxi.61hea.

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Elliott, Bridget, and Anthony Purdy. "(Re-)Dressing French Modernism." In Comparative History of Literatures in European Languages, 501–12. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/chlel.xxi.39ell.

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Sankoff, David, Henrietta J. Cedergren, W. Kemp, Paul J. Thibault, and Diane Vincent. "Montreal French." In Language Change and Variation, 107. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/cilt.52.06san.

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Caldas, Stephen. "French in Louisiana." In Language Learning & Language Teaching, 450–77. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.22cal.

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Ramsey, Laurie Anne. "Treating French intonation." In Language Learning & Language Teaching, 141–70. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.10ram.

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Conference papers on the topic "French language French literature"

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Mutiarsih, Yuliarti, Dudung Gumilar, and Dante Darmawangsa. "The Acquisition of French Morphosyntax and Structures by Indonesian Students Learning French." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.131.

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Amalia, Farida, Dudung Gumilar, and Riswanda Setiadi. "Poetry in Teaching French Descriptive Texts Writing." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.039.

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He, Yin, and Jianguo Tian. "Inspiration of Schema Theory to French Reading Teaching." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.85.

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Ramadhani, Alyza Kemala, and Myrna Laksman-Huntley. "The Semantic Field of Triste Adjectives in French." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.050.

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Firmonasari, Aprillia. "Exploring ‘The Past’ in French Identity-Politics Discourse." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.012.

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Pratiwi, Indry Julyanti, Dudung Gumilar, and Dante Darmawangsa. "Errors of Deixis Usage in French Narrative Texts." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.052.

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7

Hardini, Tri Indri, and Dudung Gumilar. "French Où-relatives and Que-relatives Expressing Time Produced by Indonesian Students Learning French at B1 Level." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007174507540757.

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Salsabila, Alika, and Myrna Laksman-Huntley. "Indonesian Translation of French Pronominal Verbs: Procedures and Shifts." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.043.

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Darmawangsa, Dante, Yuliarti Mutiarsih, Iim Siti Karimah, and Ariessa Racmadhany. "Think, Talk, Write Strategy in French Writing Skill Learning." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.022.

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Marsyelina, Dheny, Yuliarti Mutiarsih, and Tri Indri Hardini. "Development of French Learning Module for Visually Impaired Learners." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.026.

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Reports on the topic "French language French literature"

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News from Ontario. French Language Services - official maps. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1988. http://dx.doi.org/10.4095/298300.

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Manitoba: equivalent names in French Language Services Areas. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/298452.

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