Relevant bibliographies by topics / French language French literature Repentance

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

Academic literature on the topic 'French language French literature Repentance'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "French language French literature Repentance"

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Saenger, Michael. "Interlinguicity and The Alchemist." English Text Construction 6, no. 1 (April 5, 2013): 176–200. http://dx.doi.org/10.1075/etc.6.1.09sae.

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Ben Jonson animates The Alchemist with an intersection of languages. In this moral satire, he captures the layered dialects, specialized vocabularies, and social desires of London and holds them up for view. This essay examines the play’s negotiation of ‘vertical’ and ‘horizontal’ modes of translation, also with reference to Shakespeare’s treatment of overlapping languages, and to the use of multiple languages in a contemporary Catholic treatise on translation, A Discoverie of the Manifold Corruptions of the Holy Scriptures. Jonson’s conclusion is that the friction between languages offers opportunities for cheats to thrive onstage and off, and that the predominant language of this world is sin, from which only lucid repentance can ‘translate’ us. His satire may stand on godly ground, but his insight is also useful for the current study of translated and adapted literature, particularly Shakespeare. Keywords: The Alchemist; Ben Jonson; William Shakespeare; interlinguicity; translation Shallow: It is well said, in faith, sir, and it is well said indeed, too. “Better accomodated” – it is good; yea, indeed is it. Good phrases are surely, and ever were, very commendable. “Accomodated” – it comes of “accommodo”. Very good, a good phrase. (2 Henry IV 3.2.63–66)Falstaff: This same starved justice hath done nothing but prate to me of the wildness of his youth and the feats he hath done about Turnbull Street; and every third word a lie… (2 Henry IV 3.2.277–279)Duchess of York: No word like “Pardon” for kings’ mouths so meet.York: Speak it in French, King: say “Pardonnez-moi”. (Richard II 5.3.116–117)
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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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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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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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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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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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Healey, F. G., Harry Ferrar, and Joan Spencer. "Use of French: Language Practice for French a Levels." Modern Language Review 82, no. 3 (July 1987): 730. http://dx.doi.org/10.2307/3730459.

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Redfern, Walter, and Michael Hawcroft. "Rhetoric: Readings in French Literature." Modern Language Review 96, no. 2 (April 2001): 527. http://dx.doi.org/10.2307/3737425.

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

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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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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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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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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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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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Alnwick, Marie. "Translating the Buffyverse: Examining French fan response to "Buffy contre les vampires"." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27568.

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Fictional texts represent a particular challenge for translators due to their use of expressive language. The translation of audiovisual texts in particular is complicated by various institutional and technical constraints. As such, assessing the quality of translated televisual fiction is a complex undertaking that requires an approach more flexible than that prescribed by proponents of textual-linguistic models. This thesis looks at translation quality from another angle, that of audience reception. As a case study, this thesis investigates the reception of the French dubbed translation of Buffy the Vampire Slayer, a popular American television show characterized by its frequent use of illocutionary elements, including wordplay, neologisms and cultural references. One interpretive community's response to the French dubbed translation is examined through the document analysis of a French chat room thread dedicated to the dubbed version of the show. In order to check the legitimacy of fans' claims, a translated episode of Buff the Vampire Slayer is assessed, with posters' comments informing the evaluation criteria. In particular, the target text is evaluated according to its treatment of illocutionary strategies. The results of the document analysis and the translation evaluation are compared to give a multidimensional perspective on the quality of the target text. The evaluation highlights the prevailing tendency of the target text to omit illocutionary elements in favour of neutral paraphrase, and the document analysis suggests that this tendency may in part account for the chat viewers' largely negative response to Buffy the Vampire Slayer's French dubbed translation.
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Grondal, Ewa. "Nathalie Sarraute: Raconter l'Enfance." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108790.

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This Master's thesis is based on Nathalie Sarraute's book Enfance, published in 1983. One would be tempted to classify this work among other autobiographies . . . if the author were not opposed to this idea. Nevertheless, we will attempt to discover what category this book belongs to in our study.
Ce mémoire de maîtrise porte sur Enfance de Nathalie Sarraute, livre paru en 1983. On serait tenté de classer cette oeuvre parmi les autobiographies... si l'auteure ne s'y opposait pas. Néanmoins, dans notre étude, nous essayons de découvrir à quel genre ce livre appartient.
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Djiffack, Andre. "La quête de la liberté chez Mongo Beti, écrivain africain." Doctoral thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/22393.

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Mongo Beti, whose real name is Alexander Siyidi Awala, was only 22 years old when he developed his own concept of "freedom". His ideas became public by way of his contribution to the African journal Présence Africaine, published in Paris in the 1950s. Mongo Beti is of the opinion that Africans could enjoy freedom only once independent of their colonial masters. According to Mongo Beti, the colonial masters exploited Africans economically, dominated them politically, and alienated them generally. This work is an analysis of "the quest of freedom by Mongo Beti, an african writer". As regards the approach taken in this work, I will not be following the prevailing mode wherein the author is divorced from his work; rather, I will focus on Mongo Beti as a writer and as an activist. I believe that the knowledge of the life details of an artist can only enrich one's comprehension of his work. The dissertation comprises three parts. The first part focuses on Mongo Beti as a writer and dissident; on his militancy in various organisations such as Amnesty International. It also considers censorship of his works. The second part is a study of Beti's Journal Peuples Noirs - Peuples Africains (PN-PA), a radical Journal with readership and contributors in both France and Africa. PN-PA, owing to its ideological stance, proved a source of irritation to powerful Western nations like France and United States of America. Journals have, traditionally, not been the subject of study in their own right; rather, they were considered a platform for expressing opinions. In this work, I make an attempt to treat PN-PA as an object of study in its own right. The approach is a sociological one. It will enable me to clarify the position of the novelist. The third part of the dissertation analyses Mongo Beti's ten novels, published between 1954 and 1994. The major themes of the novels, namely: the role of missionaries during the colonial period; the conflict between Western and African cultures; analysis of the "myth of Ruben"; and the criticism of dictatorships, are covered in four chapters. It is further argued in part three that there is a clear connection between Beti's writings and the social and political destiny of Africa. The various themes from his works can be divided into four periods: colonial; postcolonial; "the Guillaume" series of novels, and lastly the novel L'Histoire du fou, which indicates a new tendency. The concluding part of the dissertation examines the question of the Institution of African literature, with Beti as a case study. The expression "'Institution of African literature" includes, amongst others, situations whereby African writers are compelled to publish their works outside their native lands, or to rely on foreigners for resources to get their works published. It is argued that such dependence has a marked impact on, among others, the content and accessibility of works by African writers. By focusing on Mongo Beti as an example, it is shown that the activist and the writer are brought together when the question of the Institution of African literature is raised. It is not the purpose of this work to render an apology for Mongo Beti, or to equate him with Francophone Africa or Africa; rather, Beti is merely a case study: an example to illustrate the quest for freedom.
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Books on the topic "French language French literature Repentance"

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P, Lorain, and Bradley Jason, eds. A Christmas Carol: Dual language reader (English-French). Jacksonville, Florida, USA: Study Pubs., 2010.

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

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

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French words. Bromley: Picthall & Gunzi, 2006.

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

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

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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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Amery, Heather. First 500 words: French. London [England]: Usborne, 2003.

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

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Book chapters on the topic "French language French literature Repentance"

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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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"Language and Nation in 16th-Century France: The Arts poétiques." In Beginnings in French Literature, 29–40. Brill | Rodopi, 2002. http://dx.doi.org/10.1163/9789004334175_003.

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Cohen, Albert. "Love, and Love’s Language, Ablaze." In Paths to Contemporary French Literature, 117–19. Routledge, 2018. http://dx.doi.org/10.4324/9781351323161-28.

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"The Language of Attachment (Laurence Werner David)." In Paths to Contemporary French Literature, 37–44. Routledge, 2017. http://dx.doi.org/10.4324/9781315126098-10.

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Taylor, John. "Of Language and the Human Heart (Annie Saumont)." In Paths to Contemporary French Literature, 158–63. Routledge, 2017. http://dx.doi.org/10.4324/9781315126104-32.

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Malinovich, Nadia. "Jewish Literature in France 1920–1932." In French and Jewish, 162–200. Liverpool University Press, 2007. http://dx.doi.org/10.3828/liverpool/9781904113409.003.0008.

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This chapter covers a set of concerns surrounding the emergence of a modern Jewish literature in the French language. It explains what the novelty of a few maverick intellectuals in the pre-war years that became a recognized genre of writing in the 1920s. It identifies Jewish writers who began to publish novels, plays, poems, collections of folklore, and short stories about different aspects of Jewish life and the issues of assimilation and acculturation in modern society. The chapter discusses Jewish literature in translation that comprised important components of literary renaissance. It also details how French readers were introduced to the world of east European and North African Jewry through novels and short stories written in French by writers who had migrated to France.
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"Writing Difference in French- Language Maghrebi Literature." In A History of Jewish-Muslim Relations, 582–93. Princeton University Press, 2013. http://dx.doi.org/10.1515/9781400849130-049.

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"Language Lessons: Homophones and Gender Confusion in Des Périers’s Nouvelles Récréations et joyeux devis." In Itineraries in French Renaissance Literature, 93–104. BRILL, 2017. http://dx.doi.org/10.1163/9789004351516_008.

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Conference papers on the topic "French language French literature Repentance"

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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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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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