Academic literature on the topic 'French (language) - prepositions'
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Journal articles on the topic "French (language) - prepositions"
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Iordanskaja, Lidija, and N. Arbatchewsky-Jumarie. "Quatre prépositions causales du français." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 23, no. 1 (December 31, 2000): 115–59. http://dx.doi.org/10.1075/li.23.1.05ior.
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The paper studies the meaning and the cooccurrence of four French prepositions used to express the causal relation: À CAUSE DE, SOUS L’EFFET DE, DE, and PAR. Each preposition is characterized along the three following aspects: (1) the type of causation it expresses (direct? with contact? with unity of time?); (2) semantic restrictions on the complement of the preposition — the noun phrase that denotes the cause, as well as on the phrase governing the preposition and denoting the effect; (3) the preposition’s lexical and syntactic restricted cooccurrence. The lexicographic descriptions of the four prepositions are presented.
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Gréa, Philippe. "Inside in French." Cognitive Linguistics 28, no. 1 (February 1, 2017): 77–130. http://dx.doi.org/10.1515/cog-2015-0127.
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AbstractThis article concerns five French prepositions that mark an inclusion relation and are ordinarily considered to be synonyms of dans ‘in’. The first is a simple preposition: parmi ‘among’. The other four are complex prepositions built from nouns of internal location (au centre de ‘at the centre of’, au milieu de ‘in the middle of’) and from names of body parts (au cœur de ‘at the heart of’ and au sein de whose word-for-word translation is ‘at the breast/bosom of’ but stands for ‘within’ ‘in’ or ‘among’ depending on the context). We will examine them from two different, yet complementary points of view. As part of a statistical approach, we use an association measure to determine the distributional trends of each preposition. In addition, we explore in greater detail the semantic mechanisms brought into play using the theoretical framework of Cognitive Grammar. This double analysis leads us to demonstrate that these prepositions are far from synonymous and involve very different types of constraints.
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Papahagi, Cristiana. "L’opposition statique – dynamique dans la grammaticalisation de la préposition française de." Grammaticalisation 25, no. 2 (August 31, 2003): 223–45. http://dx.doi.org/10.1075/li.25.2.04pap.
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Summary Dynamism is a marked feature for prepositions in French: among its lexicalizations by means of prepositional expressions, inchoative de stands out as the most marked one. Yet, this is the result of a modern normative intervention. Within the more comprehensive framework of the change of perception of space from Latin to the Romance languages, the case of de- is striking. In Latin compounds, de- has a dynamic meaning; gradually, it loses its dynamic sense and becomes completely bleached in Middle French. Owing to this loss of semantic quantity, adverbial compounds drop to the prepositional level or move up to the nominal one, where dynamism is no longer possible. The opposite movement, relexicalisation, happened in the 17th century, and tends to reinforce the preposition de by preventing it from getting bleached in compounds, and from losing its sense. The current state of de in French illustrates these two successive movements: it has become a full preposition, expressing by itself the beginning of a movement, and at the same time the ‘emptiest’ preposition, a mere function marker.
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KAISER, GEORG A. "Preposition stranding and orphaning: The case of bare prepositions in French." Bilingualism: Language and Cognition 15, no. 2 (December 8, 2011): 240–42. http://dx.doi.org/10.1017/s136672891100023x.
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In their keynote contribution, Poplack, Zentz & Dion (henceforth PZD; Poplack, Zentz & Dion, 2011, this issue) propose an interesting “scientific test of convergence” (under section heading: “Introduction”) which contains criteria to check whether a particular feature in a given language in contact with another one is due to language contact or not. This is a valiant endeavor with a laudable goal. It is valiant because the answer to this question requires a complex investigation of the languages at issue. It is laudable since it is commonly believed that a given feature of a language in contact with another one is the result of convergence. This belief however is, in general, only a mere conjecture due to superficial similarities of the features at issue, for which no empirical evidence is provided. Yet, there is no doubt that PZD accomplish their endeavor in an outstanding manner. Based on a thorough study of substantial data from Canadian French and Canadian English, they demonstrate in a convincing way how it is possible to reveal whether a given feature is contact-induced or not.
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Hennecke, Inga, and Harald Baayen. "Romance N Prep N constructions in visual word recognition." Mental Lexicon 16, no. 1 (October 8, 2021): 98–132. http://dx.doi.org/10.1075/ml.20014.hen.
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Abstract N Prep N constructions such as Sp. bicicleta de montaña ‘mountain bike’ are very productive and frequent in Romance languages. They commonly have been classified as syntagmatic compounds that show no orthographic union and exhibit an internal structure that resembles free syntactic structures, such as Sp. libro para niños ‘book for children’. There is no consensus on how to best distinguish lexical from syntactic N Prep N constructions. The present paper presents an explorative eye-tracking study on N Prep N constructions, varying both lexical type (lexical vs. syntactic) and preposition across three languages, French, Spanish and Portuguese. The task of the eye-tracking study was a reading aloud paradigm of the constructions in sentence context. Constructions were fixated on less when more frequent, independent of lexical status. There was also modest evidence that a higher construction frequency afforded shorter total fixation durations, but only for lower deciles of the response distribution. The (construction-initial) head noun also received fewer fixations as construction frequency increased, and also when the head noun was more frequent. The second fixation durations on the head noun also revealed an effect of lexical status, with syntactic constructions receiving shorter fixations at the 5th and 7th deciles. The probability of a fixation on the preposition decreased with preposition frequency, but first fixations on the preposition increased with preposition frequency. The prepositions of Portuguese, the language with the richest inventory of prepositions, received more fixations than the prepositions of French and Spanish. The observed pattern of results is consistent with models of lexical processing in which reading is guided by knowledge of both higher-level constructions and knowledge of key constituents such as the head noun and the preposition.
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Ursini, Francesco-Alessio, and Keith Tse. "Region Prepositions: The View from French." Canadian Journal of Linguistics/Revue canadienne de linguistique 66, no. 1 (February 16, 2021): 31–59. http://dx.doi.org/10.1017/cnj.2020.35.
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AbstractThe goal of this article is to offer a formal account of region prepositions in French. We define region prepositions as prepositions that denote non-oriented locations and resist modification with measure phrases (e.g.,au nez dein#dix metres au nez de l'avion‘ten meters from (in front of) the tip of the airplane’). We show that region prepositions may involve items that include inflected markers or items involving “bare” markers (au bord de‘at the edge of’ vs.à droite de‘to the right of’). We analyze the relation between structure and semantic type to show that this distribution stems from the morpho-syntactic properties of their “internal location nouns” (e.g.,nez,bord, droite, sommet). We offer a feature-driven analysis of these prepositions that hinges on a Lexical Syntax account and can capture all of the relevant data in a unified perspective. We conclude by discussing some theoretical consequences for accounts of spatial prepositions.
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Zaring, Laurie. "On Prepositions and Case-Marking in French." Canadian Journal of Linguistics/Revue canadienne de linguistique 36, no. 4 (December 1991): 363–77. http://dx.doi.org/10.1017/s000841310001450x.
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One proposal which has played and continues to play an important role in the syntactic analysis of Romance prepositional phrases is that not everything which looks like a preposition is in fact a true preposition. First proposed by Vergnaud (1974) for French, the idea is that some apparent Ps actually act as simple Case-marking on an NP; in Vergnaud’s case, this was the à associated with Goal arguments. As a result, the syntactic representation of Goal arguments involves no PP-node, but rather an NP with an inflectional Case-marking à. Vergnaud’s proposal was developed further for French à by Kayne (1975) and Jaeggli (1981), and is assumed to be valid for Frenchdeby Elliott (1986). Chomsky (1986) also suggests that Englishofis in many cases the realization of genitive Case, and Demonte (1989) argues that many instances of Spanishaordephrases selected for by verbs are not PPs but rather NPs marked with Case.
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ELSIG, MARTIN. "Benchmark varieties and the individual speaker: Indispensable touchstones in studies on language contact." Bilingualism: Language and Cognition 15, no. 2 (December 8, 2011): 230–32. http://dx.doi.org/10.1017/s1366728911000228.
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The authors of ‘Phrase-final prepositions in Quebec French: An empirical study of contact, code-switching and resistance to convergence’, Poplack, Zentz & Dion (2011, this issue), henceforth cited as PZD, make a strong case for showing that, in spite of surface similarities, preposition stranding in Canadian French relative clauses cannot be qualified as a case of grammatical convergence due to language contact with English, but that it rather turns out to be a result of analogical extension of a native French strategy, preposition orphaning, to a new context. The application of a particularly sound and accountable methodology, the comparative method of variationist sociolinguistics (Poplack & Meechan, 1998; Tagliamonte, 2002), allows them to invalidate the hypothesis of a causal relationship between contact and the phenomenon under study.
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Goyens, Michèle, Béatrice Lamiroy, and Ludo Melis. "Déplacement et repositionnement de la préposition à en français." Grammaticalisation 25, no. 2 (August 31, 2003): 275–310. http://dx.doi.org/10.1075/li.25.2.06goy.
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In Modern French, the preposition à has a large number of uses, in contrast to the Latin prepositions ad, ab and apud from which it derives. They can be classified into seven groups: complements expressing (1) place (where?), (2) time (when?), (3) manner, cause or instrument (how?); non locative complements commutating with (5) y or (6) lui, and finally (7) complements expressing possession. This evolution has been described lately as a result of a grammaticalization process, whereby the non locative uses emerged from the locative meaning by an increasing degree of abstraction. First, we show how a comparison with synchronic Romance data (Italian and Spanish), and with diachronic data from Old French, allows us to refine the description of the overall grammaticalization process which involves French à. Moreover, we analyze less well known empirical data concerning lexical and morphosyntactic restrictions on present-day uses of French à. Both kinds of data account for our hypothesis : we argue in particular that the preposition’s main function is no longer that of expressing locative meaning (or adverbial meaning in general) but its use as a mere syntactic complementizer. Furthermore, we show that the preposition is subject not only to a grammaticalization process, but also to a lexicalization process. That the latter also mainly holds for the adverbial uses of à provides evidence for the same hypothesis, viz. the core uses of Modern French à can be described as the result of a ‘repositioning’ of the preposition from the adverbial domain into the structural domain of the indirect object.
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Marchello-Nizia, Christiane. "Prépositions françaises en diachronie." Grammaticalisation 25, no. 2 (August 31, 2003): 205–21. http://dx.doi.org/10.1075/li.25.2.03mar.
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Summary Since the 17th century, French has had both the categories of adverbs and prepositions, each represented by specific morphemes. In Old French however, this situation was different : one morpheme could then function as preposition, adverb, particle, verbal prefixe and subordinating element. In the light of recent theories concerning changes of grammatical categories and the notion of ‘emergent grammar’, a matter of concern should be whether these different categories have to be distinguished for Old and Middle French, or whether these morphemes are to be considered as making part of multi-functional or even multi-categorial paradigms. In the latter case, each paradigm would express one notion or a series of related notions. A concrete analysis of the usage of four such morphemes, aval, par, tres and en, from 1000 to 1500 shows how these ‘prepositions’ evolve from multi-categorial to mono-categorial usage. This reduction of pluri-categorial morphemes in French can be explained by a more general change at the level of the French grammatical macro-system, leading towards an increasing iconicity, where one function is expressed by one single form.
Dissertations / Theses on the topic "French (language) - prepositions"
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Latimer, Elizabeth. "Variation in the use of prepositions in Quebec French." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30160.
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Using the combined approach of Variationist Sociolinguistics and Cognitive Linguistics, this thesis undertakes the classification and analysis of certain prepositions in spoken Quebec French. The study examines 21 interviews that make up part of the Corpus de français parlé au Québec (CFPQ). The aim of this thesis is to examine the use of the variables expressing the concept of ‘possession’, and those equivalent to English before/in front of and after/behind. These three variables are represented as (POSS), (ANTE) and (POST). An initial quantification of the variants is carried out, which establishes the contexts of production, and helps determine the areas of linguistic analysis to be explored. For the (POSS) variable, the data is examined in terms of linguistic factors such as the reference of the possessor, the avoidance of hiatus, and inalienable/alienable possession. Interpersonal variation is also considered, including age and gender in addition to level of education. From the Cognitive Linguistic perspective, we investigate ‘reference point theory’ and how it can shed light on the alternation between the variants. The (ANTE) and (POST) variables are studied in terms of the type of reference (i.e. locative or temporal), the locating noun category, and the age, sex, and level of education of the speakers. The Cognitive Linguistic theory of ‘subjectification’ is also considered for these two variables. For the (POSS) variable, the reference of the possessor and the level of education are seen to be important factors for the use of possessive à. In addition, the ‘reference point theory’ contributes to our understanding of the use of this variant. With the (ANTE) and (POST) variables certain variants are seen to be employed both with and without an overt complement. The variant devant is predominantly found in contexts involving narrative discourse, and the variants en avant and en avant de are preferred for locative reference. Once again, the Cognitive Sociolinguistic approach highlights the possibility that the difference in variant choice is linked to the speakers’ cognitive construal of the situation.
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Hokari, Tomohiro. "Null prepositions in A-and A'-constructions by French and Japanese second language learners of English." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701967.
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This thesis investigates the nature of optional preposition omission in L2 English extraction constructions known as null prepositions, e.g. *Who did you speak? (Klein, 1993b). Although null prepositions are found among learners with different LIs, their properties have not yet been fully understood, because many properties and possible sources have been left unexplored. To advance our understanding of null prepositions (and ultimately of L2 optionality), this study examined (a) null prepositions in different constructions (wh-questions, relative clauses, and passives), (b) the relation between null prepositions and the structure of L2 extraction constructions., ( c) the role of learners' LIs, and (d) task effects, by administering four experiments (an acceptability judgment task, an elicited imitation task, and two self-paced reading tasks) to French-speaking and Japanese-speaking learners of English as well as to native English controls. While the results of the four experiments corroborate the claim in existing studies that null prepositions are universal properties of the L2 grammars of learners from different LIs, it is also demonstrated that whether null prepositions are observed depends upon several factors such as the distinction between A- and A'-extractions, learners' Ll, and task differences. Specifically, the results of the four experiments consistently indicate that null prepositions in passives are particularly persistent for both L2 groups. By contrast, it is shown that null prepositions in wh-questions and relative clauses are subject to differences in learners' Ll and task. To explain these results, three sources for null prepositions are proposed: the difficulty in suppressing the Case feature from prepositions; covert pied-piping (Klein, 2001); influence from the syntax of Ll extraction constructions. It is also argued that these sources are not random but may be constrained by more general properties of L2 (null) prepositions: L2prepositions seem to be represented as Case markers without interpretative/semantic properties (Perpifian, 2010).
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Rojas-Plata, Daniel. "Frontières de l'espace dans les langues romanes : analyse sémantique de la préposition en (français-espagnol) du XIIe au XVe siècle." Thesis, Université de Paris (2019-....), 2019. http://www.theses.fr/2019UNIP7142.
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Cette thèse porte sur l’évolution de la préposition en dans une analyse comparée entre le français et l’espagnol. Notre objectif est de décrire, mesurer et expliquer le changement sémantique que cette paire de mots a subi dans son emploi spatial entre le XIIe et le XVe siècle. Pour cela, nous établissons une méthodologie d’étude fondée sur l’analyse de corpus et sur la description des emplois anciens et actuels des deux prépositions. Nous examinons particulièrement comment leur sens spatial a évolué et expliquons les processus diachroniques sous-jacents à ce changement. Notre approche théorique repose sur des hypothèses en sémantique cognitive et des modèles de variation linguistique et de changement sémantique. Les résultats de cette recherche nous amènent à proposer deux types d’évolution basés sur des processus sémantiques et grammaticaux distinctsThis thesis deals with the evolution of the preposition en from the point of view of a comparative analysis between French and Spanish. Our objective is to describe, measure and explain the semantic change experienced by this pair of prepositions in its spatial use between the 12th and 15th centuries. For this, we establish a methodology of study based on a corpus analysis and a description of old and current use of two words. We examine in particular how their spatial meaning has evolved and explain the diachronic processes underlying this change. Our theoretical approach is based on hypotheses in cognitive semantics and models of linguistic variation and semantic change. The results of this research lead us to propose two types of evolution based on distinct semantic and grammatical processes
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Naser, Eddine Abeer. "La préposition dans l'interlangue : étude des productions en L2 anglais d'apprenants francophones." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-01057881.
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Le principal objectif de cette thèse est d'étudier l'incidence des erreurs prépositionnelles sur l'intelligibilité de productions en L2 anglais par des apprenants francophones. Après un résumé des caractéristiques sémantiques et morpho-syntaxiques des prépositions en anglais et en français, nous abordons les questions liées à l'acquisition d'une langue seconde en général et à l'acquisition des prépositions en particulier, afin d' identifier les facteurs qui peuvent rendre leur acquisition problématique en L2. Nous proposons également des solutions pédagogiques pour améliorer l'apprentissage des prépositions en anglais. Afin de mesurer l'intelligibilité, nous analysons un corpus de productions orales et écrites contenant des emplois erronés, répartis entre erreurs lexciales et erreurs lexico- grammaticales (additions, omissions ou substitutions). Les résultats de cette analyse permettent de voir dans quelle mesure les erreurs prépositionnelles affectent l'intelligibilité du message.
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Kataeva, Olga. "Corpus aligné bilingue français - russe : le cas de par." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAC015.
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La thèse "Corpus aligné bilingue français - russe : le cas de par" présente une étude descriptive des emplois abstraits de la préposition par en français et de ses équivalents russes dans le cadre de la linguistique de corpus (J. Sinclair). L’exploration des exemples authentiques du corpus bilingue aligné constitué par nos soins, ainsi que des corpus existants permet, pour le français, d’esquisser des critères de distinction plus nette entre les sens "de cause à effet", "de fin à moyen", "de support à manière" de par, et, pour la perspective comparative, de construire un continuum de ses équivalents russes : cas morphologiques, prépositions, prépositions complexes, transformations sémantico - syntaxiques touchant à l’intégrité de la phrase. Compte tenu des particularités des prépositions en tant que catégorie lexico - grammaticale, on fait aussi appel aux instruments descriptifs élaborés dans le cadre de l’approche énonciative (J. J. Franckel, D. Paillard) : identité de la préposition, sa définition à l’aide du schéma X R (préposition) Y, distinction entre les prépositions de zonage et de discernementThe thesis "Aligned bilingual French - Russian corpus : the case of par" presents a study describing several abstract meanings of the preposition par in French and of its Russian equivalents in the framework of Corpus Linguistics (J. Sinclair). Exploring authentic examples from our aligned bilingual corpus as well as from existing corpora allows us to propose criteria for distinguishing more clearly between "cause to effect", "aim to means", "support to manner" meanings of par in French, and to reveal a continuum of its equivalents in Russian language : morphologic cases, prepositions, complex prepositions, semantic and syntax transformations of the whole sentence. Taking into account particularities of prepositions as lexico -grammatical category, we also refer to descriptive tools proposed in the framework of enunciative linguistics (J. J. Franckel, D. Paillard) : identity of a preposition, its definition by the scheme X R (preposition) Y, distinction between the prepositions of zoning and of differentiation
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Aboudrar, Aballa. "Étude comparative de l'emploi des prépositions en français et en berbère (approche sémantique)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF021.
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Ce travail porte sur l’étude sémantique de l’emploi de quelques prépositions en berbère (tachelhit) et en français à savoir f « sur », ddu « sous », ġ « dans » et n « de ».Nous avons fait dans un premier point un état des lieux de la recherche sur les prépositions en général dans les deux langues, puis nous avons établi un aperçu général sur la notion e l’espace et celle du temps en relation avec la préposition. Ensuite nous avons fait une présentation du berbère suivie d’un état des lieux de la recherche sur les prépositions berbères. Du reste nous avons présenté la méthode de recherche à savoir celle dite non instrumentale qui stipule que la valeur (spatiale, temporelle, fonctionnelle) de chaque préposition n’est que le fruit de l’interaction de celle-ci avec son cotexte en écartant l’idée de la primauté du sens spatial des prépositions, par la suite nous avons présenté notre corpus qui est tiré de deux ouvrages d’Arsène Roux. En outre nous avons étudié chacune des prépositions berbères (tachelhit) cités ci-dessus selon un plan quasi uniforme à savoir en premier lieu l’état des lieux de la recherche sur chaque préposition ainsi que celui de sa contrepartie en français, en deuxième lieu l’étude ladite préposition selon l’approche non instrumentale et en troisième point l’étude contrastive de l’emploi de la préposition en question en français et en tachelhit. À la fin de cette thèse nous avons dressé un tableau de quelques résultats de l’étude contrastive de ces prépositions dans les deux languesThis work deals with the semantic study of the use of some prepositions in Berber (tachelhit) and in French namely f "sur", ddu "sous", ġ "dans" and n "de". In a first point, we made an overview of the research on prepositions in general in both languages, and then we made a general overview of the notion of space and of time in relation to the preposition. Next, we made a presentation of Berber followed by an inventory of research on Berber prepositions. Moreover, we have presented the research method, namely the so-called non-instrumental one, which states that the value (spatial, temporal, functional) of each preposition is only the result of the interaction of this preposition with its cotext, it means that there is no primacy of the spatial sense of the prepositions, afterwards we presented our corpus which is taken from two works by Arsène Roux. In addition, we have studied each of the Berber prepositions (tachelhit) mentioned above in a quasi-uniform plan, namely firstly the state of the art of the research on each preposition as well as that of its counterpart in French. This preposition is based on the non-instrumental approach and thirdly the contrastive study of the use of the preposition in question in French and Tachelhit. At the end of this thesis we drew up a table of some results of the contrastive study of these prepositions in both languages
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Buaillon, Emmanuelle. "À Paris/sur Paris: a variationist account of prepositional alternation before city names in Hexagonal French." Thesis, 2021. http://hdl.handle.net/1828/13199.
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À is the prototypical preposition used before city names in French, yet there are reports that, since the mid-20th century, sur also appears in this context in vernacular varieties of European French. To date, research on the choice between à and sur has focused on semantic and pragmatic differences between the two, and has relied on made-up examples, small participant usage surveys, or empirical datasets that were not systematically analyzed. Moreover, the influence of social factors has received only scant attention. This thesis addresses these shortcomings by providing a quantitative, variationist and longitudinal account of à/sur alternations. It asks the following question: Which factors (linguistic and social) can account for prepositional variation before city names in Hexagonal French? The data was drawn from two publicly available corpora of spoken Hexagonal French, representing three locales: the Parisian city-centre, a group of suburban cities surrounding Paris, and the midsize provincial city of Orléans. The speakers (N = 151) were born between 1878 and 1994, providing a mixture of real- and apparent-time perspectives on variation. Following variationist methods, the analysis considers all contexts where à/sur variation is possible (N = 2542) and seeks to elucidate the variable grammar. Results indicate important differences between the three areas under study, both in terms of social patterns and in terms of linguistic constraints. In Paris, the use of sur is restricted to a few speakers and a few linguistic contexts, and is overall very infrequent. In the suburbs and Orléans, sur is more widely attested across speakers and contexts, but it remains a minority variant which seems to be on the decline, especially in the suburbs. Further, in Orléans, the variable grammar is less linguistically constrained, suggesting a trajectory of geographic diffusion. Overall, the quantitative findings support some of the semantic and pragmatic hypotheses proposed in earlier work while shedding light on how geographic, social and linguistic factors combine to explain a phenomenon of variation that has never been studied using variationist methods before.Graduate
2022-07-19
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Alexandre, Nathalie. "Variation in the spoken French of Franco-Ontarians : preposition de followed by the deictic pro-forms ca and la, aller in compound past tenses and prepositions a, au and en preceding geographical place names /." 2004. http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99269.
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Thesis (M.A.)--York University, 2004. Graduate Programme in Linguistics.Typescript. Includes bibliographical references (leaves 155-166). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99269
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Nginios, Triantafilian. "Dificultades en el uso de las preposiciones en estudiantes francófonos de ELE." Thèse, 2013. http://hdl.handle.net/1866/10235.
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Ce projet de maîtrise se consacre à l’apprentissage des prépositions espagnoles chez les élèves francophones. L’identification et l’analyse des erreurs les plus fréquentes dans l’usage des prépositions par des francophones nous permettrons d’élaborer des exercices pratiques qui rendraient leur apprentissage moins difficile.
Nous croyons que la difficulté dans l’utilisation des prépositions chez les étudiants réside en partie dans le fait de ne pas connaître leur emploi exact. Nous commencerons donc par présenter l’emploi des principales prépositions en espagnol à partir du Manual de la Nueva gramática de la lengua española et d’autres études. L’enseignement de la grammaire dans les cours d’espagnol comme langue étrangère (ELE) au Québec suit les règles établies par le Cadre européen commun et le Plan curricular de l’Institut Cervantès. Les étudiants développent leur compétence grammaticale de manière inductive; ils sont amenés à comprendre les règles par eux-mêmes et à créer leurs propres hypothèses qu’ils confirment ou réfutent après grâce à quelques explications formelles de l’enseignant et des exercices de pratique. Par contre, cette tendance à laisser l’apprentissage de la grammaire entre les mains des étudiants peut aussi amener à la fossilisation de leurs erreurs si les explications et la pratique ne sont pas suffisantes.
Les erreurs sont perçues comme un point de départ pour comprendre où résident les difficultés des étudiants et permettent aux enseignants d’apporter les changements nécessaires à leurs méthodes d’enseignement. Notre révision de quelques investigations réalisées avec la méthode de l’analyse des erreurs, nous permet de cerner les raisons pour lesquelles les francophones commettent autant d’erreurs dans l’utilisation des prépositions espagnoles. Notre analyse de l’enseignement et de la pratique des prépositions dans trois manuels qui s’utilisent actuellement dans les cégeps et les universités du Québec nous permet de voir que les prépositions ne se pratiquent pas assez, surtout au niveau intermédiaire. Nous proposons donc des exercices pratiques qui permettront aux étudiants de pratiquer les prépositions de manière plus efficace.This MA thesis is dedicated to the learning of the Spanish prepositions by French-speakers. We are interested in identifying and analyzing the most frequent errors in the use of the prepositions by French-speakers, which will bring us to create activities that will help them make fewer mistakes. We believe that the difficulty partly lies in the fact that students don’t know how to use them correctly. Therefore, we find it important to present the uses of the main prepositions in Spanish given by the Manual of Nueva gramática de la lengua española and other studies. The teaching of grammar in classes of Spanish as a foreign language (SFL) in Quebec follows the guidelines established by the Common European Framework and the Plan curricular of the Cervantes Institute. The students develop their grammatical competence in an inductive way; they try to understand the rules by themselves and create their own hypotheses which they will later confirm or refute thanks to some formal explanations from the teacher and practice. On the other hand, this tendency to leave the learning of the grammar mostly in the hands of the students can also bring about the fossilization of certain errors if there aren’t enough explanations or practice. The method of Error Analysis is the most effective to analyze the process of Spanish learning as a foreign language. The errors are a starting point to understand where the difficulties of the students lie and allow the teachers to bring the necessary changes in their teaching methods. Our revision of some investigations made with this method of analysis will allow us to better understand the causes of the most frequent errors French-Speakers make using Spanish prepositions. Our analysis of three textbooks used today in the classrooms of cégeps and universities of Quebec will prove that the prepositions are not practiced enough, especially in the intermediate level. We will consequently propose activities that will allow the students to practice the Spanish prepositions in a more effective way.
Este trabajo de Maestría se centra en el aprendizaje de las preposiciones españolas en alumnos francófonos. La identificación y el análisis de los errores más frecuentes nos llevarán a elaborar actividades que permitan un aprendizaje menos difícil de las preposiciones. Primero, creemos que la dificultad reside en parte en el hecho de no conocer los usos exactos de las preposiciones. Nos parece entonces importante empezar por la presentación de los usos de las principales preposiciones en español a partir del Manual de la Nueva gramática española y de otros estudios. La enseñanza de la gramática en clases de español como lengua extranjera (ELE) en Quebec sigue las mismas pautas establecidas por el Marco común europeo y el Plan curricular del Instituto Cervantes. Los estudiantes desarrollan su competencia gramatical de manera inductiva, creando hipótesis que luego confirman o refutan a partir de explicaciones formales del profesor y de práctica. Sin embargo, el hecho de dejar el aprendizaje de la gramática en las manos de los estudiantes puede causar una fosilización de los errores si no hay suficientes explicaciones y práctica. El método de análisis de los errores se reveló el más eficaz para analizar el proceso de aprendizaje de ELE. Los errores son un punto de partida para comprender dónde residen las dificultades de los estudiantes y permiten a los profesores aportar los cambios necesarios en sus métodos de enseñanza. Nuestro estudio de los errores preposicionales en la interlengua de los hablantes francófonos a partir de estudios realizados con el método de análisis de errores nos permitirá comprender mejor las causas de esos errores. Nuestro análisis de tres manuales que se utilizan actualmente en clases de ELE en los cégeps y universidades quebequenses nos permitirá ver que las preposiciones no se practican bastante en los manuales, sobre todo en el nivel intermedio, lo que podría explicar la fosilización de algunos errores. Propondremos entonces algunas actividades para que los estudiantes puedan practicar las preposiciones de una manera más eficaz.
Books on the topic "French (language) - prepositions"
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Heminway, Annie. French pronouns and prepositions. 2nd ed. New York: McGraw-Hill, 2011.
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Spatial prepositions: A case study from French. Chicago: University of Chicago Press, 1991.
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Booth, Trudie Maria. French prepositions: Forms and usage. Lanham: University Press of America, 2003.
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Adler, Silvia. Ellipse et régimes des prépositions françaises. Leuven: Peeters, 2012.
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Les connecteurs contenant des prépositions en français: Profils sémantiques et pragmatiques en synchronie et diachronie. Berlin: De Gruyter Mouton, 2013.
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L' espace en français: Sémantique des prépositions spatiales. Paris: Seuil, 1986.
Find full textBook chapters on the topic "French (language) - prepositions"
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Feigenbaum, Susanne. "A contrastive analysis of French and Hebrew prepositions." In Typological Studies in Language, 171–91. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tsl.50.09fei.
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Adler, Silvia. "French compound prepositions, prepositional locutions and prepositional phrases in the scope of the absolute use." In Typological Studies in Language, 17–35. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tsl.74.03adl.
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Cadiot, Pierre, and Franck Lebas. "Pragmatics of prepositions: A study of the French connectivespour le coupanddu coup." In Typological Studies in Language, 115–32. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/tsl.74.07cad.
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Prince, Violaine. "Syntactic and Semantic Impact of Prepositions in Machine Translation : An Empirical Study of French-English Translation of Prepositions ‘à’, ‘de’ and ‘en’." In Human Language Technology. Challenges for Computer Science and Linguistics, 273–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66527-2_20.
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Rehner, Katherine, Raymond Mougeon, and Françoise Mougeon. "Chapter 9. Variation in choice of prepositions with place names on the French L1–L2 continuum in Ontario, Canada." In Studies in Language Variation, 223–52. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/silv.28.09reh.
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Ben-Rafael, Miriam. "The French preposition in contact with Hebrew." In Typological Studies in Language, 209–29. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/tsl.50.11ben.
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Cook, Jadwiga. "Chapter 5 – Locative Prepositions in Bilingual Children's Languages. Example of Polish-French Young Bilinguals." In Bi- and Multilingualism from Various Perspectives of Applied Linguistics, 101–20. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737014298.101.
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Vincent, Nigel. "Complex versus compound prepositions." In Variation and Change in Gallo-Romance Grammar, 347–63. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198840176.003.0016.
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In addition to monomorphemic, and often monosyllabic, prepositions like French à, de, en, Gallo-Romance languages have a variety of items which have developed from original multi-word sequences. This chapter begins by examining the etymological sources and diachronic processes involved, dividing the items so formed into two distinct classes of complex prepositions (e.g. Occitan a dich de ‘by virtue of’) and compound prepositions (e.g. French avant ‘before’). It goes on to compare the different types of analysis that have been proposed for these items, concentrating in particular on the approach of nanosyntax and arguing against the syntactico-centric take on linguistic analysis that such an approach implies.
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Wolfe, Sam. "Grammatical change from Latin to French." In Syntactic Change in French, 7–28. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198864318.003.0002.
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This chapter provides key empirical background for the subsequent chapters by offering a broad overview of several of the most salient developments that characterize the history of French. The alleged transition from a synthetic grammatical system to an analytic one is outlined and critically evaluated, with reference to a range of phenomena including the ‘emergence’ of articles, auxiliaries, and prepositions, and developments in verbal and nominal morphology. A critical overview of major changes in the negative system is also presented and it is suggested that Jespersen’s Cycle offers neither a sufficient description nor motivation for all the changes observed in the language’s history. Finally, the most prominent approaches to word-order change in the literature are discussed, where it is argued that simplistic labels such as ‘free’, ‘fixed’, ‘V2’, and ‘SVO’ fail to accurately capture the extent of variation in word order attested in all periods.
Conference papers on the topic "French (language) - prepositions"
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Martin, Philippe. "Automatic detection of accent phrases in French." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0030/000445.
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In lexically-stressed languages such as English or Greek, accent phrases usually include one lexical word (noun, verb, adverb or adjective), together with some syntactically bound grammatical words (conjunction, pronoun or preposition). In non-lexically languages such as French or Korean, accent phrases are delimited by a final syllabic stress and may contain more than one lexical word, depending on the speech rate and limited to a 250 ms to 1250-1350 ms duration range. As perception of syllabic stress is strongly influenced by the listeners current own speech rate making perception agreement between annotators elusive, an interactive software program has been implemented imbedding constrains external to acoustic data to better investigate the actual distribution of stressed syllables in oral recordings of French.