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Journal articles on the topic 'Grammar of French'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Siouffi, Gilles. "Grammaire françoise. French Grammar." French Studies 69, no. 4 (2015): 576. http://dx.doi.org/10.1093/fs/knv183.

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2

Normand, Guessler, and Mary E. Coffman Crocker. "French Grammar." Modern Language Journal 74, no. 3 (1990): 399. http://dx.doi.org/10.2307/327650.

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3

Joseph, John E., Lexus, Raymond Perrez, et al. "Harrap's French Grammar." Modern Language Journal 74, no. 2 (1990): 229. http://dx.doi.org/10.2307/328136.

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4

Laeufer, Christiane, Margaret Lang, and Isabelle Perez. "Modern French Grammar." Modern Language Journal 82, no. 3 (1998): 429. http://dx.doi.org/10.2307/329975.

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5

Lightfoot, David. "Grammars for people." Journal of Linguistics 31, no. 2 (1995): 393–99. http://dx.doi.org/10.1017/s0022226700015656.

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TWO VIEWS OF GRAMMARFor many years, many people have used the term ‘grammar’ to indicate something which represents an individual's mature linguistic capacity and which arises in the mind/brain of that individual on exposure to some relevant childhood experience. The grammar interacts with other aspects of a person's mental make-up, in a modular conception of mind. Different experiences may give rise to different grammars in different individuals, but it is a plausible initial assumption that grammars arise in everybody in the same way, subject to the same principles, parameters and learning c

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6

Dolamore, C. E. J., Roger Hawkins, and Richard Towell. "French Grammar and Usage." Modern Language Review 93, no. 1 (1998): 217. http://dx.doi.org/10.2307/3733683.

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7

Howells, Valerie. "French Grammar and Usage." System 30, no. 3 (2002): 399–400. http://dx.doi.org/10.1016/s0346-251x(02)00013-1.

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8

GORE, K. "INNOVATIONS IN FRENCH GRAMMAR." French Studies Bulletin 18, no. 62 (1997): 15–17. http://dx.doi.org/10.1093/frebul/18.62.15.

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9

Abecassis, M. "French Grammar in Context." French Studies 68, no. 4 (2014): 588–89. http://dx.doi.org/10.1093/fs/knu187.

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10

HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.

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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and i

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11

González-Rey, Ma Isabel. "La phraséologie dans l’étude du français langue maternelle : des faits de langue d’Hippolyte-Auguste Dupont aux faits d’expression de Charles Bally." Yearbook of Phraseology 11, no. 1 (2020): 171–98. http://dx.doi.org/10.1515/phras-2020-0009.

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AbstractThe Phraséologie française élémentaire ou Nouveaux exercices de grammaire by Hippolyte-Auguste Dupont (1833) is, to our knowledge, the only work to use the word phraseology as a synonym for “Grammar of the French language”. It represents an exception not only to the school grammars of the nineteenth century, the century of schooling in France and school grammars, but also to the phraseological precepts of Charles Bally (1909). The analysis of this work, intended for the teaching of French as a mother tongue, will allow us to highlight two innovative aspects for the time: on the one han

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12

Wilujeng, Nuning Catur Sri, Siti Sumiyati, Anggraini Dora T. A., and Titis Dwiyuliani. "PENINGKATAN KOMPETENSI TATA BAHASA PRANCIS MAHASISWA JURUSAN PENDIDIKAN BAHASA PRANCIS FBS UNY DENGAN MODEL PEMBELAJARAN INQUIRY." Diksi 27, no. 1 (2019): 33–48. http://dx.doi.org/10.21831/diksi.v27i1.26173.

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(Title: Improving French Grammar Competence of The Students at French Departement, Faculty of Languages and The Arts, Yogyakarta State Uninersity Through The Inquiry Model). This research aimed to improve the students’ French grammar competence through the Inquiry model with seven steps, ie : developing a question, generating a hypothesis, developing an experimental desain, collecting and recording data, analizing data, reaching conclusions, forming and extending generalizations, communicating results. This research was a class room action reseach study conducted in two cycles from the 2th to

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13

Ervin, Gerard L., C. Beswick, Sandra Truscott, and Isabel Willshaw. "Nice 'n Easy French Grammar." Modern Language Journal 71, no. 1 (1987): 92. http://dx.doi.org/10.2307/326778.

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14

Toops, Gary H. "A Comprehensive French Grammar (review)." Language 80, no. 2 (2004): 355. http://dx.doi.org/10.1353/lan.2004.0100.

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15

Perrier, Guy, and Bruno Guillaume. "Frigram: a French Interaction Grammar." Journal of Language Modelling 3, no. 1 (2015): 265. http://dx.doi.org/10.15398/jlm.v3i1.93.

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16

Anderson, W. "A Reference Grammar of French." French Studies 66, no. 3 (2012): 440–41. http://dx.doi.org/10.1093/fs/kns087.

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17

Offord, M. "Review: French Grammar and Usage." French Studies 56, no. 3 (2002): 447–48. http://dx.doi.org/10.1093/fs/56.3.447.

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18

Jones, Mari C. "A Student Grammar of French." French Studies 61, no. 2 (2007): 252–53. http://dx.doi.org/10.1093/fs/knm032.

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19

Demirdache, Hamida, and Oana Lungu. "Sequence of tense in (French) child language." Linguistic Variation Yearbook 2008 8 (December 31, 2008): 101–30. http://dx.doi.org/10.1075/livy.8.04dem.

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We discuss the results of an L1 French comprehension study of the construal of present and imperfective past in (non) subordinate contexts. Our findings reveal that children accept (sometimes enforce) non-indexical simultaneous construals of both present and past under a matrix past — though present is utterance-indexical in adult French. Extending Kratzer’s (1998) zero-tense analysis of English past under past simultaneous construals to Japanese present under past simultaneous construals, we argue that zero-tenses in L1 French surface either as past (adult French) or as present (adult Japanes

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20

VILLENEUVE, ANNE-JOSÉ, and JULIE AUGER. "‘chtileu qu'i m'freumereu m'bouque i n'est point coér au monne’: Grammatical variation and diglossia in Picardie." Journal of French Language Studies 23, no. 1 (2013): 109–33. http://dx.doi.org/10.1017/s0959269512000385.

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ABSTRACTIn this article, we analyze French and Picard data, extracted from sociolinguistic interviews with four Picard–French bilingual speakers and four French monolingual speakers from the Vimeu (Somme) area of France, in order to determine whether the two closely-related varieties maintain distinct grammars or whether they now constitute varieties of the same language. Focusing on two linguistic variables, subject doubling andnedeletion, we argue that the variation observed in our French data results from variation within a single grammar, while our Picard data display markedly different pa

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21

Gordon, Kenneth A., Karen Wiley Sandler, and Susan Whitebook. "Tour de grammaire II: A Study Guide for French Grammar." Modern Language Journal 70, no. 1 (1986): 66. http://dx.doi.org/10.2307/328082.

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22

Hilgar, Marie-France, Anne Judge, and F. G. Healey. "A Reference Grammar of Modern French." Modern Language Journal 81, no. 3 (1997): 423. http://dx.doi.org/10.2307/329328.

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23

Fox, Cynthia A., and Jacqueline Morton. "English Grammar for Students of French." Modern Language Journal 78, no. 3 (1994): 398. http://dx.doi.org/10.2307/330133.

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24

Kibbee, Douglas A. "The first French Grammar in English?" Historiographia Linguistica 19, no. 2-3 (1992): 415–18. http://dx.doi.org/10.1075/hl.19.2-3.11kib.

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25

Anderson, Wendy J. "Modern French Grammar: A Practical Guide." French Studies 59, no. 3 (2005): 442–43. http://dx.doi.org/10.1093/fs/kni208.

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26

Wakely, Richard, Anne Judge, and F. G. Healey. "A Reference Grammar of Modern French." Modern Language Review 80, no. 1 (1985): 152. http://dx.doi.org/10.2307/3729407.

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27

Crabbé, Benoît, Denys Duchier, Claire Gardent, Joseph Roux, and Yannick Parmentier. "XMG: eXtensible MetaGrammar." Computational Linguistics 39, no. 3 (2013): 591–629. http://dx.doi.org/10.1162/coli_a_00144.

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In this article, we introduce eXtensible MetaGrammar (XMG), a framework for specifying tree-based grammars such as Feature-Based Lexicalized Tree-Adjoining Grammars (FB-LTAG) and Interaction Grammars (IG). We argue that XMG displays three features that facilitate both grammar writing and a fast prototyping of tree-based grammars. Firstly, XMG is fully declarative. For instance, it permits a declarative treatment of diathesis that markedly departs from the procedural lexical rules often used to specify tree-based grammars. Secondly, the XMG language has a high notational expressivity in that it

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28

Yang, Charles D. "Internal and external forces in language change." Language Variation and Change 12, no. 3 (2000): 231–50. http://dx.doi.org/10.1017/s0954394500123014.

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If every productive form of linguistic expression can be described by some idealized human grammar, an individuals's variable linguistic behavior (Weinreich, Labov, & Herzog, 1968) can be modeled as a statistical distribution of multiple idealized grammars. The distribution of grammars is determined by the interaction between the biological constraints on human grammar and the properties of linguistic data in the environment during the course of language acquisition. Such interaction can be formalized precisely and quantitatively in a mathematical model of language learning. Consequently,

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29

Bagge, Christine, and Alan Manning. "Grammar and Translation: The Noun + Noun Conundrum." Meta 52, no. 3 (2007): 556–67. http://dx.doi.org/10.7202/016739ar.

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Abstract This article deals with the vexed question regarding the translation into French of English NOUN1 + NOUN2 sequences. Using the 15 meaning categories presented by Biber et al. (1999: 589-591), with some modifications and corrections, the authors expand each category into 20 representative items and translate them into French; they then show, by means of case study based on the translation into French of several noun sequences, that students whose first language is English seem to have difficulty rendering certain of these structures; by contrast, students participating in the study who

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30

Lépinette, Brigitte. "Deux Grammaires Françaises Pour Espagnols (XVIIe Siècle)." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 21, no. 1 (1997): 199–239. http://dx.doi.org/10.1075/li.21.1.08lep.

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Two French Grammars Published in Spain During the XVIIth Century In this article, after a brief review of the historical context of the XVIth and XVIIth centuries (especially of the franco-Spanish context), we describe two grammars made to teach French to Spaniards. The first one, written by a Spaniard, is included in the school of the general and philological grammar, developed in Spain during the XVIIth century, which, from a paedagogical viewpoint, is based in the analysis. The second one, included in the school called «grammaires des observations», is based, from a methodological viewpoint

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31

Schena, Leo. "Études de linguistique française en Italie." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 23, no. 1 (2000): 77–114. http://dx.doi.org/10.1075/li.23.1.04sch.

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Around forty Italian studies of French grammar running from the early 60s to 1997 are described in this Guide bibliographique. They are all undoubtedly noteworthy for their scientific interest, but in Italy the subject they deal with is in need of further exploration. Not only do such studies represent individual initiatives (no large common project has ever been carried out), they also take different approaches, which is inevitable in so far as grammar encompasses phonetics, lexicon, comparative analysis and teaching. In fact, the degree of diversity is not as high as one might expect. Only s

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32

Ridruejo, Emilio. "Los Epígonos Del Racionalismo en España." Historiographia Linguistica 24, no. 1-2 (1997): 95–114. http://dx.doi.org/10.1075/hl.24.1-2.08rid.

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Summary French philosophical grammmar and grammatical rationalism developed from the 17th-century Port Royal Grammar, but they were not adopted by Spanish grammarians until early in the 19th century. Of works responsible for the introduction of French grammatical philosophy in Spain, one of the earliest and the most important one is the Principios de gramática general (Madrid 1835), by José Gómez Hermosilla (1771–1837/38?). The work was very well received; by 1841 it already was into a third edition. Even before first appearing in print, a manuscript of the Gramática General was used to adapt

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33

De Gioia, Michele. "Adverbes figés en contraste." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 24, no. 2 (2001): 183–202. http://dx.doi.org/10.1075/li.24.2.04deg.

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Summary A comparison of frozen adverbs : PDETC forms in French and in Italian A contrastive analysis is made of some frozen adverbs in French and Italian having the following structure : [N0 V] Prep Det C =: [Max agit] dans la coulisse ([Max agisce] dietro le quinte) The syntactically classified samples were taken from three corpora : the lexicon-grammar of French frozen adverbs (M. Gross 1990a), the lexicon-grammar of Italian frozen adverbs (De Gioia 2001), and the comparative lexicon-grammar of French and Italian frozen adverbs (De Gioia 1995). The analysis focuses on the syntactic functioni

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34

Coffey, Simon. "French grammars in England 1660‑1820." Histoire Epistémologie Langage 41, no. 2 (2019): 137–56. http://dx.doi.org/10.1051/hel/2019012.

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This paper presents an analysis of a corpus of grammars written for learning French in England from 1660 to 1820, a period sometimes referred to euphemistically as the “long century” which saw language teaching evolve in response to broader social and epistemological developments, namely the increased codification of vernacular grammar against a backdrop of scientific rationalism and, in England, the greater institutionalisation of school-based pedagogies. The aim of the analysis is twofold: firstly, to identify some key shifts in the formulation of content, specifically changes in overall str

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35

BLYTH, CARL S. "A Systemic Functional Grammar of French: From Grammar to Discourse.by CAFFAREL, ALICE." Modern Language Journal 92, no. 3 (2008): 489–90. http://dx.doi.org/10.1111/j.1540-4781.2008.00759_14.x.

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36

Engel, Dulcie M., Margaret Jubb, Annie Rouxeville, and David Nott. "French Grammar in Context: Analysis and Practice." Modern Language Review 94, no. 4 (1999): 1091. http://dx.doi.org/10.2307/3737256.

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37

KIM, Nam Youn. "New Concept of French Grammar: Complément circonstanciel." JOURNAL OF HUMANITIES STUDIES 113 (December 31, 2018): 57–76. http://dx.doi.org/10.46346/tjhs.113..3.

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38

Moore, Sonja. "GIFT: French Grammar at Your Own Pace." CALICO Journal 15, no. 1-3 (2017): 146–50. http://dx.doi.org/10.1558/cj.34846.

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39

Vanderboegh, David S., Edith R. Farrell, and C. Frederick Farrell. "Side by Side French & English Grammar." Modern Language Journal 81, no. 1 (1997): 128. http://dx.doi.org/10.2307/329182.

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40

Chamberlain, Jeffrey T. "Review of L’Huillier (1999): Advanced French Grammar." Language Problems and Language Planning 24, no. 3 (2000): 300–301. http://dx.doi.org/10.1075/lplp.24.3.17cha.

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41

Poplack, Shana, Allison Lealess, and Nathalie Dion. "The evolving grammar of the French subjunctive." Probus 25, no. 1 (2013): 139–95. http://dx.doi.org/10.1515/probus-2013-0005.

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Abstract This paper compares the evolution and contemporary distribution of subjunctive and indicative in spoken Quebec French with the development of normative injunctions on variant choice over five centuries of grammatical tradition. The subjunctive has been prescribed with hundreds of lexical governors, verb classes and semantic readings since the 16th century, but in spontaneous speech, it is virtually limited to a handful of matrix and embedded verbs. Our analysis shows that the overriding determinant of variant choice is not meaning, as most would claim, but the lexical identity of the

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42

Cajhen, Simona. "Attitude of French Teachers towards Teaching Grammar." Journal for Foreign Languages 6, no. 1 (2014): 125. http://dx.doi.org/10.4312/vestnik.6.125-141.

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43

Degand, Liesbeth, and Benjamin Fagard. "Alors between discourse and grammar." Functions of Language 18, no. 1 (2011): 29–56. http://dx.doi.org/10.1075/fol.18.1.02deg.

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This paper presents an in-depth study of the semantics of the French discourse marker alors ‘at that time, then, so’. Its evolution from temporal adverbial with local anaphoric meaning to polysemous marker including conversation management uses in spoken French is traced through a systematic diachronic corpus analysis. Of particular interest in this perspective is the relationship between the different meanings of alors and the position it occupies in the sentence. Our main hypothesis is that the semantic evolution of alors goes hand in hand with grammatical and functional changes leading to n

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44

Chovancová, Katarína, Lucia Ráčková, Dagmar Veselá, and Monika Zázrivcová. "Valency Potential of Slovak and French Verbs in Contrast." Journal of Linguistics/Jazykovedný casopis 68, no. 2 (2017): 156–68. http://dx.doi.org/10.1515/jazcas-2017-0026.

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Abstract The paper presents results of synchronous contrastive study of fifteen most frequent Slovak full verbs and their French equivalents by the method of corpus analysis aimed at observation and comparison of their valency potential in relation to their semantic structure. The inventory of valency structures of Slovak verbs and their French equivalents shows not only differences, but also, to a great extent, identical semantic-syntactic connectivities. The main apport of the study lies in the contrastive research perspective and the interdisciplinary character on the crossroads of grammar,

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45

ROWLETT, PAUL. "Do French speakers really have two grammars?" Journal of French Language Studies 23, no. 1 (2013): 37–57. http://dx.doi.org/10.1017/s095926951200035x.

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ABSTRACTI consider variation within French and its status in speakers’ mental grammars. I start with Massot's (2008) claim that, within relevant grammatical units, speakers in contemporary metropolitan France do not combine socio-stylistically marked L and H features, and his explanation of this in terms of diglossia (Ferguson, 1959), that is, the idea that speakers possess two (in this case massively overlapping but not identical) ‘French’ grammars which co-exist in their minds: one (français démotique, FD: acquired early, well, and in a naturalistic environment) comprises one set of grammati

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46

Martin, Philippe. "Automatic analysis of prosodic structure statements of various styles." Journal of Speech Sciences 4, no. 1 (2021): 5–12. http://dx.doi.org/10.20396/joss.v4i1.15048.

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The aim of this study is to characterize automatically the boundary tones in French, from the point of view of their categories, their acoustic realizations and their distribution according to a prosodic grammar. If the automatic labelling proves pertinent, the proposed method would lead to an automatic process to determine the prosodic structure of speech recordings. From the C-PROM corpus, four spontaneous recordings with various styles (oral reading, university lecture, narration, political discourse) were automatically analyzed based on 1) the identification of prominent syllables (from th

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47

BISKRI, ISMAÏL. "APPLICATIVE AND COMBINATORY CATEGORIAL GRAMMAR AND SUBORDINATE CONSTRUCTIONS IN FRENCH." International Journal on Artificial Intelligence Tools 14, no. 01n02 (2005): 125–36. http://dx.doi.org/10.1142/s0218213005002028.

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In this article we will present a classification and an analysis, by means of Applicative and Combinatory Categorial Grammar (ACCG), of relative, completive and indirect interrogative propositions in French introduced by "que" and "qui". Applicative and Combinatory Categorial Grammar is a generalization of standard Categorial Grammar. It is represented by a canonical association between Steedman's Combinatory Categorial rules and Curry's combinators. This model is included in the general framework of Applicative and Cognitive Grammar with three levels of representation: (i) phenotype (concaten

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48

De Gioia, Michele. "Sur un lexique-grammaire comparé d’adverbes figés." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 23, no. 2 (2000): 327–46. http://dx.doi.org/10.1075/li.23.2.09deg.

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Summary This paper presents some of the findings which emerged during the construction of a French-Italian lexicon-grammar of frozen adverbs. A French lexicon-grammar compiled by Maurice Gross (1990) was compared with an Italian lexicon-grammar (De Gioia 1994b) with a view to finding semantically equivalent entries for translation purposes. The results showed that 65% of the French entries can be translated with equivalent adverbial and idiomatic expressions in Italian, giving the lie to the traditionally held view that idiomatic expressions are generally untranslatable. A further analysis of

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49

DARMAWANGSA, Dante, and Ariessa RACMADHANY. "Effets de la mise en œuvre de la classe inversée à travers Edmodo dans l’apprentissage de la grammaire." FRANCISOLA 3, no. 2 (2019): 176. http://dx.doi.org/10.17509/francisola.v3i2.15750.

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RÉSUMÉ. La stratégie de classe inversée, comme l’une des stratégies de l’apprentissage hybride, a eu un impact positif sur le changement des méthodes d’enseignement traditionnelles, qui passent généralement du temps en classe, en les combinant de manière virtuelle. Cette étude tente d’étudier les effets de la stratégie de classe inversée en utilisant Edmodo dans l’apprentissage de la grammaire française. L'étude est menée en utilisant la méthode quantitative avec le modèle quasi expérimental. Les participants à cette recherche sont les étudiants qui ont étudié la grammaire française du niveau

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50

Kim, Hyunsoon. "An L1 grammar-driven model of loanword adaptation." Korean Linguistics 16, no. 2 (2014): 144–87. http://dx.doi.org/10.1075/kl.16.2.03kim.

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The present study proposes an L1 grammar-driven loanword-adaptation model with three intermediate steps — L1 perception, L1 lexical representations and L1 phonology — between L2 acoustic output and L1 output by examining how the distinctive features, syllable structure constraints and structural restrictions of one’s native language steer speakers in their search to replace foreign sounds with native sounds. Our main source of data in support of this model comes from differences between the Korean adaptations of English and French voicing contrasts on the basis of a recent survey of English an

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