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Auswahl der wissenschaftlichen Literatur zum Thema „French verbal morphology“
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Zeitschriftenartikel zum Thema "French verbal morphology"
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Bender, Emily M., David Wax und Michael Wayne Goodman. „From IGT to precision grammar: French verbal morphology“. LSA Annual Meeting Extended Abstracts 3 (08.04.2012): 9. http://dx.doi.org/10.3765/exabs.v0i0.581.
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Becker, Angelika, und Tonjes Veenstra. „THE SURVIVAL OF INFLECTIONAL MORPHOLOGY IN FRENCH-RELATED CREOLES“. Studies in Second Language Acquisition 25, Nr. 2 (Juni 2003): 283–306. http://dx.doi.org/10.1017/s0272263103000123.
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In traditional classifications of languages by inflectional subsystems, both creole languages and the results of untutored SLA (interlanguages) are classified as isolating. We focus on remnants of verbal inflectional morphology in French-related creoles and ask: (a) Can the properties of verbal morphology be attributed to SLA, and (b) what does this imply for creole genesis? We show how acquisition of inflectional morphology occurs in learner varieties of French from a basic variety perspective. We discuss reflexes of French inflectional morphology that survived the creolization process, resulting in a long–short opposition of verb forms: Across creoles, different grammatical properties are marked by this opposition. Finally, we consider the implications for creole genesis theories and propose a three-generational scenario of creolization with multiple agents.
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El Fenne, Fatima-Zahra. „Paradigm Structure in French Verbal Inflection“. Scripta 24, Nr. 51 (23.09.2020): 103–35. http://dx.doi.org/10.5752/p.2358-3428.2020v24n51p103-135.
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Verb inflectional morphology in French exhibits a range of complexities both in the structure of verb stems (stem-final latent consonant; vowel variation; stem-final nasal vowel ; suppletive forms ; etc.) and the organization of the inflectional system, marked for five grammatical categories: tense, aspect, mode, person and number, which in the majority of cases cannot be identified as a morphological or phonological unit. The main objective of this paper is to show that these morphosyntactic properties should be analyzed as a global affix, which operate within the same space, with no fixed order. This strategy has the advantage to 1) take into account all the verb syntactic properties, 2) avoid multiple zero suffixes, 3) avoid the use of different analyses depending on the verb class, 4) avoid non-productive and phonologically unmotivated rules of insertion of theme vowels as in [dorm-i-r-ons] dormirons, and epenthetic consonants as in [ku-d-r-ons] coudrons, 5) account for French verb inflectional system in a simple and more explanatory way than strictly segmental analyses without "motivated" processes, using massive suppletion and/or stems dependencies, where inflected verbal forms are related by arbitrary implicational associations or quantitative measures based on extensive memorization. This analysis also has the property of explaining by means of a very general principle (the Onset principle) the realization of a stem-final FC in front of the affixes 'ions' and 'iez' as in before any suffix beginning with an empty onset. The verb inflectional paradigmatic structures is captured within Construction Morphology (CxM) as stated in Booij, 2010.
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Missud, Alice, und Florence Villoing. „The morphology of rival -ion, -age and -ment selected verbal bases“. Varia, Nr. 26 (01.07.2020): 29–52. http://dx.doi.org/10.54563/lexique.755.
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French -ion, -age and -ment suffixations have been extensively studied as rivals in the construction of event nouns from verbs. In order to shed light on some of the constraints that allow them to coexist, we focus on the morphology of the bases they select. Our results show that -ion, -age and ‑ment, the most productive deverbal nominalization schemas in French, occupy distinct morphological niches in that they display strong preferences that generally do not overlap when they select denominal and deadjectival verbs (suffixed bases for -ion, converted bases for -age and prefixed bases for -ment).
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Kihlstedt, Maria, und Jesús Izquierdo. „The Development of Discourse and Morphological Features in L2 Narratives: A Study with Classroom Spanish-Speaking Learners of French“. Languages 6, Nr. 4 (19.11.2021): 191. http://dx.doi.org/10.3390/languages6040191.
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Previous research has examined the organization of second-language French narratives through discourse or morphological analyses. At the discourse level, the analyses have investigated the foreground/background relationship. Conversely, at the morphological level, the analyses have examined the role played by verbal morphology and verbal predicates. Different methodological caveats have limited the interpretation of findings in both types of analyses. In order to provide new data, this cross-sectional study examined the evolution of discourse and morphological resources in the written narratives of Mexican Spanish-speaking learners of French whose language learning experience is limited to the classroom. The learners in the cross-sectional sample (n = 11) were selected from a population of 88 participants who completed lexical, past-tense and general proficiency tests. They also generated two written narratives during silent-film retelling tasks. The cross-sectional sample selection was based on the learners’ test scores and the results of parametric statistical analyses. The narratives were analyzed for the identification of foreground/background clauses, verbal morphology and verbal predicates. The results reveal that, as learners’ past-tense knowledge increases, the organization of narratives consolidates through a developmental path that involves the interrelated growth of discourse and morphological features.
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Herschensohn, Julia. „Missing inflection in second language French: accidental infinitives and other verbal deficits“. Second Language Research 17, Nr. 3 (Juli 2001): 273–305. http://dx.doi.org/10.1177/026765830101700303.
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This article re-examines the morphology/functional category debate in the light of empirical data drawn from the author’s longitudinal study of two intermediate learners of French as a second language (L2). It argues that inflectional deficits -which appear both as nonfinite verbs and as other morphological errors in the interlanguage data -support neither a codependence of syntax and morphology (Eubank, 1993/94) nor a gradual structure-building of L2 functional categories (Vainikka and Young-Scholten, 1998a, 1998b). The French data rather indicate that deficiencies in morphological mapping, not defective syntax (functional categories), are the cause of L2 failed inflection (Schwartz and Sprouse, 1996; Lardière, 1998). The data also support the claim that L2 morpholexical characteristics - the most prone to cross-linguistic variation - are more difficult to master than syntactic differences (Herschensohn, 2000). The first section reviews the theoretical issues, discussing the morphology/functional category link in L1 and then in L2 acquisition. The second section presents relevant data on infinitival forms and other errors from the author’s study. The third section discusses the data, arguing that the infinitival forms of intermediate grammars are not ‘root infinitives’ such as those seen in early stages of L1 acquisition, but rather examples of defective inflection.
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D'Alessandro, Roberta, Ángel Gallego, Alexandru Nicolae, María Carme Parafita Couto, Diego Pescarini, Anna Pineda und Michelle Sheehan. „A debate on a Universal Morphology“. Isogloss. Open Journal of Romance Linguistics 7 (06.12.2021): 1. http://dx.doi.org/10.5565/rev/isogloss.193.
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This debate stems from Michal Starke’s keynote lecture at NELS 51, entitled “UM. Universal Morphology”. The video can be found at this link: https://michal.starke.ch/talks/2020-11_nels/nels_starke.mp4. In his talk, Starke sketches a nanosyntactic analysis of French irregular verbs, with the aim of showing that irregularities in French verbal paradigms (and in general) are only apparent. We asked some prominent morphologists and morpho-syntacticians to comment on and provide replies to Starke’s proposal and arguments. Subsequently, the author wrote a reply to these comments. You can find them all here. We wish to thank the NELS 51 organizing committee for allowing us to use the talk as a starting point for the debate, Michal Starke for his availability, and the linguists who agreed to engage in this interesting and fruitful exchange. This keynote debate celebrates the first year of the new Isogloss, in the hope of having more occasions to host discussions like this one.
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GAUTHIER, K., F. GENESEE und K. KASPARIAN. „Acquisition of complement clitics and tense morphology in internationally adopted children acquiring French“. Bilingualism: Language and Cognition 15, Nr. 2 (06.09.2011): 304–19. http://dx.doi.org/10.1017/s1366728910000635.
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The present study examined the language development of children adopted from China to examine possible early age effects with respect to their use of complement clitics, lexical diversity and verb morphology. We focused on these aspects of French because they distinguish second language learners of French and native French-speaking children with language impairment from children learning French as a native language and, in the case of object clitics and certain verb tenses, are relatively late to emerge in native speakers. Thus, it might be expected that they would be susceptible to the delayed onset of acquisition of French experienced by internationally adopted children. Language samples of twelve adopted children from 3;6 to 4;8 living in French-speaking families were analyzed and compared to those of non-adopted monolingual French-speaking children of the same age, sex and socio-economic status. The adopted and control children had similar levels of socio-emotional adjustment and non-verbal intellectual abilities. The adopted children exhibited accelerated language development in general, and there were no significant differences between the internationally adopted and control children with respect to lexical diversity and verb tense. However, the adopted children made significantly more errors using complement clitics, and in particular object clitics, compared to the non-adopted children. The results are discussed in terms of possible effects related to delayed age of acquisition of French.
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Luzzati, Daniel. „L’orthographe dans l’élaboration des niveaux de référence pour le français“. Travaux neuchâtelois de linguistique, Nr. 54 (01.01.2011): 7–19. http://dx.doi.org/10.26034/tranel.2011.2816.
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In the framework of the CEFR, language versions for French devotes a chapter from A1 to "graphic material". These chapters are designed according to phonology, vocabulary –especially homophones –, grammatical words and verbal features. A1/A2 & B1/B2 are now completed. Thus, it becomes interesting to ask a few questions: - Is the title "matière graphique" relevant? - Prejudgements (plan, verbal morphology by basis...) are they timely? - Is the hierarchy of skill levels working with spelling? - Is the skill levels succession expected by the CEFR working with spelling? - What could be C reference levels?
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Mifka-Profozic, Nadia. „Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology“. Morphological Expression of Temporality on the Verb in French as a Second Language / L’expression morphologique de la temporalité sur le verbe en français langue seconde 6, Nr. 1 (28.08.2015): 149–80. http://dx.doi.org/10.1075/lia.6.1.05mif.
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In this study, the effectiveness of implicit corrective feedback was examined with a group of 30 sixteen-year-old English native speakers learning French, who received either recasts or clarification requests on errors they made with the passé composé and the imparfait. The control group did not receive any feedback. Overall, the results indicate that recasts were more effective in improving accuracy of form and use for both the passé composé and the imparfait. However, an examination of language development with reference to the Aspect Hypothesis and the inherent lexical aspect of verbs showed that no change occurred between the pretest and the posttests. The passé composé was associated exclusively with achievement verbs, whereas the imparfait was limited to several frequent irregular stative verbs and a few activity verbs.
Dissertationen zum Thema "French verbal morphology"
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Tristram, Anna Carolyn. „Variation and change in verbal agreement with collective nouns in French“. Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610195.
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Tahery, Zohreh. „L'acquisition de la temporalité en français par des apprenants persanophones“. Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030005.
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Cette thèse s’inscrit au sein des recherches sur l’acquisition de la temporalité. Elle vise à étudier l’acquisition et l’expression de la temporalité en français par les apprenants persanophones. L’objectif majeur étant d’identifier et de décrire les moyens linguistiques de transmettre l’information temporelle par nos sujets enquêtés. Notre recherche se concentre particulièrement sur les moyens de référence au « passé ». La description de la temporalité se caractérise par deux aspects : la référence à la morphologie verbale d’une part et le recours aux moyens pragmatiques (le lexique, les adverbes temporels, le principe de raconter les événements dans l’ordre de leur occurrence) d’autre part. La morphologie verbale et son développement se trouvent au cœur des analyses des données recueillies. Les formes verbales sont examinées dans une perspective formelle et fonctionnelle tout en s’appuyant sur une méthode fonctionnaliste. L’enquête de terrain a été conduite auprès de trois apprenantes iraniennes qui résident en France. Il s’agit d’un corpus longitudinal (oral et écrit) afin de relever les traces du développement progressif dans l’acquisition de la temporalité. Nous nous interrogeons notamment sur les étapes de développement morphologique dans la description de la temporalité. Les résultats des analyses favorisent non seulement l’étude comparative de trois apprenantes, mais aussi leur confrontation avec les apprenants d’autres recherches menées en différentes langues sources et cibles. L’objectif principal est de mettre en lumière les phénomènes permanents dans l’acquisition de la temporalité en L2This thesis is in the field of research on the acquisition of temporality. It aims at studying the acquisition and the expression of French temporality by the persanophones learning. The major goal is to identify and describe the average linguistics to transmit temporal information by our surveyed subjects. Our research concentrates particularly on the means of reference to the « past ». Two aspects characterize the temporality description: the reference to verbal morphology on the one hand and the recourse to the pragmatic means (the lexicon, adverbs temporal, the principle of telling the events in the order of their occurrence) on the other hand. Verbal morphology and its development are in the centre of the data analyses collected. The verbal forms are examined in the formal and functional prospect, all while being based on a functionalist method. The fieldwork has been conducted near three Iranian learning French who resides in France.! It is a question of a longitudinal corpus (oral and writing) in order to raise the traces of the progressive development in the acquisition of temporality. We wonder in particular about the stages of morphological development in the description of temporality. The results of the analyses support not only the comparative study of three learning, but also their confrontation with learning from other research undertaken in various source and target languages. The main aim is to clarify the permanent phenomena in the acquisition of temporality in L2
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Cao, Yi. „L'acquisition de la morphologie verbale chez des apprenants sinophones de français langue étrangère“. Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL098.
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L'acquisition de la morphologie verbale du français, avec son système flexionnel très complexe, pose souvent des difficultés aux apprenants non natifs. C'est particulièrement vrai pour les apprenants sinophones, car la langue chinoise se caractérise par l'absence de marques flexionnelles, c'est-à-dire que les verbes sont invariables, sans morphèmes grammaticaux indiquant le nombre, la personne, le mode, le temps, ou l'aspect.Même à un niveau de maîtrise avancé, les apprenants sinophones font fréquemment des erreurs d'accord sujet-verbe et de conjugaison. Cependant, les formes verbales déviantes qu'ils produisent présentent certaines régularités. Cette étude se propose d'analyser les performances écrites et orales d'apprenants sinophones de deux niveaux différents à partir d'une tâche de production écrite et orale semi-spontanée (raconter un extrait de film), afin de répondre à un triple objectif : d'abord, décrire et interpréter l'interlangue de ces apprenants sinophones concernant la production écrite et orale des formes verbales du français ; ensuite, analyser les facteurs influençant l'acquisition de ces formes ; enfin, proposer des solutions de remédiationThe acquisition of French verbal morphology, with its highly complex inflectional system, often poses difficulties for non-native learners. This is particularly true for Sinophone learners, as the Chinese language is characterized by the absence of inflectional markers; that is, verbs are invariant and lack grammatical morphemes indicating number, person, mood, tense, or aspect.Even at an advanced level, Sinophone learners frequently make subject-verb agreement and conjugation errors. However, the deviant verb forms they produce exhibit certain regularities. This study aims to analyze the written and oral performances of Sinophone learners at two different levels using a semi-spontaneous written and oral production task (narrating a movie excerpt), in order to achieve three objectives: first, to describe and interpret the interlanguage of these Sinophone learners regarding the written and oral production of French verb forms; second, to analyze the factors influencing the acquisition of these forms; and finally, to propose remedial solutions
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Mout, Tiphaine. „L'orthographe du français : usages et représentations d'adultes socio-différenciés : approche pluridiciplinaire“. Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENL023/document.
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L'orthographe du français : usages et représentations d'adultes socio-différenciés. Approche pluridisciplinaire.Dans une perspective linguistique, psycholinguistique, sociolinguistique et didactique, qui intègre le plan cognitif et les facteurs sociaux, ce travail de thèse porte sur l'étude de la variation orthographique dans les pratiques et les représentations de l'orthographe du français d'usagers de la langue qui, par obligation professionnelle ou scolaire, écrivent quotidiennement : des scripteurs adultes en cours d'apprentissage (élèves de lycée professionnel) et des scripteurs experts (secrétaires, DRH et futurs enseignants du secondaire).Le questionnement de cette recherche sur l'enjeu social de l'orthographe se centre plus précisément sur la manière dont les usagers de la langue écrite, en difficulté ou en relative sécurité, se construisent des savoirs orthographiques et se représentent l'orthographe ; il pourrait se formuler en ces termes : Face au système complexe de l'écriture du français, quels sont les secteurs de fragilité ou d'insécurité orthographique des scripteurs experts et des scripteurs en difficulté ? En d'autres termes, ces secteurs recouvrent-ils les zones d'instabilité du code graphique ? Quels jugements les scripteurs portent-ils sur l'orthographe et sur leurs pratiques orthographiques, ainsi que sur les propositions d'une nouvelle réforme ?Les objectifs que recouvrent ces questions sont nombreux, cette recherche essaie d'apporter des éléments de réponse sur 1/ la variation orthographique dans les écrits formels afin de déterminer les secteurs de fragilité orthographique des usagers de la langue écrite ; 2/ les patrons ou schémas intériorisés, responsables des variantes orthographiques ; 3/ l'existence d'une demande sociale ou non, de la part des « professionnels » de l'orthographe, en matière d'une réforme orthographique.Somme toute, cette recherche permet de comprendre les difficultés orthographiques d'un certain nombre d'adolescents et d'adultes dans une société où l'on produit de plus en plus d'écrits et où la compétence de lecture et d'écriture est déterminante pour l'insertion sociale et professionnelle. Les analyses tant qualitatives et quantitatives menées ont permis de dégager un profil général de chacun des publics observés au regard des données croisées de leurs compétences orthographiques et de leurs représentations.Enfin, ce travail offre, en ouverture, une réflexion renouvelée sur l'orthographe actuelle et propose des suggestions dans une perspective de formation des enseignants à la variation orthographique - informer des tendances fortes repérées, apporter des outils théoriques pour favoriser les apprentissagesUses and Representations of French Spelling in Socially Differentiated Adults.A Multidisciplinary ApproachThis thesis examines orthographic variation from a linguistic, psycholinguistic, sociolinguistic and didactic perspective, integrating both cognitive and social factors. More specifically, it focuses on this variation in the French-spelling practices and representations of language users who use the written medium daily, due to either professional or educational obligations. The users in question are adult writers in the process of learning (sixth form students at a vocational secondary school) and expert writers (secretaries, human resources managers and future secondary school teachers). This research questions the social stakes of spelling, focusing more specifically on 1/ how users of written language, whether they have difficulties or are relatively secure in their uses, build orthographical knowledge and 2/ the representations they have of spelling. The key question could be expressed in the following terms: in the face of the complex French writing system, what are the areas of fragility or orthographical insecurity among expert writers and writers with difficulties? In other words, do these areas overlap with the areas of instability that exist within the French writing system? What judgments do these writers make regarding spelling and their own orthographic practice, and regarding suggestions for a new reform of the spelling system?These questions address a number of aims and this research attempts to provide some answers concerning 1/ spelling variation in formal writing, in order to determine areas of spelling fragility among users of written language; 2/ the internalised patterns or schemas that are responsible for spelling variants; 3/ the existence of social demand for spelling reform on the part of spelling “professionals”. In sum, this study allows an understanding of the spelling difficulties faced by a certain number of adults and adolescents in a society in which more and more written texts are produced and in which competence in reading and writing is a determining factor for social and professional integration. The qualitative and quantitative analyses conducted allow a general profile of each of the groups of writers observed to be drawn up, on the basis of cross-referenced data about their orthographic competence and representations. Finally, this work opens up the perspective of renewed reflection about current spelling and puts forward suggestions for training teachers in orthographic variation i.e. informing them about the strong tendencies identified and providing theoretical tools to foster learning
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Estivalet, Gustavo Lopez. „Mental Lexicon Architecture and Morphological Processing of French Verbs“. Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE1173/document.
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Comment les mots sont-ils reconnus? Comment avons-nous accès à la signification des mots? Ces questions ont été explorées dans des études sur l'accès lexical et la reconnaissance des mots durant le demi-siècle dernier dans les domaines de la psycho-, neuro- et de la linguistique. Le traitement morphologique est un niveau essentiel de traitement pour l'extraction d'information lors de la reconnaissance de mots. A un extrême, les modèles de pleine-entrée proposent le stockage du mot entier dans la mémoire et un traitement morphologique post-lexical paradigmatiques; à l'autre extrême, les modèles décompositionnels proposent une décomposition pré-lexicale et une activation morphologique basée sur des règles; entre les deux, les modèles à double-mécanismes postulent deux voies pour la reconnaissance des mots, une route associative avec les mots entiers et une route combinatoire basée sur des règles. Dans la présente thèse, le traitement morphologique des verbes fléchis en français a été étudié en modalité visuelle dans cinq études. L'étude 1 a recherché à mettre à jour l'organisation du lexique mental en utilisant les effets de fréquences de surface et les effets de fréquences cumulée; l'étude 2 a exploré l'impact des différents processus de formation du radical verbal; l'étude 3 a étudié les opérations morphologiques au travers des suffixes flexionnels; l'étude 4 a testé le traitement morphologique verbal pour des locuteurs de français comme L2; et l'étude 5 a exploré les violations morphologiques verbales via des mesures électro-encéphalographiques. Globalement les résultats suggèrent que tous les verbes français fléchis sont traités par un mécanisme unique avec décomposition morphologique pré-lexicale pour l'accès lexical et la reconnaissance des mots. Il est proposé un traitement différent pour les morphèmes lexicaux et fonctionnels. Les mots sont décomposés en morphèmes atomiques, les représentations morphologiques sont activées dans le lexique mental, et les constituants de mots sont recombinés pour la vérification de motHow words are recognized? How do we process word meaning? These questions have been pursued in lexical access and word recognition studies in the last half century of research in psycho-, neuro-, and linguistics. Morphological processing is an essential level of processing for information extraction during word recognition. In one extreme, full-entry models propose whole word storage in memory and post-lexical morphological processing based on paradigms; in the other extreme, decompositional models posit pre-lexical decomposition and morphemic activation based on rules; between then, dual-mechanism models consider two routes for word recognition, a whole-word associative route and a combinatorial rule-based route. In the present thesis, it was investigated the morphological processing of French inflected verbs in visual modality in five studies. Study 1 researched the mental lexicon organization in function of surface and cumulative frequencies; Study 2 explored different stem formation processes; Study 3 investigated morphological operations in the inflectional suffixes; Study 4 tested the verbal morphological processing in L2 French speakers; and Study 5 tested verbal violations coupled with electroencephalography acquisition. The results suggest that all inflected French verbs are processed by a single-mechanism model with pre-lexical morphological decomposition for lexical activation and word recognition. It is proposed different processing for the lexical and functional morphemes. Words are decomposed in atomic morphemes, morphemic representations are activated in the mental lexicon, and word constituents are recombined for word verification
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Djelaili, Rachid. „Intégration phonologique et morphologique d'emprunts à l'arabe dialectal en français, et au français en arabe dialectal dans l'ouest algérien : Le cas des substantifs et des verbes“. Thesis, Cergy-Pontoise, 2018. http://www.theses.fr/2018CERG0933.
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Dans le cadre de cette étude sur l’intégration de l’emprunt à l’arabe dialectal en français et de l’emprunt au français en arabe dialectal dans l’ouest algérien, nous avons tenté, tout au long de notre travail, de manifester notre intérêt pour l’arabe dialectal algérien, et son rapport avec la langue française.Cette étude sur l’intégration phonologique et morphologique d’emprunts porte essentiellement sur des verbes et des substantifs, divisés en trois chapitres. À chaque étape de notre analyse, nous avons cherché à mettre en évidence le fonctionnement du verbe – ou du substantif – en arabe dialectal en nous appuyant sur deux types de lexèmes : ceux qui viennent de l’arabe dialectal et ceux qui sont empruntés au françaisDans le premier chapitre, qui est composé de deux parties, nous avons essayé d’étudier, dans une première partie, les différents substantifs et verbes existant en arabe dialectal, ensuite, nous avons vu dans une deuxième partie, les adaptations au niveau phonologique et morphologique avec des exemples proposés en arabe dialectal algérien.Dans le deuxième chapitre, nous avons analysé uniquement au niveau phonologique l’adaptation des substantifs et des verbes empruntés au français en arabe dialectal à partir d’exemples tirés de notre corpus oral. Ce dernier, nous a permis de voir et d’analyser les différents discours au niveau phonologique en prenant en considération les emprunts, en l’occurrence les verbes et les substantifs, utilisés par nos interlocuteurs.Dans le troisième et dernier chapitre de cette étude, nous avons opté pour la variété de la langue française, bien représentée à l’ouest du pays dans la presse écrite d’expression française, où les items issus des variétés locales parlées en Algérie sont présents. Il s’agit du français de type algérien, observé l’adaptation morphologique d’emprunts à l’arabe dialectal dans le français dans les pratiques langagières des journalistes de la presse écrite, utilisé par un chroniqueur à partir d’exemples tirés de notre corpus écrit.Nous avons pu constater, dans le cadre de cette étude sur l’emprunt en Algérie, que ce phénomène linguistique demeure un des principaux procédés qui contribuent à l’enrichissement du français local et des discours médiatiques, plus particulièrement dans l’ouest algérienAs part of this study on the integration of French dialectal borrowing into French and the borrowing of French in dialectal Arabic in western Algeria, we have tried, throughout our work, to demonstrate our interest in Algerian dialect Arabic and its relation to the French language.This study on the phonological and morphological integration of borrowings focuses on verbs and nouns, divided into three chapters. At each stage of our analysis, we sought to highlight the functioning of the verb - or noun - in dialectal Arabic by relying on two types of lexemes: those from dialectal Arabic and those borrowed from French.In the first chapter, which is composed of two parts, we tried to study, in a first part, the different nouns and verbs existing in dialectal Arabic, then, we saw in a second part, the adaptations at the phonological level and morphological with examples offered in Algerian dialect Arabic.In the second chapter, we analyzed only at the phonological level the adaptation of nouns and verbs borrowed from French in dialectal Arabic from examples taken from our oral corpus. The latter allowed us to see and analyze the different speeches at the phonological level by taking into account the borrowing, in this case the verbs and nouns used by our interlocutors.In the third and last chapter of this study, we opted for the variety of the French language, well represented in the west of the country in the French-language print media, where items from local varieties spoken in Algeria are present. This is the Algerian-French kind of language, observed the morphological adaptation of borrowing to dialectal Arabic in French in the language practices of the journalists of the written press, used by a chronicler from examples taken from our written corpus.We have seen in this study, which this linguistic integration of borrowings in Algeria remains one of the main processes that contribute to the enrichment of local French and media discourses, especially in western Algeria
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Mbiom, ondoua Auguste crepin. „Les pratiques d'enseignement des formes verbales en classe de sixième en France et en République centrafricaine“. Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20019.
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Inscrite dans le cadre de la didactique des langues, la thèse interroge les pratiques d’enseignement des formes verbales en classe de sixième en France et en République centrafricaine. L’étude menée présente les difficultés d’enseignement-apprentissage du français en prenant appui sur un corpus constitué par des observations de classes, des fiches pédagogiques, des entretiens et des productions écrites d’élèves des deux pays. L’analyse épilinguistique de ce travail porte principalement sur la description et l’identification des erreurs des élèves. La recherche confronte également les pratiques de classes des enseignants des deux pays. L’objet consiste à analyser les différentes méthodes, techniques d’enseignement et les interactions en classes de français. Pour la République centrafricaine, l’étude propose une intégration contextualisée du sango dans le système éducatif centrafricain. Les résultats obtenus permettent de faire des recommandations aux acteurs et aux partenaires de l’éducation afin de favoriser le bon fonctionnement des activités pédagogiques et didactiques pour les séances d’enseignement du français dans les classes de sixième et de combattre les lacunes des apprenants en vue d’un apprentissage adéquatAs part of language didactics, this thesis examines teaching practices related to verb forms in sixth-grade classes in both France and the Central African Republic. The study addresses the challenges encountered in teaching and learning French, drawing upon a corpus of classroom observations, teaching materials, interviews, and pupil-written work from both countries. The epilinguistic analysis primarily focuses on describing and identifying errors made by pupils. Additionally, the research compares classroom practices between teachers in the two countries. The objective is to analyze different teaching methods, techniques, and interactions within French classes. For the Central African Republic, the study proposes a contextualized integration of Sango into the national education system. The findings will facilitate recommendations to education stakeholders and partners, aiming to enhance the effectiveness of pedagogical activities and teaching practices for French sessions in sixth-grade classes and address pupils' learning difficulties adequately
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Doyle, Stephanie. „Pour une approche sémantique de l'enseignement de la morphologie flexionnelle verbale française aux apprenants anglophones adultes“. 2011. http://hdl.handle.net/10222/13206.
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Inflectional verbal morphology, the system of correspondences between grammatical meanings and their means of expression, is an area of language which is difficult for adult L2 learners. The purpose of this thesis is to develop a pedagogical tool for Anglophone adult learners presenting French verbal morphology with a focus on semantics. This thesis adopts the view that explicit teaching of grammar is the most effective with these learners. Using theoretical insights from the Meaning-Text Theory, Le Morpheur, an Internet-based conjugator, has been developed. In order to see a fully-conjugated form using Le Morpheur, the user selects from a table of inflectional meanings those he wishes to express. In this way, the user becomes aware of all the meanings which must be combined to produce a verbal form. This resource was tested with a group of first-year French students at Dalhousie University. The participants were enthusiastic about Le Morpheur and the manner in which it presents French verb conjugation. These encouraging results indicate that continuing development and evaluation of this semantic-based pedagogical approach is desirable.
Bücher zum Thema "French verbal morphology"
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Lanly, André. Morphologie historique des verbes français: Notions générales, conjugaisons régulières, verbes irréguliers. Paris: H. Champion, 1995.
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Curat, Hervé. Morphologie verbale et référence temporelle en français moderne: Essai de sémantique grammaticale. Genève: Droz, 1991.
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Vicente, Eugenio de. Morfosemántica del verbo en frances contemporáneo. [Madrid]: Editorial de la Universidad Complutense, 1986.
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Kilani-Schoch, Marianne. Morphologie naturelle et flexion du verbe français. Tübingen: G. Narr, 2005.
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Gesner, B. Edward. Description de la morphologie verbale du parler acadien de Pubnico (Nouvelle-Ecosse) et comparaison avec le français standard. Québec: Centre international de recherche sur le bilinguisme, 1985.
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Kordić, Snježana. Riječi na granici punoznačnosti. Zagreb, Croatia: Hrvatska sveučilišna naklada, 2002.
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Morphology of the Modern French Verb. De Gruyter, Inc., 2017.
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Gillon, Carrie, und Nicole Rosen. Nominal Contact in Michif. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198795339.001.0001.
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Michif is an endangered language spoken by approximately a few hundred Métis people, mostly located in Manitoba and Saskatchewan, Canada. Michif is usually categorized as a mixed language (Bakker 1997; Thomason 2003), due to the inability to trace it back to a single language family, with the majority of verbal elements coming from Plains Cree (Algonquian) and the majority of nominal elements coming from French (Indo-European). This book investigates Bakker’s (1997) often cited claim that the morphology of each source language is not reduced, with the language combining full French noun phrase grammar and Plains Cree verbal grammar. The book focuses on the syntax and semantics of the French-source noun phrase. While Michif has features that are obviously due to heavy contact with French (two mass/count systems, two plural markers, two gender systems), the Michif noun phrase mainly behaves like an Algonquian noun phrase. Even some of the French morphosyntax that it borrowed is used to Algonquianize non-Algonquian borrowings: the French-derived articles are only required on non-Algonquian nouns, and are used to make non-Algonquian borrowings visible to the Algonquian syntax. Michif is thus shown to be best characterized as an Algonquian language, with heavy French borrowing. With such a quintessentially ‘mixed’ language shown to essentially not mix grammars, the usefulness of this category for analysing synchronic patterns is questioned, much in the same way that scholars such as DeGraff (2000, 2003, 2005) and Mufwene (1986, 2001, 2008, 2015) question the usefulness of the creole language classification.
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Poplack, Shana. Borrowing in the speech community. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256388.003.0004.
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This chapter reports on the first large-scale community-based study of borrowing as it transpires in the course of regular bilingual interactions. It represents an initial attempt to furnish an empirical basis for going beyond attested loanwords to characterize the borrowing process. Departing from distinctions among lone other-language items of varying frequencies, detailed structural analyses ascertain whether English-origin nonce words incorporated into French display different structural properties from established loanwords. Among the diagnostics examined are gender assignment, plural inflection, verb morphology, word order, and phonetic realization. All lone items, whether nonce or established, display virtually identical linguistic behavior to attested loanwords. Integration is achieved almost immediately at the morphosyntactic level, while phonological integration is variable. This work inaugurated the comparative sociolinguistic method, illustrated throughout this volume, which will be seen to be crucial in the analysis of bilingual behavior, and led to the first corpus-based definition of nonce borrowing.
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Le rôle de l'aquis dands l'apprentissage des langues secondes: Propos théoriques et implications pédagogiques. Québec: Centre international de recherche sur le bilinguisme, 1985.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "French verbal morphology"
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Veneziano, Edy. „Nominal and Verbal Morphology in the Early Acquisition of French: A First Study of the Relation Between Comprehension and Production“. In Literacy Studies, 57–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99891-2_3.
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Smith, John Charles. „Variable Analyses of a Verbal Inflection in (mainly) Canadian French“. In Morphological AutonomyPerspectives From Romance Inflectional Morphology, 311–26. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780199589982.003.0015.
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Prévost, Sophie. „Historical Morphology and Syntax“. In The Oxford Handbook of the French Language, 248–81. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780198865131.013.8.
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Abstract French has undergone major upheavals in the domains of morphology and syntax. The main morphological changes are the loss of inflectional verbal and nominal richness, the regularization and simplification of paradigms, and a general tendency to systematize functional oppositions. The main syntactic changes have affected both the internal structure of noun and verb groups (with increasing contiguity and dependence between elements, resulting in a more tightly structured and hierarchical organization) and the clause, leading to a more rigid word order. The evolution is also characterized by the loss of null subjects and of the verb-second constraint, as well as by an increased use of subordinate clauses. Also notable are the increasing number of interrogative structures as well as the evolution of negation along a Jespersen’s cycle. Many of the changes started as early as Old French and most of them reached their endpoint by the seventeenth century.
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Boyé, Gilles, und Patricia Cabredo Hofherr. „Defectiveness as Stem Suppletion in French and Spanish Verbs1“. In Defective Paradigms. British Academy, 2010. http://dx.doi.org/10.5871/bacad/9780197264607.003.0003.
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This chapter examines some particular types of defectiveness in French and Spanish verbs. In the cases considered herein, the gaps in the paradigm exhibit the same zones of stem suppletion patterns prevalent in irregular verbs. The defective paradigms of the French and Spanish verbs which are assumed to be associated to the level of the stem are examined through stem suppletion and through the lexicalization of the gaps in the stem space. Discussed herein are: the three kinds of defectiveness that can be found in verbal paradigms; the morphology of the defective verbs in French and Spanish; and the analysis of the Spanish verb morphology according to Boyé and Cabredo Hoffer. This analysis suggests that each zone of the systematic co-variation in the verbal paradigm corresponds to the forms built on the same stem. Stems are generally organized by a graph that presents the links between stems which define implicative relations. Regular verbs only need one stem to be specified while irregular verbs need more than one stem to be specified. Included as well is a discussion on how the zones of defectiveness identified in the French and Spanish verbs coincide with the independently established zones of stem suppletion in the study of irregular verbs. The chapter concludes with the three ways that can lead to defectiveness, stem indeterminacy, stem gaps, and stem avoidance.
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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.
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Mougeon, Raymond, und Édouard Beniak. „Aborted Sociolectal Reduction“. In Linguistic Consequences of Language Contact and Restriction, 142–58. Oxford University PressOxford, 1991. http://dx.doi.org/10.1093/oso/9780198248279.003.0008.
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Abstract In this chapter we shall examine another case of rather long-standing variation in Canadian French, with special reference once again to the French spoken in the province of Ontario. The variable belongs to the area of verbal morphology and involves the alternate forms of aller ‘to go’ and s’en alter ‘to go, leave’ in the Isg. indicative present (vais, vas, and m’as), in both their main verb and auxiliary functions. The historical part of the study will show that a comparative examination of sociolinguistic data on contemporary Canadian French and other colonial varieties of French (including French-based creoles) can, owing to their conservative nature, provide insights into the popular French of the pre-colonial period (i.e. allow one to reconstruct unattested forms like m’as) about which still relatively little is known.
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Kornfilt, Jaklin. „Turkish and the Southwestern Turkic (Oghuz) languages“. In The Oxford Guide to the Transeurasian Languages, 392–410. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198804628.003.0025.
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The Southwestern (Oghuz) branch of Turkic consists of languages that are largely mutually intelligible, and are similar with respect to their structural properties. Because Turkish is the most prominent member of this branch with respect to number of speakers, and because it is the best-studied language in this group, this chapter describes modern standard Turkish as the representative of that branch and limits itself to describing Turkish. The morphology of Oghuz languages is agglutinative and suffixing; their phonology has vowel harmony for the features of backness and rounding; their basic word order is SOV, but most are quite free in their word order and are wh-in-situ languages; their relative clauses exhibit gaps corresponding to the clause-external head, and most embedded clauses are nominalized. Fully verbal embedded clauses are found, too. The lexicon, while largely Turkic, also has borrowings from Arabic, Persian, French, English, and Modern Greek and Italian.