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Books on the topic 'Chinois (langue) – Modalité (linguistique)'

Author: Grafiati

Published: 11 January 2025

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1

Liu, Jianyu. Zi shu zi liao ku de li lun, shi jian yu ying yong. Beijing Shi: Zhonghua shu ju, 2021.

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2

Alain, Peyraube, Sun Chaofen 1952-, and Mei Tsu-lin 1933-, eds. Studies on Chinese historical syntax and morphology: Linguistic essays in honor of Mei Tsu-lin. Paris: École des Hautes Études en Sciences Sociales, Centre de Recherches Linguistique sur l'Asie Orientale, 1999.

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3

Kam, Louie, ed. The politics of Chinese language and culture: The art of reading dragons. London: Routledge, 1998.

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4

Toward Multimodal Pragmatics: A Study of Illocutionary Force in Chinese Situated Discourse. Taylor & Francis Group, 2021.

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5

Toward Multimodal Pragmatics: A Study of Illocutionary Force in Chinese Situated Discourse. Routledge, Chapman & Hall, Incorporated, 2023.

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6

Huang, Lihe. Toward Multimodal Pragmatics: A Study of Illocutionary Force in Chinese Situated Discourse. Taylor & Francis Group, 2021.

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7

Huang, Lihe. Toward Multimodal Pragmatics. Taylor & Francis Group, 2021.

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8

Huang, Lihe. Toward Multimodal Pragmatics: A Study of Illocutionary Force in Chinese Situated Discourse. Taylor & Francis Group, 2021.

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9

Jiang, Song. Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2017.

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10

Jiang, Song. Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2017.

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11

Jiang, Song. Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2020.

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12

Jiang, Song. Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2017.

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13

Jiang, Song. Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2017.

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14

Semantics of Chinese Classifiers and Linguistic Relativity. Taylor & Francis Group, 2017.

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15

Wu, Jiun-Shiung. Intensification and Modal Necessity in Mandarin Chinese. Taylor & Francis Group, 2018.

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16

Wu, Jiun-Shiung. Intensification and Modal Necessity in Mandarin Chinese. Taylor & Francis Group, 2018.

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17

Intensification and Modal Necessity in Mandarin Chinese. Taylor & Francis Group, 2018.

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18

Jin, Jing. Partition and Quantity: Numeral Classifiers, Measurement, and Partitive Constructions in Mandarin Chinese. Taylor & Francis Group, 2018.

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19

Jin, Jing. Partition and Quantity: Numeral Classifiers, Measurement, and Partitive Constructions in Mandarin Chinese. Taylor & Francis Group, 2018.

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20

Partition and Quantity: Numeral Classifiers, Measurement, and Partitive Constructions in Mandarin Chinese. Taylor & Francis Group, 2018.

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21

Numeral Classifiers and Classifier Languages: Korean, Japanese and Chinese. Taylor & Francis Group, 2020.

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22

Yi, Byeong-uk, Chungmin Lee, and Yong-Hwa Kim. Numeral Classifiers and Classifier Languages. Taylor & Francis Group, 2021.

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23

Yi, Byeong-uk, Chungmin Lee, and Young-Wha Kim. Numeral Classifiers and Classifier Languages: Korean, Japanese and Chinese. Taylor & Francis Group, 2020.

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24

Yi, Byeong-uk, Chungmin Lee, and Young-Wha Kim. Numeral Classifiers and Classifier Languages: Chinese, Japanese, and Korean. Routledge, Chapman & Hall, Incorporated, 2022.

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25

Yi, Byeong-uk, Chungmin Lee, and Young-Wha Kim. Numeral Classifiers and Classifier Languages: Korean, Japanese and Chinese. Taylor & Francis Group, 2020.

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26

Chen, Li. Downward Entailing and Chinese Polarity Items. Taylor & Francis Group, 2020.

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27

Downward Entailing and Chinese Polarity Items. Taylor & Francis Group, 2018.

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28

Mandarin Chinese Words and Parts of Speech: A Corpus-Based Study. Taylor & Francis Group, 2017.

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29

A history of the Chinese language. 2014.

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30

Chen, Keh-Jiann, Shu-Kai Hsieh, and Chu-Ren Huang. Mandarin Chinese Words and Parts of Speech: A Corpus-Based Study. Taylor & Francis Group, 2017.

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31

Chen, Keh-Jiann, Shu-Kai Hsieh, and Chu-Ren Huang. Mandarin Chinese Words and Parts of Speech: A Corpus-Based Study. Taylor & Francis Group, 2017.

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32

Chu-Ren, Huang, Keh-Jiann Chen, and Shu-Kai Hsieh. Mandarin Chinese Words and Parts of Speech: A Corpus-Based Study. Taylor & Francis Group, 2017.

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33

Chen, Keh-Jiann, Shu-Kai Hsieh, and Chu-Ren Huang. Mandarin Chinese Words and Parts of Speech. Taylor & Francis Group, 2020.

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34

Bob, Hodge, and Kam Louie. Politics of Chinese Language and Culture: The Art of Reading Dragons. Taylor & Francis Group, 2012.

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35

Bob, Hodge, and Kam Louie. Politics of Chinese Language and Culture: The Art of Reading Dragons. Taylor & Francis Group, 2012.

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36

Politics of Chinese Language and Culture. Routledge, 2012.

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37

Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Taylor & Francis Group, 2021.

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38

Shi, Dan. Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Taylor & Francis Group, 2021.

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39

Shi, Dan. Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Routledge, 2022.

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40

Shi, Dan. Multimodality and Classroom Languaging Dynamics. Taylor & Francis Group, 2021.

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41

Language and Social Change in China. Routledge, 2017.

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42

Argaud, Evelyne, Joël Bellassen, and Frine Beba Favaloro, eds. Distance entre langues, distance entre cultures. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813003638.

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Abstract:

Apprendre une langue étrangère, c’est se confronter inévitablement à une distance à la fois culturelle et linguistique, inégale selon les langues ; c’est cette distance elle-même qui, parce qu’elle fascine autant qu’elle déroute, constitue très souvent une source forte de motivation. Si la didactique des langues et cultures étrangères sait qu’elle peut s’appuyer sur cette motivation, elle n’ignore pas non plus les questions soulevées par l’éloignement, de même que par son antonyme, la proximité. Quel contenu donner à cette notion de distance et quelles formes prend-elle ? Sur quel plan se situe-t-elle ? graphique ? lexical ? grammatical ? phonétique ? géographique ? culturel ? Une langue-culture distante est-elle plus facile ou difficile à apprendre/enseigner qu’une langue-culture proche ou voisine ? La proximité ne contient-elle pas des pièges qui présentent leurs propres difficultés et que l’illusion de la facilité empêcherait de saisir à leur juste mesure ? Et comment réduire la distance de manière à faciliter l’apprentissage ? Par ailleurs, la didactique des langues et cultures étrangères ne peut pas faire l’économie d’une interrogation sur les styles cognitifs des apprenants ; la variété de ces profils introduit une variable qui interfère dans l’appréhension de ce qui est plus ou moins distant, plus ou moins facile/difficile. Il en va de même pour les catégories épistémologiques sollicitées par la didactique dans le traitement de la distance ; leur utilisation, leur transfert d’un contexte éducatif à un autre doivent là aussi faire l’objet d’un questionnement. C’est l’ensemble de ces questions qu’examine le présent ouvrage, qui réunit une sélection de communications présentées au cours d’une journée d’étude : « Distance entre langues, Distance entre cultures. Quelles incidences didactiques ? », organisée par l’unité de recherche PLIDAM EA 4514, à l’Institut national des langues et civilisations orientales, le 24 novembre 2017, à Paris. Evelyne Argaud, professeur agrégé, docteur en didactique des langues et cultures Joël Bellassen, ancien professeur des universités en chinois à l’Inalco Frine Beba Favaloro, professeur de lycée, docteur en sciences du langage

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