Academic literature on the topic 'Contrastive linguistics French-Mandarin standard'

AbstractThe aim of this article is to argue that the similarities and differences in the interpretation ofn-words (personne, rien, etc.) in two closely related dialects of French can be explained by considerations linked to lexical properties as well as to properties of contrastive stress in Universal Grammar. The minor lexical differences in the two systems are related to the fact that only in Standard French is a single negation reading ruled out when an adverbial negative marker bearing [+neg, −T, −Asp] features, i.e.,pas, appears in the scope of an unstressedn-word. A general principle is proposed to account for the fact that a contrastively focusedn-word always blocks the local relation which seems necessary for a negative concord reading. It is observed that the presence of an intervening quantifier between the negative quantifier and then-word always induces a Double Negation reading.

In a contrastive study of front door rituals between friends in Australia and France (Béal and Traverso 2010), the interactional practices observed in the corpus collected are shown to exhibit distinctive verbal and non-verbal features, despite similarities. The recurrence of these features is interpreted as evidence of a link between conversational style and underlying cultural values. Like contrastive work in cross-cultural pragmatics more generally, this conclusion raises questions of representation from an audiovisual and audiovisual translation perspective: how are standard conversational routines depicted in film dialogues and in their translation in subtitling or dubbing? What are the implications of these textual representations for audiences? These questions serve as platform for the case study in this article, of greetings and other communicative rituals in a dataset of two French and one Spanish contemporary films and their subtitles in English. They are addressed from an interactional cross-cultural pragmatics perspective and draw on Fowler’s Theory of Mode (1991, 2000) to assess subtitles’ potential to mean cross-culturally as text.

The main goal of this study is to develop more appropriate ways to study variation between corpus data that instantiate a linguistic standard or target on the one hand, and corpus data that are compared to that standard, or that represent speakers that may aspire to approximate the target (such as second- or foreign-language learners). Using the example of SLA/FLA research, we first, briefly, discuss a highly influential model, Granger's (1996) Contrastive Interlanguage Analysis (CIA), and the extent to which much current research fails to exploit this model to its full potential. Then, we outline a few methodological suggestions that, if followed, can elevate corpus-based analysis in SLA/FLA to a new level of precision and predictive accuracy. Specifically, we propose that, and exemplify how, the inclusion of statistical interactions in regressions on corpus data can highlight important differences between native speakers (NS) and learners/non-native speakers (NNS) with different native linguistic (L1) backgrounds. Secondly, we develop a two-step regression procedure that answers one of the most important questions in SLA/FLA research – ‘What would a native speaker do?’ – and, thus, allows us to study systematic deviations between NS and NNS at an unprecedented degree of granularity. Both methods are explained and exemplified in detail on the basis of over 5,000 uses of may and can produced by NSs of English and French and Chinese learners of English.

ABSTRACTThis study investigates whether second language learners’ processing of stress can be explained by the degree to which suprasegmental cues contribute to lexical identity in the native language. It focuses on Standard Mandarin, Taiwan Mandarin, and American English listeners’ processing of stress in English nonwords. In Mandarin, fundamental frequency contributes to lexical identity by signaling lexical tones, but only in Standard Mandarin does duration distinguish stressed–unstressed and stressed–stressed words. Participants completed sequence-recall tasks containing English disyllabic nonwords contrasting in stress. Experiment 1 used natural stimuli; Experiment 2 used resynthesized stimuli that isolated fundamental frequency and duration cues. Experiment 1 revealed no difference among the groups; in Experiment 2, Standard Mandarin listeners used duration more than Taiwan Mandarin listeners did. These results are interpreted within a cue-weighting theory of speech perception.

SUMMARY In modern French, the use of simple and composed tenses varies with respect to word order in two specific cases: firstly with subject inversion, and secondly with insertion of material between the auxiliary and the past participle. With the 'passé simple' (past historic) and the 'passé composé' (perfect), both of which can express past punctual actions, this difference in word order may influence tense choice. If a particular effect (contrast, emphasis...) is desired in the phrase, either the 'passé simple' or the 'passé composé' can be used to express the punctual past, the choice being dependent on their respective influence on word order. RESUME L'emploi des temps simples et des temps composés en français moderne diffère du point de vue de l'ordre de mots, en deux cas spécifiques: premièrement, avec l'inversion du sujet; et deuxièmement avec la possibilité de l'insertion de mots entre l'auxiliaire et le participe passé. Pour le passé simple et le passé composé, qui expriment tous les deux des actions passées et ponctuelles, cette différence d'ordre peut influencer le choix du temps: si l'on désire creer un effet particulier dans la phrase (contraste, emphase...), on pourrait employer soit le passé simple, soit le passé composé pour exprimer le passé ponctuel, selon leur influence sur l'ordre des mots.

The previous literature established the set of ‘perfect’ readings, including experiential/existential, resultative, recent past, hot news, the Present Perfect Puzzle, the lifetime effect, and the lack of narrative progression. On the other hand, it has been noted that the present perfect in some languages other than English, as well as similar tense/aspect constructions in other languages, falls into the category of a ‘general-purpose past perfective’, namely a tense-aspect constructionsharing some properties with the English present perfect while not being subject to constraints such as the lifetime effect and the Present Perfect Puzzle. In this paper, I propose that the general-purpose past perfectives are presuppositionally neutral tense/aspect constructions that allow the standard past perfective reading. If a language has presuppositionally stronger alternatives for the past perfective (presupposing anaphoricity, uniqueness, etc.), by the Presupposed Ignorance Principle (PIP), the presuppositionally neutral past perfective form will be felicitous only if the presuppositionally stronger alternatives cannot be used. Otherwise, the presuppositionally neutral past perfective will behave like a general-purpose past perfective in the above sense. I argue that this competition is the source of many of the perfect readings observed. I further argue that the cross-linguistic variation in this respect follows from the available alternatives languages have. I illustrate this idea with three groups of languages: (i) English; (ii) French, German, Italian; and (iii) Mandarin Chinese, each illustrating a different set of alternatives available, in both the temporal and aspectual domains. This analysis allows me to decompose various perfect readings that come from different sources and make better predictions regarding which of these readings a tense/aspect construction in a given language has.

Abstract Most research on German as a pluricentric language to date has focused on differences between the standard varieties in Germany, Austria or Switzerland. Moreover, the focus in these studies is mainly on linguistic-structural features, with pragmatic differences (if any) only briefly touched upon. In Belgium, German is a minority language within a region, where French is the dominant language, resulting in both individual and societal language contact. By looking at the realisation of requests for repair in complaints across varieties of the same language on the one hand and different languages on the other, the present study wants to identify whether there are variety specific pragmatic features of Belgian German as opposed to German in Germany and Belgian French. Researching both intra- and interlingual pragmatic differences, the present study can be situated at the interface between variational and contrastive pragmatics.

The French post-colonial novel has recently been witnessing the emergence of urban youth language or français contemporain des cités (Goudaillier 2001). This linguistic variety allows underprivileged youths from multi-ethnic suburbs to rebel against authority by deliberately violating standard language norms. Its characteristics include frequent lexical input from immigrant languages, in particular Arabic and English, and the use of verlan at the morphological level, with the latter involving a form of back slangusing syllabic inversion, which can be recurrently applied to heighten its coding function. In view of the social rejection of this ‘antilanguage’ (Halliday 1978), it has had difficulty penetrating into literature. However, this is now beginning to change, with urban youth discourse appearing in a number of novels, mostly by young ‘post-migration’ writers (Geiser 2008), such as Faïza Guène, Insa Sané and Rachid Djaïdani. While this language variety has mainly been dealt with by sociolinguists, some of the novels concerned are now crossing borders, and a multi-disciplinary approach to this phenomenon is now called for, combining linguistic, literary and translatological tools.The transfer of this heterolingual genre does indeed raise a number of issues. For example, if we assume that translation is a cultural-political practice (Venuti 2008), what options do translators have to convey the resistant discourse of young immigrant slang users? How will the relationship between language use and social identity manifest itself in the target text? And how can a contrastive linguistic analysis of the features of urban youth language help to resolve translation problems? I will draw on a corpus of French and Dutch novels as well as some translations from French in an attempt to answer these questions.

The French post-colonial novel has recently been witnessing the emergence of urban youth language or français contemporain des cités (Goudaillier 2001). This linguistic variety allows underprivileged youths from multi-ethnic suburbs to rebel against authority by deliberately violating standard language norms. Its characteristics include frequent lexical input from immigrant languages, in particular Arabic and English, and the use of verlan at the morphological level, with the latter involving a form of back slangusing syllabic inversion, which can be recurrently applied to heighten its coding function. In view of the social rejection of this ‘antilanguage’ (Halliday 1978), it has had difficulty penetrating into literature. However, this is now beginning to change, with urban youth discourse appearing in a number of novels, mostly by young ‘post-migration’ writers (Geiser 2008), such as Faïza Guène, Insa Sané and Rachid Djaïdani. While this language variety has mainly been dealt with by sociolinguists, some of the novels concerned are now crossing borders, and a multi-disciplinary approach to this phenomenon is now called for, combining linguistic, literary and translatological tools.The transfer of this heterolingual genre does indeed raise a number of issues. For example, if we assume that translation is a cultural-political practice (Venuti 2008), what options do translators have to convey the resistant discourse of young immigrant slang users? How will the relationship between language use and social identity manifest itself in the target text? And how can a contrastive linguistic analysis of the features of urban youth language help to resolve translation problems? I will draw on a corpus of French and Dutch novels as well as some translations from French in an attempt to answer these questions.

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? 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Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. 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Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.06–677Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.06–678Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com) & Peter Gobel, Motivation and gender in the Japanese EFL classroom. System (Elsevier) 34.2 (2006), 194–210.06–679Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241.06–680Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. 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International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215.06–684Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.06–685Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006) 228–243.06–686Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. 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En adoptant une perspective sémantico-syntaxique, cette thèse est une étude contrastive sur les propositions complétives nominales en français et en mandarin standard. L’originalité de cette thèse consiste dans le fait que l’étude des propositions complétives nominales est un sujet peu touché qui devrait être systématiquement développé en français comme en mandarin standard. Pour ce faire, notre thèse se déroule progressivement en répondant aux quatre questions suivantes : 1. Quelles sont les fonctions syntaxiques des propositions complétives nominales vis-à-vis du nom recteur/déterminé en français et en mandarin standard ? 2. Quels sont les types de propositions complétives nominales en français et en mandarin standard ? 3. Quelles sont les propriétés sémantiques qui permettent à certains noms de régir/d’être déterminés par une proposition complétive en français et en mandarin standard ? 4. Quels sont les liens sémantico-syntaxiques entre les noms recteurs/déterminés et les complétives nominales en français et en mandarin standard ? Pour répondre à ces questions, nous établirons la typologie sémantico-syntaxique des complétives nominales en français et en mandarin standard et nous la mettrons en œuvre dans une analyse quantitative fondée sur deux corpus parallèles (un corpus français-mandarin standard et un corpus mandarin standard-français) qui nous donnera des résultats concernant la transformation des constructions syntaxiques des complétives nominales d’une langue à l’autre, ce qui correspond à notre point de vue contrastif
By adopting a semantic-syntactic perspective, this thesis is a contrastive study on nominal completive clauses in French and in standard Mandarin. The originality of this thesis lies in the fact that the study of nominal complementary clauses is a little touched subject which should be systematically developed in French as in standard Mandarin. To do this, our thesis unfolds progressively by answering the following four questions: 1. What are the syntactic functions of the nominal completive clauses with respect to the rector / determined noun in French and in standard Mandarin? 2. What are the types of nominal supplemental clauses in French and in standard Mandarin? 3. What are the semantic properties that allow certain nouns to govern / be determined by a completive clause in French and in standard Mandarin? 4. What are the semantic-syntactic links between rectifying / determined nouns and nominal completive clauses in French and in standard Mandarin? To answer these questions, we will establish the semantic-syntactic typology of nominal completive clauses in French and in standard Mandarin and we will implement it in a quantitative analysis based on two parallel corpus (a French-Mandarin standard corpus and a Mandarin standard-French corpus) which will give us results concerning the transformation of syntactic constructions of nominal completive clauses from one language to the other, which corresponds to our contrastive point of view

The book addresses grammatical gender in Romance, and its development from Latin. It works with the toolbox of current linguistic typology, and asks the fundamental question of how the Latin grammatical gender system gradually changed into those of the Romance languages. To answer this question, the book capitalizes on the pervasive dialect variation of which the better-known standard Romance languages only represent a fragment. Indeed, inspection of dialect variation across time and space forces one to dismiss the handbook account proclaiming that the neuter gender, contrasting with masculine and feminine in Latin, was eradicated from spoken Latin by late Empire times. Both Late Latin evidence and data from several modern dialects show that this never happened, and that the vulgate account proceeds from unwarranted back-projection of the data from modern languages like French and Italian. Rather, the neuter underwent transformations which are the main culprit for the differences in the gender system observed today between, say, Romanian, Sursilvan, Neapolitan, and Asturian, to cite just a few types of system which turn out to differ significantly. A precondition for establishing the database for diachronic investigation is a detailed description of many such systems, which reveals data whose interest transcends the diachronic issue under consideration: the book thus addresses systems where ‘husbands’ are feminine and others where ‘wives’ are masculine; discusses dialects where nouns overtly mark gender, but only in certain syntactic contexts; and proposes an analysis according to which one Romance language (Asturian) has split inherited grammatical gender into two concurrent systems.