Dissertations / Theses on the topic 'French language – films for french speakers'
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Donaldson, Bryan. "Discourse competence in near-native speakers of French." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319913.
Full textTitle from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3129. Advisers: Kathleen Bardovi-Harlig; Laurent Dekydtspotter.
Grondin, Nathalie D. "Functional projections in child second language acquisition of French." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.
Full textThe purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
Aboutaj, Heidi H. (Heidi Huttar). "Finitness and Verb-Raising in Second Language Acquisition of French by Native Speakers of Moroccan Arabic." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277683/.
Full textMartinez, Abadia Jose Miguel. "French for Spanish speakers| A contrastive study of English monolingual, bilingual, and plurilingual adult learners of French." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527728.
Full textA new French teaching program, “French for Spanish Speakers” (FSS) is spreading throughout Southern California whose aim is to bridge Spanish and English to facilitate learning French. FSS speculates that Spanish-English speakers have a greater advantage in learning French than monolingual English speakers (MES). This thesis is the first to empirically examine these speculations. The first section contrasts four linguistically different groups’ French grammar and French written fluency, accuracy, and complexity. The second section attempts to evaluate the FSS program. This study found a statistically significant difference in which Spanish-English speakers produced more fluent and complex compositions than MES. In addition, the findings of this study predict that Spanish-English speakers will ultimately internalize and retain French longer than MES. However, there seems to be no statistical significance in terms of written performance between Spanish-English speakers enrolled in FSS and those enrolled in regular French courses.
Sikorska, Margaret P. "Unaccusative and unergative verbs in the Spanish interlanguage of French and English speakers." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6347.
Full textChen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.
Full textAn account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions.
Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.
Lam, Tsz-ling Elaine, and 林芷玲. "The French of Cantonese-speaking learners: the case of personal pronouns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2677690X.
Full textGolato, Peter Scott. "Speech segmentation strategies of adult bilingual speakers of French and English : a second look at the limits on bilingualism /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full textDavies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Ward, Nathaniel 1978. "The effects of outlets for English use in anglophone learners of French in the study abroad environment /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79984.
Full textO'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.
Full textLeung, Yan-kit Ingrid. "Functional categories in second and third language acquisition : a cross-linguistic study of the acquisition of English and French by Chinese and Vietnamese speakers." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82915.
Full textA version of the Minimalist Program is assumed in this work. Predictions based on FFH and FTFA are as follows: As far as L2A is concerned, both FFH and FTFA predict full transfer of L1 in the L2 initial state. With respect to L3A, FFH predicts the initial state to be L1 while FTFA predicts either L1 or L2. The two models diverge regarding their predictions on the L2/L3 transitional and steady states. In particular, FFH hypothesizes permanent "failure" and persistent L1 influence in L2/L3 interlanguage while FTFA hypothesizes full access and acquirability of target structures.
Three L2/L3 experimental studies on the verbal functional domain (i.e. tense and agreement) and another three on the nominal functional domain (i.e. the Determiner Phrase) were conducted. Subjects include Chinese monolingual learners of English, Vietnamese monolingual learners of French as well as Chinese-English bilingual learners of French. A variety of tasks were used to test the predictions made by the two models. Results demonstrate partial transfer of L1 in the L2 initial state and of L2 in the L3 initial state, and point towards full access in the L2/L3 steady states. These findings do not seem to be consistent with FFH. It appears that FTFA is a more viable theory for non-native language acquisition. We also contend that L3A is not simply another case of L2A.
Lepine, Christine. "Adolescent learners' awareness of first language influence on their second language knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33912.
Full textBouffard, Laura Annie. "Maturing metalinguistically : negotiation of form and the refinement of repair." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82686.
Full textCan we train 8 year-old second language learners to: (a) notice their errors; (b) self-correct (given certain prompts); (c) use metalinguistic terminology to identify forms; and (d) negotiate form using language as a conscious tool to improve their L2 oral production?
Children were required to participate in two (2) stages: first, video recording of communicative activities whit ungrammatical episodes with provision of corrective feedback were selected; and second, audio recording of children's attempts to negotiate form. The database was collected from these stimulated recall sessions of collaborative discussion. Results show how young learners may benefit from the provision of metalinguistic information, thus facilitating their second language learning development.
McCourt, Claire A. "Learner use of French second-person pronouns in synchronous electronic communication." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9753/.
Full textMogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.
Full textDennehy, John Anthony. "A 4." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://ndltd.ncl.edu.tw/handle/98312753620992735017.
Full textCapliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.
Full textResearchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
Leung, Yan-kit Ingrid, and 梁恩結. "The acquisition of French as a third language in Hong Kong: interlanguage and typology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31215567.
Full textAmireault, Valérie. "Représentations culturelles et identité d'immigrants adultes de Montréal apprenant le français." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102782.
Full textThis enquiry explores the cultural, representations of adult immigrants from different cultural backgrounds learning French in Montreal in various post-secondary institutions sanctioned by the ministere de l'Immigration et des Communautes culturelles du Quebec (MICC). This study uses quantitative and qualitative survey instruments in order to examine the cultural representations of these immigrants in relation to their integration, their linguistic, cultural and social practices, a new definition of their cultural identity, their reactions in instances of intercultural contact as well as their motivation to study French. In total, 110 immigrants answered our written questionnaire and 14 of them participated in an interview.
Findings suggest that the participants generally hold positive cultural representations towards the French language and French-speaking Quebecois. The study indicates that immigrants are mostly looking for informal French learning experiences within their host society. Moreover, participants acknowledge that learning and mastering French is very important for them, both to interact with French-speaking Quebecois, and to obtain a good job in Quebec. Findings related to the immigrants' cultural identity reveal that they seem to experience a "me-them" cultural duality in their host province.
The implications of this study are mainly related to the importance of emphasizing the informal learning of the French language so that immigrants can become better integrated into the French-speaking society. Further study perspectives could include the development of French language programs and the content of the French courses offered by the MICC, the use of different data collection methods as well as the participation of immigrants from specific cultural origins.
L'environnement cosmopolite montréalais s'enrichit et se modifie au fil des annéesavec la mobilité des populations et l'arrivée de nouveaux immigrants. Dans ce contexte,il apparaît essentiel de connaître le développement des représentations culturelles desimmigrants en lien avec leur propre identité culturelle, et envers la langue française et lesgens qui parlent cette langue. Pour le milieu de l'enseignement du français, une telleconnaissance est essentielle pour susciter le développement de curriculum répondant auxbesoins langagiers et culturels des immigrants. L'éducation en langues secondes peutdonc fournir des opportunités pour mieux connaître l'Autre, sa langue et sa culture, etéventuellement pour permettre de le comprendre et de l'apprécier davantage.
Majambo, K. "On interlingual interference in the use of tense and some related aspectual and 'aktionsart' categories by Ciluba-French speakers learning English in Zaire." Thesis, University of Essex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383331.
Full textLuk, Yuen-chau, and 陸婉秋. "The role of phonological awareness in second language reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.
Full textMurray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.
Full textDelsemme, Martine. "Évolution des représentations professionnelles de deux étudiantes-stagiaires durant la dernière année de leur stage de formation pratique en français langue seconde, au secondaire." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84991.
Full textThe investigation was conducted by means of semi-structured interviews: of two student teachers; of two associate teachers; of one university supervisor; and of the student teaching coordinator. Other data, taken from the portfolio of the two student teachers, were also analysed. The classroom actions of the two student teachers were observed on a daily basis (three teaching periods during seven weeks), alternating between the two student teachers. The data yielded by this observation were also examined.
The following conclusions were drawn: (a) the student teachers constructed a number of professional beliefs which were then reflected in their classroom practice; (b) social interactions with individuals and groups, personal experiences, former high school experiences, the training program and early field experiences were the basis of these student teachers' professional beliefs or representations; (c) some of the student teachers' beliefs or representations evolved as a result of their awareness of problems which were resolved through discussions and reflexive practice; (d) analysis revealed an inconsistency between certain beliefs or representations and their actualization. These findings were particularly significant in FSL and immersion classes where the two student teachers were in favour of a lot of interaction in view of promoting communicative competence. Yet, observation revealed a rather traditional teacher-centered approach oblivious of the learning process. The results of the research suggest that the evolution of the student teachers' beliefs or representations was impeded due to the lack of a more concerted, coordinated, rigorous support-oriented training program involving both the university and the associate school.
This study suggests a shared individual and collective responsibility of schools, universities and governments for improving the student teaching structure in view of more cohesiveness between all partners involved; a better articulation between theory and practice in the teacher training program; and efficient development of supervised reflexive practice.
Baygin, Diane Taline. "Journey of empowerment : joint experience in literacy learning and teaching in kindergarten." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79823.
Full textThrough an autobiographical exploration of my experiences as a student and as a teacher, I present an exploration of the concept of empowerment. I explore its significance not only on the level of literacy development in my kindergarten classroom, where I teach French in an Armenian heritage language setting, but also on a more personal and professional level. Working in the theoretical framework of teacher self-study, I present an epistemological exploration of postmodern feminist research paradigms and discuss the various aspects of autobiographical research. I build my thesis on the context of the heritage language school and the critical analysis of my past experiences. I present an account of the reflexive process I have engaged in during the past five years, which, coupled with the theories of critical and feminist pedagogy, has brought forth the main thesis of my dissertation: the interconnectivity of teacher and student empowerment. In the hope of providing some practical material, I include an appendix where I describe a collection of literacy activities from my kindergarten classroom.
My work provides insight into a teacher's journey of meaning-making and empowerment, which will, I hope, be useful as part of a larger exploration of teachers' work and students' experiences in classrooms.
Fazio, Lucy 1947. "The role of an experimental component in the analytic classrooms of minority-language students /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36011.
Full textPlanella, Elisabeth. "Morphological inflection in second-language acquisition : the production of regular and irregular verbal inflection by native and non-native speakers of French." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248878.
Full textAmireault, Valerie. "Etude comparative des representations culturelles des etudiants de niveaux debutant, intermediaire et avance des colleges anglophones publics de Montreal envers la langue francaise et les Quebecois dont la langue d'usage est le francais." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29492.
Full textOur hypothesis is that students registered in the intermediate and advanced levels hold more positive cultural representations than beginners, therefore that there exists a significant difference between participants from both groups. In order to verify this hypothesis, a questionnaire, based on procedural knowledge and the affective domain, has been administered to 449 students from four different cegeps. The analysis of data linked to procedural knowledge demonstrates that there is indeed a significant difference between both groups with regards to the different factors that are likely to influence the development of cultural representations, with the exception of the travelling frequency of members of the participants' family. Furthermore, our analysis for the affective domain partly confirmed that students enrolled in intermediate and advanced courses in French generally hold more positive cultural representations towards the French language and Quebecers whose language of use is French than beginners.
Valenzuela, Elena L. "Comparative grammar and the relationship between syntax and morphology: The status of N-N compounds and complex predicates in the non-native Spanish of French and English speakers." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8644.
Full textLennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.
Full textKleinman, Eva. "The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79783.
Full textPollet, Marie-Christine. "Pour une didactique des discours disciplinaires: gestion différenciée de l'"explicatif" dans quelques genres académiques." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212118.
Full textFall, Moussa Balla. "Histoire coloniale et postcoloniale de l’Afrique de l’Ouest à travers les figures du griot dans les films d’Ousmane Sembène." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/799.
Full textMenard, Claire M. "L'homme des réseaux, Figure de l'Entre-deux, dans Ressources Humaines et L'Emploi du Temps, de Laurent Cantet." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1249035935.
Full textEng, Thérèse. "Traduire l´oral en une ou deux lignes : Étude traductologique du sous-titrage français de films suédois contemporains." Doctoral thesis, Växjö universitet, Institutionen för humaniora, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1635.
Full textMarsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.
Full textGerring, Michele Laurenne. "Conflicting Representations of Maghrebi-French Integration in France: a Spectrum of Hospitality from Derrida to Foucault, as Seen in Contemporary Novels, Films and the Magazine "Paris-Match"." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417723824.
Full textBrockbank, J. Wyatt. "Better Speakers Make More Friends: Predictors of Social Network Development Among Study-Abroad Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2686.
Full textDamar, Marie-Eve. "Pour une linguistique applicable: l'exemple du subjonctif en FLE." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210654.
Full textLes emplois du subjonctif français sont passés en revue à la lumière de cette théorie, ainsi que les nombreux cas de concurrence entre les modes. Enfin, on propose une séquence applicable, composée d’une synthèse sur les modes et d’explications sur le fonctionnement des emplois du subjonctif français, et incluant une progression des contenus grammaticaux. Cette ultime partie fait donc le lien avec le début de la thèse, et profite des recherches sur la grammaire en psycholinguistiques et en didactique.
En conclusion, cette thèse ouvre la voie à une rénovation profonde des contenus grammaticaux pour l’enseignement, tant pour le FLE que pour le FLM, car, si la grammaire française est réputée difficile, c’est peut-être autant dû à une inadéquation entre les règles et les usages donc à des lacunes de ses descriptions, qu’à une complexité inhérente au fonctionnement de la langue.
Doctorat en Langues et lettres
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Goetry, Vincent. "Etude comparative du développement des compétences métaphonologiques et orthographiques d'enfants bilingues scolarisés en langue seconde." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211476.
Full textDeguire, Lise. "L'intégration des TIC et développement d'habiletés métacognitives en enseignement de l'anglais langue seconde au collégial /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2007. http://theses.uqac.ca.
Full textLa p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle pour l'obtention du grade de maîtrise en éducation. CaQCU Bibliogr.: f. [103]-112. Document électronique également accessible en format PDF. CaQCU
Meunier, Deborah. "Les représentations linguistiques des étudiants Erasmus et la vision plurilingue européenne: normes, discours, apprentissages." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209392.
Full textDoctorat en Langues et lettres
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Lecocq, Katia. "Acquisition d'une seconde langue en milieu scolaire: évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210570.
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Doctorat en Sciences Psychologiques et de l'éducation
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Dye, Marie Françoise Ghyslaine. "L'utilisation du film dans l'enseignement du français langue étrangère au niveau débutant à l'Université du KwaZulu-Natal, Pietermaritzburg : une étude de cas." Thesis, 2009. http://hdl.handle.net/10413/392.
Full textLi, Honglian. "An intensional tool applied in French language educational software." 2003. http://hdl.handle.net/1828/605.
Full textKao, Ju-hui. "The acquisition of French by Chinese native speakers : influence from L1 or L2?" Thesis, 2006. http://hdl.handle.net/2152/30236.
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Cody, Karen. "Language choice, language attitudes and ethnic identity in bilingual speakers a case study comparing Québécois in Montréal and Texas Spanish in San Antonio /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116289.
Full textKockaert, Hendrik Jozef. "Corrective strategies for the pronunciation of French as a foreign language among Swazi learners." Thesis, 2012. http://hdl.handle.net/10210/7113.
Full textThe final objective of this study involves the acquisition of received French pronunciation on the part of native speakers of siSwati. However, considering the sole aspect of phoneticophonological competence in the context of foreign language learning needs to be justified. Hence, we explain which role phonology plays in contemporary linguistics (chapter I). Further, we commit ourselves in chapter II to accommodating foreign language phonology in the framework of contrastive linguistics. This results in testing the development of foreign language pronunciation against the contrastive analysis hypothesis. To support this, we evaluate the degree to which L2 learners inherit the well-established phonological representation of Ll in their attempt to communicate in a foreign language. Secondly, we are convinced that it is needful to consider the way in which our learners decode phonological intelligibility into observable phonetic facts. This leads us to analyse the physioacoustic "surface" features of our learners' basis of articulation. Accordingly, we justify why the analysis and comparison of the phonological systems involved are to be complemented by experimental analyses of the recorded speech data. The formant tracking of the vowels and selected spectrographic analyses of the consonants in chapters IV, V and VI allow us to show to what extent the phonological abstract of the languages involved are decoded differently according to the respective bases of articulation. To achieve this, we rely on adequate experimental analyses and 'statistical tests. The first Part of chapter V identifies and compares the vowel qualities of the two languages by means of their first two formants, while the second part investigates the spectrographic differences between the siSwati and French consonant charts. To become familiar with the physio-acoustic characteristics of the target language, we introduce the French articulatory setting in chapter VII. Turning to the final aim of our contrastive and corrective undertaking, we need to select the most beneficial method of diagnosing the characteristics of our learners' foreign accent. Moreover, we design corrective strategies that will help our learners attain faithful speech performance in the targetlanguage community. Therefore, chapter III assesses the extent to which the verbo-tonal method of corrective phonetics can be instrumental in overcoming siSwati-induced French. Further, the error analysis of the recorded interlanguage discourse results in designing ad hoc corrective strategies to be implemented (chapter VIII).
Santen, Marcia-Ellen. "Une comparaison du français parlé des enfants en immersion et des enfants francophones: étude syntaxique de plusieurs aspects de la langue parlée, dont les ratés de la communication." Thesis, 1994. http://hdl.handle.net/2429/5112.
Full textMacDicken-Jones, Kathleen Susan. "Retention and motivation of French as a second language among students of varying abilities." Thesis, 1994. http://hdl.handle.net/2429/5400.
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