Artykuły w czasopismach na temat „General french language reference”
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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context". European Journal of Education 5, nr 2 (1.10.2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0015.
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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).
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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context". European Journal of Education 5, nr 2 (1.10.2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0005.
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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).
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Khairullin, Vladimir I. "The restorative-associativ method and present-day plurilingualism". Alma mater. Vestnik Vysshey Shkoly, nr 2 (luty 2022): 60–62. http://dx.doi.org/10.20339/am.02-22.060.
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The article deals with the problem of choosing innovative methods of teaching foreign languages in higher education. One of them recognizes the reconstructive-associative method as the most relevant in the conditions of modern globalization, characterized by a variety of cultures and a variety of languages, i.e. plurilingualism. The method is based on the concept of a bridge language, a connecting language or an intermediary language, proposed by the European Understanding program. This approach involves the use of English or French when teaching a number of Germanic/Romance languages. At the level of teaching foreign languages in Russian universities, the concept of a bridge language is promising when developing training programs for a bilingual audience. At the same time, it is transformed into the concept of the reference language, which in our country is usually Russian. It is recognized that the supporting language does not have to be native. Its role can be the first foreign language, for example, English when teaching a second foreign language (French) language. The proposed innovative approach opens up promising horizons of both educational and didactic and methodological plans for innovative teachers who are able to respond to the challenges of the modern world with their creativity and high language competence.
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Molendijk, Arie, i Henriette E. de Swart. "Frequency and Tense Use in French". Tense and Aspect 12 (31.12.1998): 43–60. http://dx.doi.org/10.1075/bjl.12.04mol.
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Abstract. This paper deals wilh the use of Ihe passé simple and the imparfait of French in frequentative sentences. It is argued that frequency implies sentence-internal quantification, meaning that frequentative sentences report just one (complex) eventuality. This claim is related to the fact that, as far as establishing temporal relationships between eventualities is concerned, sentences containing frequency adverbs behave like sentences that don't imply quantification at all. So they may establish all kinds of temporal relationships between eventualities. Given the claims put forward in this paper about the temporal meaning of the passe* simple and the imparfait (Molendijk 1990), it naturally follows that, as a general rule, frequency adverbs combine with both tenses. But they do not always do so under exactly the same circumstances. In this regard, a distinction can be made between dependent frequency adverbs {tout le temps 'all the time' etc.), which imply reference to a contextually determinable concrete situation, and independent ones (toujours 'always', etc.), which may be used without any reference to such a situation. This distinction helps us to understand, for instance, why dependent frequency adverbs do not easily combine with the 'absolute' (non-narrative) passe simple, whereas they do combine with the imparfait and the 'narrative' passé simple.
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Mavropoulou, Eleni, i Panagiotis Arvanitis. "Foreign Language Learning via Mobile Devices during a Language Immersion Program". European Journal of Education 4, nr 1 (15.05.2021): 51. http://dx.doi.org/10.26417/628ltr68s.
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The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.
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Shirshikov, Vladislav B., Olga V. Kobzeva i Olga N. Skuybedina. "Verbal representation of kinemas in the lexicography and space of a literary text (based on the material of Russian and French literature of the XIX–XX centuries)". Philological Sciences. Scientific Essays of Higher Education 1, nr 6 (listopad 2021): 68–73. http://dx.doi.org/10.20339/phs.6-21.068.
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This article analyses the verbalization of kinemas: the choice of ways and means of their verbal representation in literary texts and dictionaries. Russian -Russian and French-language literature of the 19th and 20th centuries of different genres (dramatic, epic (novels, novellas, short stories, detective stories, plays), as well as Russian-French explanatory dictionaries) were used as the material for the study. The authors used the following contexts: descriptions of verbal representations of kinemas, extracted from modern and classical Russian and French-language literature of the XIX–XX centuries. The analyzed material in lexicography allows us to draw the following conclusions: the frequency of verbalization of the kineme in the Russian language with the reference word "eyes"(250; 45%); in the French language, the most frequent are kinemas with the reference word "hand" (154; 34,2%). The study of modern and classical fiction gives grounds to state that in French texts the frequency of verbalization of kinemas containing a description of gestures is 40%, in Russian texts 30,7%. The most representative are complex RRCS in Russian fiction — 42,4%, and in French texts there is a clear predominance of verbalization of kinemas containing a description of facial expression — 44,2%. It should be noted that the national speech behavior of an individual is determined not only and not so much by his psychological mood and communication conditions, but by his belonging to a certain linguistic and cultural community, which has its own cultural space, cultural interior of the situation, and all this is consistently reflected in the literary text.
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Samarasinghe, R. S. "Student Perceptions on the Use of Zoom Technology for French Language Teaching: with Special Reference to Students in a French Language Institute". OUSL Journal 17, nr 2 (31.12.2022): 141. http://dx.doi.org/10.4038/ouslj.v17i2.7513.
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Arrasyid, Noor Diana, Sajarwa Sajarwa i Wulan Tri Astuti. "Strategi Penerjemahan Ujaran Makian Bahasa Prancis dalam Film Banlieue 13 Karya Pierre Morel". Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, nr 1 (1.02.2022): 31–48. http://dx.doi.org/10.30872/diglosia.v5i1.317.
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This study aims to identify the strategies through which French-language profanity is translated into Indonesian by using a corpus of data drawn from the dialogues of the French film Banlieue 13 and its Indonesian subtitles. The data were collected through certain steps started with watching the film, noting each use of French-language profanity and its Indonesian translation, then classifying those data based on Davoodi's proposed categories of profanity translation strategies. This study finds that four strategies were used for translating French profanity to Indonesian: censorship (as in the term 'bordel', which was left untranslated), substitution (as in the term 'putain', translated as 'astaga'), taboo (as in the term 'merde', translated as 'sial'), and also euphemism (as in the term 'merde', translated as 'hal buruk'). Furthermore, the result shows that both French and Indonesian language profanity is often used in reference to situations and occupations considered taboo in society.
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Issel-Dombert, Sandra, i Marie Serwe. "Der Einfluss der préciosité auf das Gegenwartsfranzösische. Eine korpusbasierte Untersuchung formelhafter Wendungen aus Molières Les Précieuses ridicules (1659)". Yearbook of Phraseology 6, nr 1 (1.10.2015): 35–54. http://dx.doi.org/10.1515/phras-2015-0004.
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Abstract Molière’s farce Les Précieuses ridicules (1659) contains a vast selection of formulaic expressions. The play serves as a historical reference for the identification of formulaic language influenced by a period called the préciosité, originating in 17th-century France. Based upon a survey of French native speakers, this paper will deal with the question of whether these formulaic expressions have left traces upon present day French. Given the empirical evidence, one must conclude that the majority of these expressions are widely known and are in general use today. Furthermore, the hypothesis that such expressions predominate in higher-register French (cf. Klare 2011: 126) is confirmed.
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Kilarski, Marcin. "Gender Asymmetries in Iroquoian Languages and their Cultural Correlates". Historiographia Linguistica 43, nr 3 (16.12.2016): 363–91. http://dx.doi.org/10.1075/hl.43.3.05kil.
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Summary This article examines the approaches to grammatical gender in Northern Iroquoian languages, ranging from the earliest references made by French missionaries in the 1630s to contemporary studies. The author focuses on two motifs in descriptions of Iroquoian gender: the supposedly ‘primitive’ nature of its morphological expression, which was mentioned predominantly in 18th-century accounts of Huron, and the asymmetries between the expression of masculine and feminine reference, which have been the main topic of the accounts of Mohawk, Oneida and Onondaga since the late 19th century. By tracing the two motifs the close links that were established between gender and culture patterns are illustrated, frequently leading to contradictory explanations concerning diachronic scenarios as well as more general impressionistic properties attributed to the languages and their speakers.
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Jordan, Michael P. "Plainer Legal Language: Definitions and Requirements in Acts". Journal of Technical Writing and Communication 24, nr 3 (lipiec 1994): 333–52. http://dx.doi.org/10.2190/3mfb-pu42-h8a9-v6l0.
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The prescriptive principles often used to improve writing in general genres have little relevance to the very complex legal prose found in acts or other technically legal documents. This article explores some of the stylistic complexities of definitions and requirements in a Canadian Provincial Act, and generates and justifies fifteen recommendations for creating a plainer legal language in acts. The recommendations range from orthographic presentation, referencing, and sentence arrangement to complex listing, clause separations and punctuation. Although only the English language version of the Act is studied in detail, reference is made to the French version where that is helpful.
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Ramadhani, Rizky Wulan, Edy Prihantoro, Sabrina Rahma Utami, Trini Saptariani i Anacostia Kowanda. "Diversity in the film industry: A social network analysis of #cannes2022 on Twitter". ProTVF 7, nr 1 (30.03.2023): 1. http://dx.doi.org/10.24198/ptvf.v7i1.43106.
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Background: The 2022 Cannes Film Festival was held from May 17 – 28, 2022, in Cannes, France. The 2022 Cannes Film Festival succeeded in attracting public attention, shown through tweets using #Cannes2022 uploaded in various languages, which show diversity. Purpose: This study aims to determine the distribution of the #Cannes2022 data at the actor level and the diversity of languages used in the #Cannes2022. Methods: The method of this research is a mixed method by combining quantitative and qualitative methods. Quantitative methods were used to obtain 2,500 tweets using the Netlytic application. Qualitative methods were used to analyze the language used in those tweets. Results: The results of this study indicate that @festival_cannes, @21metgala, @iuteamstarcandy, and @filmupdates are famous and important actors because they always provide updates related to Cannes 2022. Those actors initiate the #Cannes2022 communication network and become reference material. In the #Cannes2022 communication network, there are 24 languages used, including English, Thai, Japanese, French, and Spanish. English is dominant, with a percentage of 51.96%, followed by French, with a percentage of 31.48%. English and French are dominant because popular actors use them in disseminating information about Cannes 2022. Other languages are not dominant because actors with few followers only upload them. The language used in the #Cannes2022 communication network is already quite diverse but still dominated by English. Implications: Popular actors should use other languages to increase diversity at the Cannes Film Festival.
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Barnes, Betsy K. "A Functional Explanation of French Nonlexical Datives". Studies in Language 9, nr 2 (1.01.1985): 159–95. http://dx.doi.org/10.1075/sl.9.2.02bar.
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The unity of French lexical and nonlexical uses of the dative clitic is made apparent by a functional analysis according to which the dative clitic always represents a 'theme' of the sentence, where thematicity is defined as greater relative saliency based on certain purely semantic (not pragmatic) properties and relations of arguments. The operation of certain semantic constraints on the nonlexical datives, which may be very approximately summarized as requiring that the dative complement be animate and that it be somehow affected by the act denoted by the rest of the VP, follows naturally, in accord with Dik's Markedness Hypothesis (Dik (1978)), from the view that the nonlexical datives represent a 'thematization' of an element which is otherwise (in alternative nondative constructions) represented as peripheral to the described event. The more limited occurrence of á-NP in nonlexical dative environments is explained by reference to general syntactic constraints on the language, together with the fact that à-NP, unlike the dative clitic, tends to be interpreted as an argument of V.
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Chmiel-Bożek, Halina. "Mediacja komunikacji w podręcznikach do nauki języka francuskiego dla szkół ponadpodstawowych". Applied Linguistics Papers 4/2022, nr 26 (17.12.2022): 9–24. http://dx.doi.org/10.32612/uw.25449354.2022.4.pp.9-24.
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The concept of mediation in language teaching and learning, which has been functioning for more than 20 years in glottodidactic discourse, was only clarified in 2018 with the publication of the Companion volume to the Common European Framework of Reference for Languages, which has not yet been translated into Polish. This article is devoted to the ‘mediating communication’, which is part of the mediation activities defined in the companion volume to the CEFR. The first part of the article is devoted to theoretical considerations on the mediation and mediating communication in foreign language teaching, while the second part presents examples of specific exercises aimed at improving the competences in the mediating communication, which were identified as a result of the analysis of eighteen textbooks for French language teaching for secondary schools.
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Pekelder, Jan. "Iconische, taalkundige en pragmatische volgordes in het Nederlands. Met speciale aandacht voor het Frans". Neerlandica Wratislaviensia 28 (26.06.2019): 33–45. http://dx.doi.org/10.19195/0860-0716.28.4.
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Iconic, linguistic and pragmatic word orders in Dutch with particular reference to FrenchThis contribution is methodological in nature. We aim to address the question of the nature of the parameters underlying word order in Dutch with particular reference to French. We assume that there are basically three parameters to consider: an iconic parameter, a linguistic parameter and a pragmatic parameter. The iconic parameter concerns the projection of general human habits on the word order. The linguistic parameter is related to the word orders which mark language-specific but situation-free syntactic or semantic relations between word groups. Finally, the pragmatic parameter addresses the link between the communicative situation and the language-dependent word order phenomena.
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Martins, Ana Taís, i Danilo Fantinel. "doppelganger symbolism at the dawn of French Cinema". Revista FAMECOS 30, nr 1 (31.10.2023): e44791. http://dx.doi.org/10.15448/1980-3729.2023.1.44791.
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The pioneers of French cinema founded the audiovisual language which allows narratives with moving images, while developing techniques of capture and editing, recording and representation, sequence and superposition of shots, multiple exposure frames, of appearance or disappearance. For Morin, this ghostly duplication of the world by the cinematographic image is motivated by the symbolic image of the double, which brings together dreams and cinema. In this article we discuss such symbolism in empirical reference objects of this initial moment of the Seventh Art.
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Gumilar, Dudung, i Syihabudin Syihabudin. "Pembelajaran Bahasa Bahasa Asing dan Tolerance of Ambiguity: Sebuah Studi Kasus dari penguasaan Grammar". Jurnal Studi Guru dan Pembelajaran 6, nr 2 (31.08.2023): 165–78. http://dx.doi.org/10.30605/jsgp.6.2.2023.2727.
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Tolerance for Ambiguity (TfA) which is commonly involved in the field of Human Resources in industry has been adopted in the development of the quality of foreign language learning, especially foreign language acquisition by learners. In this study, the reference is French language which is limited by Subject Verb Agreement involving the periodic verb [+Present]. There are two research objectives, namely (1) to describe the tendency of TfA level at the beginning of the lecture and (3) to describe the students' efforts in developing TfA. The results of the study using a qualitative descriptive approach show that, first, the students have a high level of TfA although the students still make mistakes in French but the problem is not too significant because the suffixes representing the features of Tense [+Present], Person [+1P, +2P, +3P] and Number [±Plural] on verbs from the grammar area Subject Verb Agreement (SVA). Secondly, a high level of TfA is well-established by the students because they have the ability to maintain and develop the aspect of efforts to master SVA in French.
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Caët, Stéphanie, Fanny Limousin i Aliyah Morgenstern. "A functional approach to self-points and self-reference in a deaf signing child and the (dis)continuity issue in child language". Language, Interaction and Acquisition 8, nr 1 (2.10.2017): 117–40. http://dx.doi.org/10.1075/lia.8.1.06cae.
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Abstract Based on her observation of two deaf children acquiring American Sign Language (ASL) who stopped pointing to persons at around 12 months and then produced reversal errors, Petitto (1987) argued that the discontinuous development of gestures and signs gives support to the hypothesis that language does not arise from general cognitive processes. However, since then, a large amount of studies on hearing children have suggested that early pointing was strongly related to later language abilities. In this paper, we follow up on these socio-cognitive approaches, with a dataset comparable to Petitto’s. We study the development of pointing and self-reference in a deaf child acquiring French Sign Language (LSF). We focus on self-reference rather than self-points, and suggest that, despite the apparent discontinuity in the production of self-points, there is continuity in the establishment of self-reference. In our data, the child produces self-points early on. She then uses predicates without overt subject before entering more complex syntax by combining predicates and self-points. The deaf signing child constructs self-reference similarly to speaking children and uses specific forms provided by her linguistic environment according to her cognitive, social and linguistic development.
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COVENEY, AIDAN. "The alternation between l'on and on in spoken French". Journal of French Language Studies 14, nr 2 (lipiec 2004): 91–112. http://dx.doi.org/10.1017/s0959269504001590.
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Although frequent reference is made to l'on as an alternative to on in standard grammars, judgements vary as to whether or not l'on is used at all in spoken French. This question is investigated here by treating l'on ∼ on as a sociolinguistic variable. A review of the historical, dialectal and cross-linguistic background is followed by an examination of the traditional ‘rules’ for the use of l'on, as described by Vaugelas and reconsidered by Goosse for written French. The frequency of l'on in speech, and the contexts in which it is used, are then examined in a corpus of informal interviews, and some comparisons are made with a corpus of TV news reports. (The total N of on + l'on in the two corpora is 3,549.) In general, l'on can be viewed as a ‘long form’, marking formality and comparable in some respect to l'un(e), cela, ce sont and nous -ons. But there are some individuals who use l'on even when speaking informally, especially in relative clauses opening with que.
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Martiningsih, Widiana, i Fransiscus Xaverius Mukarto. "A POLYGLOT’S STRATEGIES IN LEARNING FOREIGN LANGUAGES: A CASE STUDY". LLT Journal: A Journal on Language and Language Teaching 27, nr 1 (8.04.2024): 1–18. http://dx.doi.org/10.24071/llt.v27i1.7086.
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Polyglots typically have specific learning strategies to learn new languages. This study aims to tap into the learning strategies employed by a female Indonesian who speaks six languages, namely Javanese, Minang, Malay, Indonesian, English, and Russian, and is currently learning three additional languages, namely French, Spanish, and Arabic. This case study used an interview to gain a deeper understanding of the learning strategies. The interview revealed that the participant used direct and indirect strategies in a balanced proportion. Further discussion also revealed that she used cognitive strategy and social strategy most frequently, i.e. in the form of practice and social interaction, respectively. The case study is expected to serve as a reference for language learners seeking to learn new languages.
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Labinska, B., i А. Ivashchuk. "IMPLEMENTATION OF THE DIRECT METHOD OF TEACHING FOREIGN LANGUAGES IN FRENCH TEXTBOOKS USED IN GALICIA (THE FIRST HALF OF THE 20TH CENTURY)". Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 34 (8.07.2021): 30–40. http://dx.doi.org/10.32589/2412-9283.34.2021.236901.
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Abstract. The article under discussion deals with the analysis of French textbooks used at the lessons ofthe French language in Galicia in the first half of the twentieth century. The authors carry out an overview ofthe sources relevant to the issue under study and prove that the topic has never been an object of any scientificresearch before. In the article, we have reviewed five French textbooks and identified the main method of Frenchlanguage teaching implemented in them. The books, which were used, can be divided into three groups – textbooks,readers, and grammar reference books. All the textbooks under analysis were recommended by the educationauthority of Galicia. The textbooks are analyzed according to the criteria proposed by N. Borysko. Thus, the Frenchtextbooks used in Galicia are found to be compiled by means of the direct method of teaching foreign languagesthat is marked with a wide range of phonetic material, the absence of translation exercises, the emphasis ona practical approach to improving foreign language competencies.
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Srivastava, Pankaj Bala. "Problems and Prospects of Translating Indian Literature: With Particular Reference to Geetanjali Shree's Ret Samadhi". Dialogue: A Journal Devoted to Literary Appreciation 19, nr 01 (30.08.2023): 13–20. http://dx.doi.org/10.30949/dajdtla.v19i1.2.
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Many of us have read Tolstoy, Dostoevsky, Voltaire, Anne Frank, Marquez, Murakami, Borges or even Valmiki, Kalidas, Tagore, Kabeer and Premchand only in translation. Some things are mislaid in translation, but the gains are enormous. Translations brighten the rich literary world of Indian languages and literature. 'Ret Samadhi' (2018), a Hindi-language novel by Indian author Geetanjali Shree, is deftly translated by Annie Montaut into French as 'au-delà de la frontière' (Beyond the Border, 2020) and Daisy Rockwell into English as 'Tomb of Sand' (2022) for a global audience. Tomb of Sand became the first novel translated from an Indian language to win the International Booker Prize of 2022. The story is not driven by plot but by language. It has an exciting and rhythmic use of words, making it challenging for many people to understand, and its translation into any language is difficult. The translation is founded on the idea that the essence of a document may be abstracted from its meanings and replicated in the particular ways of another language. The paper examines translators' specific linguistic and cultural challenges while translating Ret Samadhi. It assesses the effectiveness of different translation strategies employed by various translators in conveying the original text's meaning and style. The study also investigates the impact of translation on the reception of Ret Samadhi in different cultural contexts and explores the prospects of translating Indian literature in future. The present paper also underscores the significance of translation in promoting intercultural dialogue and understanding and enhancing the global reach of Indian literature.
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Toro, Elona, i Anida Kisi. "Digital literacy, a necessary skill for training language teachers in Albania". XLinguae 15, nr 4 (październik 2022): 3–17. http://dx.doi.org/10.18355/xl.2022.15.04.01.
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The use of digital tools and content is becoming one of the skills that the teacher must possess continuously while practicing his profession. Efficient integration of ICT in teaching requires, on the one hand, a good level of digitalization of services and infrastructure and, on the other hand, skilled teachers for their use. In this article, we aim to analyze the need for French language teachers to be trained in the field of ICT. The methodology of our work is descriptive and analytical. We will first describe the digital skills that a teacher should have in general and that of a foreign language in particular, based on the ICT skills reference frameworks developed by UNESCO and the European Commission. Furthermore, we will address the level of digitalization in the Albanian school system based on European standards and official data of the Albanian state. Finally, we will review and analyze the results of a questionnaire on the digital knowledge and skills of French language teachers. This will be useful to know the experiences and perceptions objectively, as well as to highlight the needs of teachers for continuing education in the field of ICT.
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Niklas-Salminen, Aïno. "Les nouveaux mots dans le Petit Robert de la langue française 2021". Białostockie Archiwum Językowe, nr 23 (2023): 205–23. http://dx.doi.org/10.15290/baj.2023.23.12.
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The language dictionary does not only propose to make a description of the lexicon in the verbal performances of the speaking subjects, but also that of the attitudes of these speakers with regard to the types of spoken or written verbal behaviours. The dictionary is a place of reference, it describes its judgments of acceptability according to a cultural norm. The lexicographers of Le Petit Robert de la langue française 2021 insist on the evolution of the language that each new edition of the dictionary must take into account. They lead a fight against single thought and impoverished expression by offering a very broad vision of French practices ranging from abstract thought and contemporary techniques to the spontaneous expression of language uses. This article focuses on the new words present in the 2021 version of this dictionary. If we study the neologisms added to this glossary, we can see quite clearly in which directions the lexicon of the French language is evolving. Neology works on the new basis of a certain number of rules which are characterized by their greater or lesser productivity.
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ROZENDAAL, MARGOT ISABELLA, i ANNE EDITH BAKER. "A cross-linguistic investigation of the acquisition of the pragmatics of indefinite and definite reference in two-year-olds". Journal of Child Language 35, nr 4 (6.10.2008): 773–807. http://dx.doi.org/10.1017/s0305000908008702.
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ABSTRACTThe acquisition of reference involves both morphosyntax and pragmatics. This study investigates whether Dutch, English and French two- to three-year-old children differentiate in their use of determiners between non-specific/specific reference, newness/givenness in discourse and mutual/no mutual knowledge between interlocutors. A brief analysis of the input shows a clear association between form and function, although there are some language differences in this respect. As soon as determiner use can be statistically analyzed, the children show a relatively adult-like pattern of association for the distinctions of non-specific/specific and newness/givenness. The distinction between mutual/no mutual knowledge appears later. Reference involving no mutual knowledge is scarcely evidenced in the input and barely used by the children at this age. The development of associations is clearly related to the rate of determiner development, the French being quickest, then the English, then the Dutch.
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Ngetich, Norman. "Language in Education Policy in Kenya". Journal of Linguistics, Literary and Communication Studies 1, nr 1 (19.02.2022): 1–8. http://dx.doi.org/10.58721/jltcs.v1i1.43.
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Abstract: The subject of Language-in-education policies has generated rigorous debate and is an issue of concern to education stakeholders and researchers in education. Despite markedly disparate views, there is an uneasy agreement that for education systems the world over, languages play a pivotal role in the teaching and learning processes. This paper provides a critical appraisal of the general language-in-education-policy in Kenya (hereinafter, LiEP). It then briefly and singularly examines foreign language-in-education policies (hereinafter, FLiEP) around the world and gives a particular focus on the situation of French-language education in Kenya. The paper determines that foreign language-in-education policies in Kenya’s education system are admittedly silent or not clearly spelt-out. The resultant effect on foreign language education (hereinafter, FLE) in Kenyan schools is that its growth has not been methodologically planned but has “self-developed” in response and in line with socio-economic, political, and educational transformations in the country. To bring this to the fore, this paper presents explanatory research by critically examining Kenya`s LiEP from independence to present, their interpretations and implementations, in reference to foreign language education. Literature informing this paper was sourced from various documents from library search, online sources and Ministry of Education Kenya documents, that is, Sessional Papers. Keywords: Foreign language-in-education policy, Kenya, language policy
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Aguirre Gaviria, Beatriz Eugenia. "Soledad Acosta de Samper and her role in translation in the 19th century Colombia". Íkala, Revista de Lenguaje y Cultura 9, nr 1 (2.12.2004): 233–67. http://dx.doi.org/10.17533/udea.ikala.3148.
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This is a reflection about the relationship between translation and the process of national formation in Colombia. The theories of Benedict Anderson and Gideon Toury, among others, serve as the general theoretical framework. There is an analisis of excerpts taken from translations done by 19th century Colombian translators. On secting is dedicated to the translation work done by Soledad Acosta de Samper on a French text written by Paul Leroy-Beaulieu about women´s jobs and education in France. The article closes exposing Acosta´s conclusions about her study of the French text and its relation with the situation of Colombian women in issues such as the State, family, education, and jobs.
Received: 02-12-03 / Accepted: 02-03-04
How to reference this article:
Aguirre Gaviria, B. E. (2004). Soledad Acosta de Samper y su papel en la traducción en Colombia en el siglo XIX. Íkala. 9(1), pp. 233 – 267
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Rossner, Richard. "Materials for Communicative Language Teaching and Learning". Annual Review of Applied Linguistics 8 (marzec 1987): 140–63. http://dx.doi.org/10.1017/s0267190500001082.
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Surprisingly little has been written on the role of materials and the uses that teachers may make of them. General books in this area include Madsen and Bowen (1978), Cunningswoth (1984), and Sheldon (in press). The only references which particularly consider communicative langauge teaching are Grewer, Moston, and Sexton (1981), which incorprates a theoretically motivated taxonomy as well as much practical discussion, and apattison (1987), which is a practical handbook with materials in English, French, and German.
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Taraszka-Drożdż, Barbara. "Francisation of Sponsor, Coach, and Start-up – the Perspective of the French Linguistic Policy". Cultural Management: Science and Education 7, nr 1 (10.07.2023): 103–14. http://dx.doi.org/10.30819/cmse.7-1.07.
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The article concerns one of the important elements of the cultural policies implemented in France and Quebec, that is, their linguistic policies. Although they are two distinct, French-speaking territories on two sides of the Atlantic, their policies share some important elements. The article focuses on one of them – the approach to foreign terms, which today are mostly American terms, permeating into the French language and the French terms recommended by special governmental organisations in France and Quebec that are supposed to replace these foreign terms. After a brief outline of the two policies and general principles of francisation of foreign terms, the work-ings of the process of francisation are analysed. The object of analysis are terms recommended as equi-valents of three English terms from the area of management and marketing: sponsor, coach, and start-up. Adopting the linguistic point of view, it is shown that francisation involves a reference to many di-verse dimensions – involving both the structural, cultural, and conceptual level.
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Rusnak, D., i О. Matvieieva. "French Grammar Course Syllabus for Bachelor Students". Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 34 (8.07.2021): 152–60. http://dx.doi.org/10.32589/2412-9283.34.2021.236971.
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Abstract. The syllabus is designed for bachelor students majoring in 014 Secondary Education,014.023 Secondary Education, Language and Literature (French). The obligatory course is aimed at developingstudents receptive and reproductive grammar skills, namely teach students to build simple and complexsentences of different types according to the French language, and also teach them to perceive and understanda foreign language by ear and while reading. The course consists of four modules: concordance of the times of the indicative mood, pronouns, types of conditional phrases and Subjunctive mood. The course focuseson teaching the understanding and use of grammatical structures in different communication situations.The Syllabus offers a list of references on the course topics.
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Charvillat, Agnès, i Michèle Kail. "The status of ‘canonical SVO sentences’ in French: a developmental study of the on-line processing of dislocated sentences". Journal of Child Language 18, nr 3 (październik 1991): 591–608. http://dx.doi.org/10.1017/s0305000900011260.
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ABSTRACTThis on-line study investigates the processing of word order by 30 French children (6;6, 8;6, 10;6) and 10 adults. Its main objective is to show that the privileged status granted to ‘canonical SVO sentences’ is inadequate to account for the on-line processing of pronominal utterances in spoken French. Using a word monitoring task, we showed that word order (NVN vs NNV): (1) is a significant factor in sentences containing no clitic pronoun; (2) stops being significant when sentences contain either one or two clitic pronouns. These results suggest that processing complexity depends upon co-reference (‘linear’, ‘crossed’ or ‘embedding’) assignment constraints rather than upon word order per se. We conclude that, in French, word-order processing always interacts with acceptability considerations provided by cliticization.
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Barbosa, Lúcia Maria de Assunção. "*Las dimensiones de lengua y cultura e interculturales en la enseñanza y el aprendizaje de una lengua extranjera". Íkala, Revista de Lenguaje y Cultura 12, nr 1 (3.11.2007): 165–81. http://dx.doi.org/10.17533/udea.ikala.2717.
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The process of teaching/learning a foreign language cannot be reduced to the attainment of an instrument for communication. It is an interdisciplinary procedure with the objective of introducing the learner to the symbolic universe in which he wants to participate. This article presents some general considerations involving the cultural dimension in the context of teaching and learning a foreign language. It also touches certain aspects of the word “culture”, demonstrating how it differs from the word “civilization” which predominated for a considerable period of time in the French context of the didactics of foreign language teaching and learning. This lexical shift brought about relevant aspects concerning the belief that language and culture are inseparable elements.
Received: 08-03-07 / Accepted: 08-06-07
How to reference this article:
Assunção Barbosa, L. M. de. (2007). Las dimensiones de lengua y cultura e interculturales en la enseñanza y el aprendizaje de una lengua extranjera. Íkala. 12(1), pp. 165 – 181.
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Boussaid, Youness. "Spatial Deixis in Moroccan Tachelhit Variety". International Journal of Language and Literary Studies 4, nr 2 (4.06.2022): 77–99. http://dx.doi.org/10.36892/ijlls.v4i2.906.
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This paper investigates spatial deixis in Moroccan Tachelhit Variety. Deixis is a word of Greek origin which means ‘pointing.’ The paper explores the means that Tachelhit offers its speakers for spatial deictic reference, an important pragmatic aspect that linguists of Tachelhit have not heeded to. Tachelhit has a rich spatial deictic system which is thus categorized into: Demonstratives, Adverbs of Place, Prepositions, Motion Verbs, and Presentatives. Tachelhit has a four-term spatial deictic system which changes according to the interplay of gender, proximity, distance, and absence. The paper also discovers that Tachelhit is a language that benefits from spatial deictic iconicity. The two major data collection methods that were used in this qualitative paper are content analysis and elicitation technique. Some examples from other languages (English, Latin, Turkish, Indonesian, Bantu, and French) are provided for cross-linguistic comparison and instantiation.
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Nicklaus, Martina, i Goranka Rocco. "Fingierte Mündlichkeit und Übersetzen". Lebende Sprachen 63, nr 2 (8.10.2018): 393–429. http://dx.doi.org/10.1515/les-2018-0023.
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Abstract This paper explores the problems related to the translation of some stilistic means in recent Italian prose, i. e. segments of orality integrated in the original literary narrative. The linguistic analysis, based on a corpus composed of two Italian novels (published in 2010 and 2012 respectively) and their French and German translations, focuses on selected lexical, syntactic and information-structural features and their translations. The first observations tend to confirm some former findings, illustrating the heterogeneity of orality-markers in the originals beside the general trend towards a more or less obvious stylistic attenuation in the target text, but there are also significant interlinguistic differences in the approach to the original text. Furthermore, the discussion of some examples demonstrates how results in linguistic research could provide precious assistance in the translation of orality – if they were accessible in specialised reference works.
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Mondal, Arghyadip. "DECONSTRUCTING THE PERCEPTION OF GENDER IN LANGUAGE". International Journal of Advanced Research 11, nr 08 (31.08.2023): 792–96. http://dx.doi.org/10.21474/ijar01/17452.
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The concept of gender was introduced in our early stage of learning English and Bengali prescriptive grammar. In the field of gender, the difference between English and Bengali is related to pronoun. As in case of English, the pronouns, which are used for 3rd person singular number (he, she, it), are assigned to sexual perception. But in Bengali there is no gendered pronouns. In both of these languages all the non-living things come under the category of Neuter Gender and among the living things some nouns (in case of English some pronouns too) assigned to masculine referents, come under the category Masculine Gender (boy, balaka etc.) and some assigned to feminine referents, come under Feminine Gender (girl, balika etc.). And the rest unrecognisable nouns are Common gender in general (baby, śiśu). This is the simple perception of Gender in language because these languages do not have any masculine or feminine perception for nouns, unless they refer to biological sex. But there are many languages who have gender for each and every noun. They are called the gendered languages. According to Wikipedia In linguistics, grammatical gender system is a specific form of noun class system, where nouns are assigned with gender categories that are often not related to their real-world qualities. In languages with grammatical gender, most or all nouns inherently carry one value of the grammatical category called gender the values present in a given language (of which there are usually two or three) are called the genders of that language. Such as, Sanskrit, Hindi, German, French, Spanish, Italian, Russian etc. According to Jemma Prior, gendered language is commonly understood as language that has a bias towards a particular sex or social gender. So most of the time it is said that language through its communicative functions biases the social gender representation. This paper aims to highlight that the idea of Gender in a language is assigned with two different linguistic aspects suggested by Gottlob Frege, i) Sense and ii) Reference. In this paper an attempt is made to establish the different perceptions of Gender between the gender of a word and the gender of the object which is referred by the word.
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Mahal, Dr Ramandeep, i Ms Tanu Bura. "Dialect, Class struggle and Immigration in The Lonely Londoners, Saturday Night and Sunday Morning and Room At the Top". Journal of University of Shanghai for Science and Technology 23, nr 09 (2.09.2021): 44–51. http://dx.doi.org/10.51201/jusst/21/09507.
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This paper addresses a little piece of a lot more extensive undertaking looking at the connections between working class and migrant writing which will frame a piece of my thesis. I will discuss the employments of lingo, class struggle and interesting differences in these books from the 1950s – John Braine’s Room At the Top (1957), Alan Sillitoe’s Saturday Night and Sunday Morning (1958) and Sam Selvon’s The Lonely Londoners (1956). I’ll begin with reference to a novel from the very period that maintains a strategic distance from broad utilization of tongue, prior to going to how these creators use vernacular and standard English alongside one another, just as set against one another, prior to getting done with an endeavor to historicize their employments of lingo. English the most prevalent language of the world has evolved with times influenced by German about 30%, Latin 30%, French 25%, Greek 5% and other languages about 10%. Surprisingly London alone has 300 other different languages spoken and they all influence add to the further development of Lingo and communication.
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Porkhomovsky, Victor Ya, i Olga I. Romanova. "Names of God in Vulgate and the Italian translations of the Old Testament". RESEARCH RESULT Theoretical and Applied Linguistics 7, nr 3 (1.10.2021): 40–55. http://dx.doi.org/10.18413/2313-8912-2021-7-3-0-4.
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The present publication expands the analysis of the Old Testament translations into different languages. This line of studies was initiated by the works of the late French scholar Philippe Cassuto and one of the authors of this publication. The purpose of the article is to look at the strategies applied in translating the Old Testament names of the Supreme Being into Latin (the Vulgate version) and modern Italian. This purpose is two-fold: by doing so, we also expand the data base of the Old Testament terms‘ renditions in different languages. The article provides the full nomenclature of the names of the Supreme God in the Old-Hebrew (Masoretic) text of the Old Testament, concentrates on their semantics and grammatical structure, and explains the contexts of their use. A canonical Russian-language translation is used as a reference base to illustrate the fate of the original names of the God in translation. The widely-accepted English-language translations of the Old Testament are included to provide a broader perspective on translation strategies applied to this particular aspect of the Old Testament texts. The analyzed Latin and six modern Italian-language translations demonstrate a considerable degree of uniformity in translating the names of God. The Latin and the Italian translations apply the philological strategy to translating the Holy Bible (as opposed to another option presented by the typology of the Bible translation – the ideological strategy). Notwithstanding the relative lexical uniformity of the translations, they demonstrate the differences between Catholic and Protestant versions. The analysis of the Italian translations of the Old Testament contributes to the typology of the Bible translation and ultimately makes an input to the general theory of translation.
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Porkhomovsky, Victor Ya, i Olga I. Romanova. "Names of God in Vulgate and the Italian translations of the Old Testament". RESEARCH RESULT Theoretical and Applied Linguistics 7, nr 3 (1.10.2021): 40–55. http://dx.doi.org/10.18413/2313-8912-2021-7-3-0-4.
Pełny tekst źródłaStreszczenie:
The present publication expands the analysis of the Old Testament translations into different languages. This line of studies was initiated by the works of the late French scholar Philippe Cassuto and one of the authors of this publication. The purpose of the article is to look at the strategies applied in translating the Old Testament names of the Supreme Being into Latin (the Vulgate version) and modern Italian. This purpose is two-fold: by doing so, we also expand the data base of the Old Testament terms‘ renditions in different languages. The article provides the full nomenclature of the names of the Supreme God in the Old-Hebrew (Masoretic) text of the Old Testament, concentrates on their semantics and grammatical structure, and explains the contexts of their use. A canonical Russian-language translation is used as a reference base to illustrate the fate of the original names of the God in translation. The widely-accepted English-language translations of the Old Testament are included to provide a broader perspective on translation strategies applied to this particular aspect of the Old Testament texts. The analyzed Latin and six modern Italian-language translations demonstrate a considerable degree of uniformity in translating the names of God. The Latin and the Italian translations apply the philological strategy to translating the Holy Bible (as opposed to another option presented by the typology of the Bible translation – the ideological strategy). Notwithstanding the relative lexical uniformity of the translations, they demonstrate the differences between Catholic and Protestant versions. The analysis of the Italian translations of the Old Testament contributes to the typology of the Bible translation and ultimately makes an input to the general theory of translation.
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Strzępek-Leśniak, Beata. "Oświeceniowy motyw damy modnej – kontynuacje i nawiązania w wybranych utworach kanonicznych dla szkoły średniej". Dydaktyka Polonistyczna 16, nr 7 (2021): 225–36. http://dx.doi.org/10.15584/dyd.pol.16.2021.17.
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The paper deals with the reference to the Enlightenment motif of the fashionable lady in canonical works for secondary school students. This motif gained its popularity in the Enlightenment following Ignacy Krasicki’s work entitled “The Fashionable Wif’”. Its main characteristics were an excessive fascination with fashion, overuse of the French language, comfortable glamorous lifestyle, and non-respect for customs. The fashionable lady motif gained its popularity in the periods to come thanks to its universality. It can be found in some of the most famous canonical readings for secondary school students. They include the intriguing Telimena from “Pan Tadeusz”, the angelic Izabela Łęcka from “Lalka” and the neurotic Emilia Korczyńska from “Nad Niemnem”.
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COLLETTA, Jean-Marc, Catherine PELLENQ, Ali HADIAN-CEFIDEKHANIE i Isabelle ROUSSET. "Developmental changes in articulation rate and phonic groups during narration in French children aged four to eleven years". Journal of Child Language 45, nr 6 (16.07.2018): 1337–56. http://dx.doi.org/10.1017/s0305000918000235.
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AbstractThis paper reports on an original study designed to investigate age-related change in the way French children produce speech during oral narrative, considering both prosodic parameters – speaking rate and duration of the prosodic speech unit – and linguistic structure. Eighty-five French children aged four to eleven years were asked to tell a story after they were shown an excerpt from an animated film. All their remarks were transcribed and coded using ELAN as an annotation tool. Each narrative was analyzed for duration, articulation rate, and linguistic components (i.e., number of phonic groups, syllables, words, clauses). All measures were found to increase with age, with the duration of the phonic group and its linguistic structure showing the stronger differences. Results contribute to providing reference data on speech production during childhood, and they suggest the existence of two distinct developmental patterns in narrative production.
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Lambru, Angelica. "Matei Vişniec – del exilio cultural a la cultura del exilio". Swedish Journal of Romanian Studies 6, nr 1 (15.05.2023): 341–48. http://dx.doi.org/10.35824/sjrs.v6i1.24941.
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This study intends to offer a general overview on one of the most far-reaching aspects of an exceptional literary biography: Matei Vişniec’s story (Rădăuţi, Romania, 1956). Our analysis will focus on the transition of an immense literary work, opening with his political exile in the late 80’s and reaching today’s urbane, all-embracing European literature. Matei Vişniec claims the existence of a “joyful exile” as a concept –a cultural one, soothed by many literary references, deep-rooted in his Romanian educational background. After a brief hunt for a host language for his writing in the early 90’s, Vişniec finally chose French, which he defines metaphorically as his mistress-tongue, as opposed to Romanian, his wife-tongue. Each of these languages’ demands determine his pick, depending on the literary genre to address: French –due to its wider circulation and its morphosyntactic concission– was assigned to his narrative work, and to his poetry, Romanian –thanks to its lexical vastness, containing countless synonyms from various origins. We believe it’s interesting to point out self-translation as one of the essential features of a literary biography saddled between two different languages and cultures, which leads Matei Visniec to describe himself as “a man with his roots in Romania and his wings in France” and thus creating the emblematic, allegorical image of a “winged tree”. Translated into more than 25 languages, his work strives for universality and has been recognized for decades, through many valuable prizes, by today's French-speaking culture. From a diachronic perspective, aspiring to establish some of the specific features of a whole creative universe written in a context of exile and migration, this text approaches some significant moments in Matei Vişniec’s literary biography.
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Asnidar, Yusi, M. Syarif Sumantri i Ninuk Lustyantie. "FORM AND MODULATION OF METAPHOR TRANSLATION TO INDONESIAN OF VINGT-MILLES LIEUES SOUS LES MERS OF JULES VERNE". English Review: Journal of English Education 10, nr 2 (29.06.2022): 555–64. http://dx.doi.org/10.25134/erjee.v10i2.6255.
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This research aims to gain an in-depth understanding of the form and modulation of metaphor translation from French to Indonesian, its use in the communicative context of speech events. Furthermore, this study also looks at the relevance of the results of the translation of the form and modulation with mediation, plurilingual and pluricultural competences in the CEFR European standard language proficiency. The data sources used are the Novel Vingt-Milles Lieues Sous Les Mers by Jules Verne and its translated novel 20.000 Mil di bawah Laut by NH Dini. The data in this study is a metaphor in a broad sense. The most dominant form of metaphor translation used is reproduction. Next, there are substitutions and paraphrases. The combined form of reproduction+paraphrasing is found in the VLM metaphor translation. Equivalence of meaning is obtained by using explicit and implicit modulation, special and general meanings, and point of view. The context of speech events contributes to producing an equivalent and natural translation. The results of this translation indicate that translation activities are complex language activities and require precision and accuracy. Translating literary works requires cultural mastery and an advanced level of linguistic mastery. The competencies are described in the Petra Project terms of reference contained in the CEFR 2020 and CECRL 2018 terms of reference. Translating skills require guided practice acquired through a well-oriented education. The ability to understand metaphors and other cultures and be able to compare them by providing analogies in the local culture is a plurilingual and pluricultural competence.
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WRIGHT, OWEN. "How French is frenkçin?" Journal of the Royal Asiatic Society 21, nr 3 (lipiec 2011): 261–81. http://dx.doi.org/10.1017/s1356186311000320.
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It is by no means unknown, in Middle-Eastern art-music traditions, to find claims that a given rhythmic cycle was invented on a particular occasion by a particular musician, the most obvious and reliable instance being provided by ‘Abd al-Qādir al-Marāġī (d. 1435), who tells us that he was commissioned to create a new cycle to commemorate a victory. With frenkçin, then, a cycle where the very name clearly suggests some form of western derivation or inflection, it was perhaps only to be expected that we should encounter a similar narrative that pinpointed its origin, associating its creation with the impulse provided by a particular cultural encounter with the West. It has to be said, though, that no such account appears as a standard feature of the contemporary theoretical discourse surrounding Turkish art music: works that deal with the rhythmic cycles tend to be expository catalogues unconcerned with origins and derivations, and it is only in one major modern reference work that we come across the notion of western inspiration, together with a tentative suggestion as to the period during which frenkçin emerged. The detailed narrative of origin certainly first appears in a text by an eminent Turkish scholar, but it is one written in French—the comprehensive survey article by Rauf Yekta Bey published in 1922—and possibly in consequence it has so far been relayed primarily in western languages. The discussion by Kösemihal, the one significant Turkish scholar to have accepted this account, appears to have had little impact, and it remains to be seen whether the relatively recent translation of Rauf Yekta Bey's article into Turkish will stimulate renewed interest in this version in Turkey itself.
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Zalesskaya, Daria. "Language as an “independent unit”: Ferdinand de Saussure vs. Paul Boyer". Sign Systems Studies 50, nr 1 (1.06.2022): 133–42. http://dx.doi.org/10.12697/sss.2022.50.1.07.
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Didactics and semiotics are two fields that have been interconnected for a long time. Russian language teaching in France in the 20th century, especially in its first half, had several interesting didactic features closely related to the understanding of Ferdinand de Saussure’s theoretical conceptions. Through the works of influential Slavist professor Paul Boyer (1864–1949), some of Ferdinand de Saussure’s ideas became reflected in French didactics in a particular way, providing the basis for a new method of teaching Russian as a foreign language. The article offers an analysis of the textbook Manuel pour l’étude de la langue russe by Boyer and Nicolas Spéransky, as well as of the teaching method “language-in-itself ”, with the objective to identify the references to the Course in General Linguistics and to consider their reflection in didactics.
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Bradley, Curtis A. "Attorney General Bradford’s Opinion and the Alien Tort Statute". American Journal of International Law 106, nr 3 (lipiec 2012): 509–30. http://dx.doi.org/10.5305/amerjintelaw.106.3.0509.
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In debates over the scope of the Alien Tort Statute (ATS), one historical document has played an especially prominent role. That document is a short opinion by U.S. Attorney General William Bradford, issued in the summer of 1795, concerning the involvement of U.S. citizens in an attack by a French fleet on a British colony in Sierra Leone. In the opinion, Bradford concluded that “[s]o far ... as the transactions complained of originated or took place in a foreign country, they are not within the cognizance of our courts; nor can the actors be legally prosecuted or punished for them by the United States.” He also expressed the view that the actors could be prosecuted for crimes on the high seas, while noting that “some doubt rests on this point” in light of the language of the relevant criminal statute. Finally, he stated—in an obvious reference to the ATS—that there can be no doubt that the company or individuals who have been injured by these acts of hostility have a remedy by a civil suit in the courts of the United States; jurisdiction being expressly given to these courts in all cases where an alien sues for a tort only, in violation of the laws of nations, or a treaty of the United States . . . .The Bradford opinion contains one of the few early historical references to the ATS, so it not surprisingly has received a lot of attention. Numerous academic articles, judicial opinions, and litigation briefs have invoked the Bradford opinion, for a variety of propositions. Reliance on the opinion has increased since the Supreme Court’s 2004 decision in Sosa v. Alvarez-Machain, in which the Court cited the opinion in support of the proposition that the ATS provides jurisdiction over certain common law causes of action derived from the law of nations. As an illustration of its perceived significance, both sides discussed the opinion in the oral argument before the Supreme Court in the first hearing in the pending ATS case, Kiobel v. Royal Dutch Petroleum Co.
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Veneziano, Edy, i Hermina Sinclair. "Functional changes in early child language: the appearance of references to the past and of explanations". Journal of Child Language 22, nr 3 (październik 1995): 557–81. http://dx.doi.org/10.1017/s0305000900009958.
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ABSTRACTSpontaneous speech samples from children during the period of transition from one word to multi-word utterances in interaction with their French-speaking mothers were explored in order to study the appearance and development of functional changes in their use of language. Two types of such change were noted in the longitudinal records of four children when they were still essentially one-word speakers: the beginnings of references to the past, and the appearance of explanations and justifications, especially in communicative situations of request and refusal. The co-appearance of these behaviours is discussed in relation to two more general developmental changes: a detachment from the immediately perceptible situation linked to a further elaboration of the signifier-signified relation, and a socio-cognitive development leading to a view of the interlocutor as an alter ego, as a person whose psychological states may be different from the child's own.
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De Blasio, Emanuela. "Language and style of the contemporary poet El Rass: a peculiar artist in the Lebanese musical scenario". Anaquel de Estudios Árabes 32 (25.05.2021): 117–40. http://dx.doi.org/10.5209/anqe.73651.
Pełny tekst źródłaStreszczenie:
This research focuses on the linguistic analysis of texts taken from the production of the Lebanese rapper El Rass. After an excursus on the underground musical scenario in Lebanon, the work focuses on the language, themes and style of El Rass, the artist who gave birth to a new type of rap. His songs are characterized not only by rhyme, but also by a refined language, by cultural and social references and by a strong link with the Arab cultural tradition. The author favors Arabic, to the detriment of French or English, drawing on both the high register (Standard Arabic) and the low register (Lebanese Arabic) of the language. El Rass stands out, in style and language, from most of the Lebanese rappers and constitutes a particularly interesting case study.
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Spynu, Larisa Mikhailovna. "Consideration of extralinguistic factors in interpreting (by the example of a speech by the President of the French Republic Emmanuel Macron in French and its translation into Russian)". Philology. Issues of Theory and Practice 16, nr 12 (25.12.2023): 4359–63. http://dx.doi.org/10.30853/phil20230662.
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The aim of the study is to identify the extralinguistic factors that influence the process of interpreting. The paper examines the influence of extralinguistic parameters on interpreting through the lens of the functionalist Skopos theory. The study is novel in that it is the first to identify the relevant extralinguistic parameters affecting interpreting that are important exclusively in a given communicative situation, i.e., the speech of a political leader addressed to a wide audience, cultural background, historical context, using a speech by the President of the French Republic Emmanuel Macron as research material. As a result of the study, it was found that there is considerable interest in the academic community in extralinguistic cultural references in interpreting. Using a political speech and its translation as an example, the paper describes the following extralinguistic parameters: cultural context, body language and gestures, contextual knowledge, the speaker’s status and power. Actual language examples show the role that these parameters play in interpreting. Interpreting political speech requires not only linguistic skills, but also a deep understanding of political dynamics, cultural context and effective communication strategies.
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Stepanyuk, Y. V. "Phraseological unit <i>une pomme de discorde</i> in cognitive-discursive consideration (on the material of the modern French Press)". Linguistics & Polyglot Studies 9, nr 2 (29.06.2023): 62–78. http://dx.doi.org/10.24833/2410-2423-2023-2-35-62-78.
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This article is focused on the functioning of the phraseological unit une pomme de discorde in French from the standpoint of the cognitive-discursive paradigm. The purpose of the work is to present the foundations of the semiosis of the considered phraseological unit as a cognitive scenario, to establish its main components and their transformations in the target areas. The main material was publications in modern French periodicals Le Monde, Le Figaro, Liberation, L’Obs, 20 minutes, Le Point, posted on the respective websites, for the period from 2018 to the first half of 2022. In the process of research, methods of observation, description, interpretation, modeling, lexicographic, linguistic, contextual, cognitive analysis were used. The study of the phraseological unit was carried out in several stages: first, its status was determined, then it was studied from the semantic-cognitive and functional-discursive aspects. It was found that une pomme de discorde belongs to the group of antique phraseological units and is a phraseological universal. Its phraseological meaning ‘a subject of dispute and disagreement’ was fixed in the French language in 1680 on the basis of a cognitive scenario dating back to the ancient Greek mythology. Four microsituations were identified in the scenario structure, but none of them is profiled completely in the target area. The transformations of the basic scenario of a dispute (conflict) affected all its main components: the sphere of manifestation, the type of conflict, its dynamics, structure (participants, their goals, the object of the conflict). Target areas – areas of conflicts manifestation, in which the baseline scenario is profiled, were grouped by territorial reference (France or other states) and by thematic areas (internal or international issues). The political, economic and social spheres are mainly represented, less often the cultural ones. By its type, the conflict has transformed from interpersonal to intergroup and interstate, from trilateral to bilateral. The object of conflict in the target areas are mainly material values, less often social and spiritual ones. In general, the objects of conflicts are things and phenomena, and only in exceptional cases − persons. The subjects of conflicts can strive both for the possession of an object or for its rejection. Thus, the phraseological unit of the French language une pomme de discorde actualizes the concepts of DISPUTE, CONFLICT and WAR. The wide use of the phraseological unit and a wide variety of areas of purpose prove the relevance of ancient images, the high viability of the phraseological unit under consideration and its high phraseological potential.
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Lindholm, Maria. "A community text pattern in the European commission press release? A generic and genetic view". Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 18, nr 1 (1.03.2008): 33–58. http://dx.doi.org/10.1075/prag.18.1.03lin.
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This contribution is concerned with press releases from the European Commission and national ministries. Political press releases may serve other purposes than those issued by business organisations, and they are also a fairly unexplored field in press release research, which this study sets out to remedy. The linguistic dimension of EU communication is also a neglected field of study, and this paper is aimed at introducing the linguistic dimension of the European Commission communication as a field of study worthy of closer examination. Within a genre-based analytical framework, the present paper aims at examining to what extent we can identify a unique community text pattern in European Commission press releases. I propose a macrostructural text analysis in which I compare a number of press releases issued by the European Commission with national equivalents from French and Swedish ministries. In particular, I will focus on three recurrent and characteristic text features of the European Commission press release, viz. the introduction, the quotation and the intertextual references. It is shown that the way they are designed in the European Commission press release is quite special and that this can be explained with reference to the communicative situation of the European Commission. In doing so, I will be drawing on ethnographic data that I gathered from fieldwork at the European Commission.<<<It will be suggested that the results from this study can be extrapolated to the study of press releases in general. That is, press release research may benefit from the genre-based methodological approach chosen here, since, indeed, the press release is a situated practice whose understanding depends on a comprehensive study of the communicative situations it functions within.