Mercier Et/and Camier : Un voyage de découverte linguistique est-il traduisible?

2007 ◽  
Vol 17 (1) ◽  
pp. 109-120
Author(s):  
Helen Astbury
Keyword(s):  
Foreign Language ◽  
English Translation ◽  
Mother Tongue ◽  
French Language ◽  
Close Analysis ◽  
First Time ◽  
As If

This articles studies the English translation of Beckett's first French-language novel, in order to ascertain whether the linguistic discovery it represents was translatable into English. A close analysis of how Beckett translated his very markedly oral French reveals how Beckett uses for the first time, Hibemo-English structures and words, as if the use of a foreign language had allowed him to rediscover his mother tongue as he has never used it before.

scholarly journals Jurnal Al-Maraji' Volume 1. Nomor 1. Juni 2017

2018 ◽  
Author(s):  
PUJIA UNISMUH MAKASSAR
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Direct Method ◽  
Point Method ◽  
Learning Science ◽  
Teaching Language ◽  
First Time ◽  
Science Subject ◽  
The Way

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students’ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them .

scholarly journals Metode Langsung (Al-Tarīqah Al-Mubāsyarah) dan Strategi Pembelajarannya

2020 ◽  
Vol 8 (2) ◽  
pp. 161
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Direct Method ◽  
Point Method ◽  
Learning Science ◽  
Teaching Language ◽  
First Time ◽  
Science Subject ◽  
The Way

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students‟ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them. 

scholarly journals The Logical Problems of Hindi Speakers while Learning French as Foreign Language

2020 ◽  
Vol 8 (6) ◽  
pp. 8
Author(s):  
Rajesh Kumar
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Age Groups ◽  
Social Background ◽  
Learning Phase ◽  
Language Learner ◽  
French Language ◽  
Human Being ◽  
Acquisition Device ◽  
Class Room

As we all know, every human being has LAD (Language Acquisition Device), which helps to learn, to understand and to speak a language. We all human being learn or understand at least one language by birth, which we call mother tongue or first language and it comes with feelings inside us automatic. If we think something in our mother tongue, then we can describe it very easily, without any hesitation. To speak or to understand mother tongue, there is no need to learn or study properly, it comes from inside. But while learning a second language or foreign language we face many challenges, like: mother tongue influence, social background, cultural background, pronunciation, medium language and teaching methods too. In this article I want to focus on some problematic points of French Language. Learner coming from Hindi Speaking background, which they have faced during whole learning periods. Some points vary person to person, but some points are same and some points change with time. At every learning phase there are different problems. For beginners there are some other problems and another side for next level learners there are some other problems. These problems vary not only with learning phase but also vary with age groups, because teenagers learn more than their experience-literally, so they have different types of problems and other side adults learn not only in class room rather they learn with their experiences too, so they have some other types of problems. Every language has its own grammatical rules to frame the sentences. Speaking part of French Language is a bit complicated; because it is totally different from other language. In this article we will read about some logical differences and barriers, which are affecting capacity of Indian learners.

scholarly journals From foreign to national: a review of the status of the French language in Gabon

Literator ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 135-150 ◽  
Author(s):  
H.S. Ndinga-Koumba-Binza
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Policy ◽  
Final Stage ◽  
Mother Tongue ◽  
Central Africa ◽  
French Language ◽  
The Status ◽  
French Speaking ◽  
Local Languages

This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.

scholarly journals Modern lexicology of the French language within the framework of the concept of the digital economy

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 113-126
Author(s):  
Larisa E. Babushkina ◽  
Natalia V. Yudina ◽  
Olga A. Kalugina
Keyword(s):  
Foreign Language ◽  
Primary Structure ◽  
Frame Analysis ◽  
Digital Economy ◽  
French Language ◽  
Frame Structure ◽  
Frame Structures ◽  
Empirical Basis ◽  
Theoretical Significance ◽  
First Time

The purpose of the study is to describe the external structure of French lexicological terms with the identification of frame structures that are common for modern French lexicology and specific for a concept of "Digital Economy". The article presents the characteristics of the concept of "digital economy", carried out a frame analysis of the structure of the concept "digital economy". The scientific novelty of the research lies in the fact that for the first time on the empirical basis, the primary structure of the concept-term "digital economy = économie numérique" in French lexicology has been revealed. As a result, it is proved that the frame structure of this concept is atomic, hierarchical, and similar to the structure of other frames. The authors plan to clarify slots and sub-slots that were not originally included in the frame description. The theoretical significance of the research is associated with the possible use of its results in linguodidactics, terminology, and terminography. The practical value can be determined by the possible use of materials and research results in the practice of teaching French as a foreign language. The practical value lies in the frame analysis of the concept "digital economy" disclosed in the article, which can be used as the basis for elective disciplines in the field of the linguistic theory. The conclusions of this work can serve as a basis for compiling a database on the concept of "digital economy".

Foreign Languages and Mother Tongues: From Exoticism to Cannibalism in Katherine Mansfield’s Short Stories

2015 ◽  
Author(s):  
Elisabeth Lamy-Vialle
Keyword(s):  
Short Stories ◽  
Foreign Language ◽  
Mother Tongue ◽  
The Other ◽  
French Language ◽  
Foreign Languages ◽  
Katherine Mansfield ◽  
English Speaking ◽  
The Way

This chapter discusses the way Katherine Mansfield uses the French language in her short-stories, and specifically in the stories set in France. Mansfield does not only use the French language as a semiological tool but confronts English-speaking readers with a foreign language that constantly interacts with their mother-tongue, imposing on them the Other’s tongue – Derrida’s ‘monolingualism of the Other’. She opens up an in-between space in which the two languages are questioned and unsettled, a process echoing the ‘becoming-other of language’ described by Deleuze. This chapter examines how the tension between English and French reaches a climax in the schizophrenic process at work in ‘Je ne Parle pas français’; language becomes, between the English and the French characters, a ‘cannibal-language’, the aggressive appropriation of the Other through his/her language in order to leave him/her speechless and powerless.

scholarly journals Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus

2020 ◽  
Vol 9 (1) ◽  
pp. 55
Author(s):  
Balogun Thomas Akanbi ◽  
Kezie-Osuagwu Clementina Ndidi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Real Life ◽  
Foreign Language Learning ◽  
Oral Proficiency ◽  
College Of Education ◽  
French Language ◽  
Colleges Of Education ◽  
Communicative Approach

It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.

scholarly journals THE USE OF ARTICLES IN FRENCH: AN OBSERVATION

2021 ◽  
pp. 59-68
Author(s):  
Azman Bin Che Mat
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mother Tongue ◽  
French Language ◽  
Grammar Rules ◽  
Malaysian Students

Studying French as a foreign language is enjoyable among Malaysian students. Even though French is not widely used in comparison to English as the second language in Malaysia, there are many courses offered in French to meet university programme requirements. Each language has its own challenges, especially in relation to the application of its grammar rules, and learning French is no exception, too. Therefore, this current study focuses on the exceptional use of articles in various sentence structures in French. To achieve this, students’ formative-assessment projects, which are role plays based on specific situations captured in short videos, have been meticulously scrutinised and analysed. To support the collected data, interviews with two French lecturers have been conducted to elicit some professional feedback pertaining to the use of articles in French by the students. The findings show that errors associated with using articles for masculine and feminine nouns and the use of definite and indefinite articles are abundant in the students’ pre-recorded conversations. This is due to the fact that the articles used are not equivalent or do not even exist in their mother tongue. Hence, this study suggests that the students need to increase their knowledge of the French language and keep drilling intensively and continuously on the use of French articles for innumerable nouns and nouns phrases in French discourses.

Phonétique et phonétique corrective

2021 ◽  
Vol 1 (138) ◽  
pp. 21-38
Author(s):  
Hussein Saddam Badi
Keyword(s):  
French Text ◽  
Foreign Language ◽  
Mother Tongue ◽  
French Language ◽  
German Language ◽  
French Studies ◽  
University Center ◽  
German Student ◽  
The University

This research deals with the topic of phonology and corrective phonology in a foreign French language. This study aims at improving the pronunciation of the German student who is learning French as a foreign language with the aim of finding the suitable ways of improving his pronunciation. In this study, we have chosen a German student who is studying French in the University Center for French Studies in Grenoble in France.  We told this student to read a French text and we recorded this reading. Then we analyzed this dialogue in order to find the pronunciation mistakes and the effect of the German Language in learning French and to know the student's ability to pronounce new sounds that do not exist in the mother tongue. Finally, we proposed pronunciation corrections that were suitable to the student's case. This would help the teacher of French in Germany to manage the classroom and improve the pronunciation of his students and make them able to distinguish the sounds of both French and German languages.

scholarly journals THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
Theophile Kwame ATONON
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
School Setting ◽  
Careful Consideration ◽  
Code Switching ◽  
French Language ◽  
Switching Phenomenon ◽  
Language Classroom ◽  
First Time

RÉSUMÉ. Dans le cas des langues en contact, l’emploi d’alternance codique par des enseignants et des apprenants devient un objet de discussion dans des institutions scolaires. L’objectif de ce travail est d’examiner le phénomène d’alternance codique en classe de français langue étrangère pour évaluer son influence sur l’enseignement/apprentissage du français langue étrangère dans le contexte ghanéen. Les données sont recueillis à travers l’observation des cours de français et les résultats sont analysés et représentés graphiquement.  Les résultats ont montrés que l’alternance de code en classe de français langue étrangère promeut la communication et facilite l’interaction  entre les enseignants et les apprenants. L’attention est prêtée au cas où le français est introduit pour la première fois en classe afin de faire ressortir des problèmes que font face les apprenants. L’alternance codique est donc important pour l’enseignement/ apprentissage du français langue étrangère et doit être inclus dans des programmes d’études de français au Ghana. Mots-clés : alternance de code, interaction, langue étrangère, phénomène sociolinguistique,  situation bilingue. ABSTRACT. In regard to languages coming into contact, the use of code-switching on the part of language facilitators and the learners has become an issue of discussion especially in the school setting. This paper sets out to examine critically the code switching phenomenon to ascertain its effects and necessity on the teaching and learning of French as a foreign language in Ghana. Data was collected through classroom observation while lectures were going on and the result was analyzed and represented in table form. The findings show that language switching in a classroom helps and supports the learning environment and makes it conducive for those involved. A careful consideration of code switching is done mostly at the level where the French language is introduced for the first time. The outcome of this paper suggests that code switching is important to the teaching and learning of French language and it must be adopted in our curriculum of studies. Keywords: bilingual situation, code switching, foreign language, interaction, sociolinguistic phenomenon

Sign in / Sign up

Export Citation Format

Share Document