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".

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 Algebraic Bayesian networks: Checking backbone connectivity

2021 ◽  
Vol 8 (2) ◽  
pp. 305-316
Author(s):  
Anatolii G. Maksimov ◽  
◽  
Aleksandr L. Tulupyev ◽  
Keyword(s):  
Machine Learning ◽  
Inverse Problem ◽  
Computational Complexity ◽  
Bayesian Networks ◽  
Primary Structure ◽  
Global Structure ◽  
Graph Theoretic ◽  
Theoretical Significance ◽  
First Time ◽  
Special Case

The paper investigates the construction of a joint graph as a global structure of network based on its primary structure, one of the problems arising in machine learning of bases of knowledge patterns with uncertainty, presented in the form of algebraic Bayesian networks. The aim of the research is to propose methods for solving the inverse problem. As the results, algorithms for checking a graph for belonging to a family of joint graphs and a family of minimal joint graphs are proposed, and estimates of their computational complexity are made. An improved version for the special case and an improvement for the general case on average are also proposed for the algorithm for checking membership in a family of joint graphs. The problem of recognition of joint graphs has not been previously researched; issue is being addressed for the first time as currently drafted. The theoretical significance lies in the possibilities for applying the results in further researches of graph-theoretic invariants in the global structures of algebraic Bayesian networks.

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

John Palsgrave as a sixteenth-century contrastive linguist

2017 ◽  
Author(s):  
Gabriele Stein
Keyword(s):  
Sixteenth Century ◽  
Foreign Language ◽  
French Language ◽  
French Grammar ◽  
Linguistic Achievement

John Palsgrave is the first English lexicographer known by name. As a teacher of French to Henry VIII’s sister Mary, he set himself the task to ‘reduce the French language to rule’. His Lesclarcissement de la langue francoyse (1530) is an outstanding linguistic achievement which describes French pronunciation, explains the rules of French grammar, and includes an English–French dictionary of some eight hundred pages. Himself a dedicated teacher, Palsgrave helped his English countrymen to understand the foreign language by explicit comparisons between the differences of expression, explaining them and illustrating them with examples. The chapter presents the most striking grammatical comparisons in the use of pronouns, questions, and negation, and then focuses on the lexicon: contrasts in semantic range, idiomatic usage, sense-dependent complementation, and construction patterns.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

German-English Interference in the Field of Vocalism (Based on the Speech of Germans who Study English as a Foreign Language)

2021 ◽  
pp. 128-143
Author(s):  
Anna Abryutina ◽  
Anna Ponomareva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
Comparative Methods ◽  
Instrumental Method ◽  
Qualitative And Quantitative ◽  
Theoretical Significance

The growing popularity of contrastive phonology as a branch of linguis-tics is seen now, in particular, due to the spread of bilingualism and multilin-gualism. Globalization involves the ability to speak several languages, in the study of which the phonetic level is primarily considered. The purpose of this work is to examine and describe the most likely consequences arising from in-terference in the articulation of vowel sounds in the English-language speech of Germans who study English as a foreign language. The article deals with monophthongs, diphthongs, and triphthongs, dis-cusses possible variations in the articulation of sounds, as well as the processes of reduction, elision, and substitution. Descriptive and comparative methods are the leading ones in the work, however, the instrumental method is also used to determine deviations from the norm and the nature of changes in articulation. The paper identifies a number of trends in the articulation of English sounds by Germans and reveals the reasons of the main difficulties which stu-dents face while studying phonetic norms of RP and speaking German as their native language, i.e. the qualitative and quantitative mismatch of allophones. The achievement of this goal testifies to the theoretical significance of this work, namely, the possibility of further detailed research in the field of sociophonetics and phonostylistics.

scholarly journals AN OVERVIEW OF INDONESIAN LOANWORDS FROM FRENCH

2016 ◽  
Vol 6 (1) ◽  
pp. 155
Author(s):  
Tri Indri Hardini ◽  
Philippe Grangé
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Old French ◽  
The Other ◽  
French Language ◽  
Historical Background ◽  
Reciprocal Influence ◽  
French Speaking ◽  
Dutch Language ◽  
Faux Amis

When two languages come into contact, they exert a reciprocal influence, often unbalanced. A phenomenon that often occurs in case of language contact is the absorption or borrowing of lexical elements, which will enrich the vocabulary of the receiving language. In this article, we deal with words adopted from French in Indonesian and vice-versa. This research shows that most of the words of French origin in Indonesian/Malay language were borrowed through Dutch. Historical background explains why there are no direct loanwords from French language in Indonesian. Nowadays, a second batch of words originating from Old French finds their way into Indonesian through English. On the other hand, very few words from Malay-Indonesian origin were borrowed in French, and their route was not straight either: they were conveyed through Portuguese or Dutch. Phonological adaptation and shift of meaning may have happen when the words were loaned from French to Dutch language or later, when adapted from Dutch into Indonesian language. The data analysed in this article may help teachers of French as a Foreign Language in Indonesia, as well as teachers of Indonesian as a Foreign Language in French-speaking countries, to predict which words will be immediately recognized by their students, and when they should pay extra-attention to faux-amis (cognates whose meanings differ).

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 framing of the Jewish pogroms upon the Ukrainian terrains via a prism of the Ukrainian foreign-language press in Europe (1919―1920s)

2019 ◽  
pp. 87-112 ◽  
Author(s):  
Serhiy Blavatskyy
Keyword(s):  
Foreign Language ◽  
Western Europe ◽  
Jewish Question ◽  
Attribution Of Responsibility ◽  
The West ◽  
European Languages ◽  
The Usa ◽  
First Time ◽  
West European

It has been attempted to make an empirical study of the framing of the Jewish pogroms upon the Ukrainian terrains in 1919 in the Ukrainian press in the West European languages in Europe (1919―1920s). For the first time, in the communication and media studies discourses, there have been elicited new, previously unknown, findings of specificity of the framing of the Jewish pogroms in the Ukrainian foreignlanguage periodicals. Those were: «Bulletiner fra det Ukrainske Pressburo» (Copenhagen, 1919—1920s), «La Voce dell “Ucraina”» (Roma, 1919—1920s), «The Ukraine» (London, 1919—1920s), «Bureau Ukrai nien de Presse: Bulletin d’Informations» (Paris, 1919—1920s), «France et Ukraine» (Paris, 1920), «L’Europe Orientale» (Paris, 1919—1920s), «Die Ukraine» (Berlin, 1918—1926s). First, it has been elucidated that the «attribution of responsibility» frame was dominant in the content of the Ukrainian foreign-language press in Western Europe. Second, the conclusion about dialectic of the frames of «attribution of responsibility» and «morality» in the coverage of the Jewish pogroms upon the Ukrainian terrains has been made. In this regard, we conclude that the «morality» frame was connected with the internationalization of this problematic in the geopolitical discourse of international relations of the postwar period. On the contrary, the frame of «attribution of responsibility» was linked to localization of the Jewish question in the multilateral conflict on the Ukrainian territories in 1919. The main conclusion of this paper is that the coverage of the Jewish pogroms in the Ukrainian foreign-language press in Europe was made primarily in counterpropaganda purposes. The follow-up studies are to make a comparative study of the stereotypes about Jews’ perception in the Ukrainian-language press both in Ukraine and abroad (in Europe or the USA), as well as in the West European and American press of the Ukrainian Revolution period (1917―1921s). Thus, these future studies will either refute or confirm the validity of the findings and conclusions of this research. Keywords: framing, the Jewish pogroms, the Ukrainian terrains, the foreign-language press, Europe.

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