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.

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 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.

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.

Alien Wisdoms in English and Foreign Language Programs

PMLA ◽  
2002 ◽  
Vol 117 (5) ◽  
pp. 1245-1247 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Learner ◽  
Common Denominator ◽  
Language Programs ◽  
University Of Texas ◽  
Foreign Language Programs ◽  
Multicultural Experiences ◽  
Global Language ◽  
The University

The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.

scholarly journals Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 49-70
Author(s):  
Meta Lah
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Schools ◽  
Writing Skills ◽  
Age Groups ◽  
Target Group ◽  
French Language ◽  
Written Compositions ◽  
Two Age Groups

The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group. 

scholarly journals نظريات اكتساب اللغة الثانية وفرضياته

Lugawiyyat ◽  
2020 ◽  
Vol 2 (1) ◽  
Author(s):  
MAKHIULIL KIROM
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Human Being ◽  
Learning Conditions ◽  
Acquisition Device ◽  
Acquisition Method

Language skills are abilities that can be possessed by every human being. This ability can be obtained in several ways and methods for foreign language learning. However, the best way or method of language learning, the best way is by the language acquisition method, because the method makes students learn language skills unconsciously, and this condition can instill language skills in a person well, more than normal learning conditions. Furthermore, every human being born has been equipped with a Language Acquisition Device that will greatly assist a person's development in mastering certain languages. In this paper, several theories and hypotheses are also mentioned about the ways, processes and results of language acquisition done by someone.

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.

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