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.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Some analogical methods of teaching English as a second foreign language

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Paul Vincent Mirabile
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Morphological Features ◽  
Teaching English ◽  
Pedagogical Approach ◽  
Second Languages ◽  
French And English ◽  
The University

Abstract To teach English as a second foreign language at university levels provides the educator or professor an excellent occasion to compare the first and second languages by a series of analogical activities that not only highlight the similar forms and structures of them, but more important still, oblige students to comprehend these forms and structures without having either to rely on or depend upon their mother tongue or apprehend them through the prism of their own. In this article are compared Turkish, French and Chinese forms and structures with English through sets of analogical activities that I prepared and applied in classrooms with my Russian students studying the aforesaid languages at the University of Academgorodok near Novosibirsk in Siberia. It was my methodical experiment to bring together English/Turkish, English/French and English/Chinese as interrelated objects of study; to put into relief the interpenetrating analogical elements that these languages possess as a pedagogical approach to them in spite of their very different language families and distinctive structural and morphological features.

scholarly journals «Cultura» en el PEFPI intereses del profesorado de español en formación inicial

2021 ◽  
Vol 12 ◽  
pp. 77-99
Author(s):  
Pilar Nicolás Martínez ◽  
Marta Pazos Anido ◽  
Mónica Barros Lorenzo
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Mother Tongue ◽  
Teaching Practicum ◽  
Upper Secondary Education ◽  
Arts And Humanities ◽  
Upper Secondary ◽  
Second Year ◽  
The University ◽  
Spanish Classroom

This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal.During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL).In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with “Culture” were selected for analysis. The objective was to analyse trainees’ concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered.

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 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 BIOGRAFIA JĘZYKOWA JAKO PRZYCZYNEK DO REFLEKSJI NAD MOTYWACJĄ DO NAUKI JĘZYKA NIEMIECKIEGO

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 181-200 ◽  
Author(s):  
Maciej Mackiewicz
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Dynamic Process ◽  
Mother Tongue ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
German Language ◽  
Linguistic Development

A language biography is most often a reflection on one’s own linguistic development and therefore can be termed “language autobiography”. In its a broad sense, a language biography may include mother tongue acquisition, yet this article focuses solely on foreign language learning, with a special emphasis on the German language. The article provides insights into factors that motivate learners of German and into changes in these factors over a period of time, including the role of intercultural motivators. A theoretical and methodological introduction is followed by the results of a qualitative study conducted in five Polish institutions of tertiary education on a group of 73 students learning German. The excerpts of biographies quoted provide a picture of motivation as a dynamic process and moreover indicate that as present-day students get older, they are increasingly more thoughtful about their learning.

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 Possibilities to Obtain Higher Education in Germany for Latvian Baltic German Students

2021 ◽  
Author(s):  
Rudolfs Rubenis ◽  
Keyword(s):  
Higher Education ◽  
Minority Rights ◽  
German Language ◽  
Political Situation ◽  
Parliamentary System ◽  
Historical Archive ◽  
German Student ◽  
Mixed Feelings ◽  
The Baltic ◽  
The University

With the formation of the Parliamentary Republic of Latvia in the early 1920s, higher education in Latvia underwent the changes that affected the Baltic Germans. The necessity to obtain higher education in the Latvian language was perceived with mixed feelings, and the interest in the establishment and development of the University of Latvia (UL) and involvement in the reorganisation of the Riga Polytechnic Institute (RPI) went hand in hand with the reluctance to accept the full Latvianization of higher education. In the circumstances, the students used contacts established by their student corporations and sought for higher education in Germany, where it could be obtained in German but later equated to the higher education obtained in Latvia. Thus, the aim of the article is to evaluate the possibilities for the Baltic German students from the parliamentary state of Latvia (1920–1934) to study in German universities. The research is based on the documents of UL and Baltic German student corporations from the Latvian State Historical Archive (LVVA), Baltic German student corporation press (journals and anniversary books) kept in the UL Library, UL activity reports (1924–1931) stored in UL Museum history collection and available research on the Baltic German minority in the Parliamentary Republic of Latvia. The study showed that during the parliamentary period, the Latvian Baltic Germans used the state granted minority rights to find alternative ways to obtain higher education in German. The parliamentary system did not discriminate against the Baltic Germans for their use of the German language and allowed them to study in Germany but demanded that their diplomas be equated with the diploma obtained at the UL. The contacts established by student corporations helped Baltic German students to better integrate into the German study environment offering accommodation on the premises of student corporations in Germany. At the same time, additional knowledge through lectures on the political situation of Baltic Germans in the parliamentary state of Latvia did not allow them losing their historical connection with the Baltic region.

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