Maghreb Journal of Documentation and Information from 1983 to 2020: a bibliometric study

Throughout this work, the general characteristics of the Maghreb Journal of Documentation and Information have been introduced since its’ establishment in 1983 to 2020. The Maghreb Journal of Documentation and Information is published annually by the Higher Institute of Documentation. The researchers have used the bibliometric approach in order to quantify the frequency of publications and to review the percentage of articles’ productivity and their distribution during the years of publications. The study found that there is an average of 447 articles published by 572 authors in 29 issues over a period of 24 years from the actual publications, without considering the years of interruption. It is worth to mention that the journal was resuming its activities and functions after each interruption, especially after the scientific events to publish their activities or after changing its directing members. Moreover, in order to clarify the direction of the journal and its editorial board, the bibliometric approach has also helped to extract the sub-topics presented by the publications, as it is the only journal specialised in the information science in Tunisia. In addition, besides studying of the linguistic writing choices of the authors; the study focused on the Influence of the French language in writings to understand the general cultural and social framework that made the Arabic language ranked as a second language in number of publications.

La représentation de la polysémie et des termes complexes de type locution faible dans une base de données terminologique

We propose to identify, for the French language, the senses and subsenses of travail in the field of international commerce. We also intend to present the main weak idioms containing this form, from a corpus that has been constituted ex novo in the framework of the DIACOM-fr project (Department of Foreign Languages, University of Verona), part of the Excellence Project “Le Digital Humanities applicate alle lingue e letterature straniere” (“Digital Humanities applied to foreign modern languages and literatures”). The senses and subsenses as well as the weak idioms, classified on the basis of a number of semantic labels, will be represented in a draft of terminological network.

The Impact of Linguistic Concordance and the Active Offer of French Language Services on Patient Satisfaction

Communication is essential to providing quality primary care. Linguistic concordance between patients and physicians has been linked to improved health outcomes and greater patient satisfaction. Although Canadian Francophones often struggle to access linguistics concordant health services, the concept of the active offer of French Language Services (FLS) has emerged as a means of ensuring the availability of such services and improving the francophone patient experience. However, the impact of language concordance and the active offer of FLS on patient satisfaction among Ontario Francophones remain largely unknown. Patient satisfaction surveys were collected as part of a continuing education program targeted at family physicians in Northeastern Ontario. Participating physicians distributed patient surveys consisting of select patient satisfaction questions from the Physicians Achievement Review (PAR) and select questions from the Active Offer of French Language Services in Minority Context Measure. Valid surveys were received from 235 patients. Just under half of these (44%) identified as Francophones, 62.6% had a French-speaking family physician; however, only 17.2% reported regularly speaking in French with their family physician. As hypothesized, there was a consistent tendency for Francophones who experience stronger linguistic concordance with their family physician to report higher satisfaction scores. Francophones who regularly speak French with their family physicians were more satisfied ( = 4.63) than those who rarely/never speak French ( = 4.29, F(1; 83) = 4.852; p < 0.05). There was also a statistically significant interaction between the patients' language of preference and the service language. Francophones who prefer French and regularly speak it with their family physician (linguistic concordance; adj= 4.82) were significantly more satisfied than those who prefer French yet rarely/never speak it (linguistic discordance; adj= 4.06, F(1; 75) = 11.950; p < 0.001). Furthermore, a positive correlation between patient satisfaction and the active offer was observed in Francophones (r = 0.49, p<0.001). The present findings provide evidence of the impact of linguistically adapted health care services on the satisfaction of Ontario Francophones and suggest that patient satisfaction may be improved through the active offer of FLS. A larger and more diverse sample is required to confirm these findings.

KAJIAN PESAN TEKS MONOLOGIS WHATSAPP/A STUDY OF WHATSAPP MONOLOGIC TEXT MESSAGE

Abstrak Penelitian ini bertujuan untukmenemukan dan mendeskripsikan struktur, bahasa yang dipilih untuk mentransmisikan, serta karakter pesan teksmonologis yang ditulis di ruang pesan tiga grup WhatsAppdan sekaligus dikirim ke seluruh anggota grup. Data berupa pesan teks monologis, diperoleh dari sumber tertulis tiga grup WhatsAppberbeda dengan cara membuat tangkapan layar pesan teks yang dipilih. Untuk menguji validitas data dilakukan wawancara dengan informan terkait. Data berbahasa Prancis bersumber dari sebuah grup WhatsAppyang anggotanya berprofesi sebagai guru bahasa Prancis, data berbahasa Indonesia diambil dari sebuah kelompok pengajian, dan data berbahasa Jawa diperoleh dari sebuah grup WhatsAppRW. Data terkumpul dianalisis berdasar perspektif monologis Bakhtin. Hasil analisis menunjukkan bahwa pesan teks monologis di dalam ruang pesan grup-grup WhatsApptersebut dituturkan dari penutur yang berwewenang kepada seluruh partisipan di masing-masing grup dalam konteks pemberian informasi. Pesan teks monologis tersebut dapat berstruktur lengkap atau semi lengkap, cenderung disampaikan dalam bahasa yang prestise di lingkungannya, dan secara umum bersifat otoritatif. Kata kunci: monologis, otoritatif, pesan teks, WhatsApp AbstractThis studyaimed to discover and describe the structures, language preference, and characters of the monologic text messages written and sent to all group members in the message spaces of three WhatsApp groups.The data that were in the forms of monologic text messages were obtained from three written sources, which were three WhatsApp groups, by taking and saving screenshots of selected text messages. To test the validity of the data, interviews were conducted with informants. The data written in French were collected from a WhatsApp group whose members are the French language teachers. The data written in Indonesian were obtained from a Quran reading group, and those in Javanese were collected from a WhatsApp group of a community unit (RW). All of the collected data were analyzed based on Bakhtin's monologic perspective. The results of the analysis showed that the monologic text messages in the message spaces of the WhatsApp groups were written by speakers (group members) with authority over all other group members in the three WhatsApp groups in terms of providing information. The monologic text messages were either complete or semi-complete, tended to be conveyed in language that showed prestige in each group’s environment, and were generally authoritative. Keywords: monologic, authoritative, text message, WhatsApp

Song and motivation in language class Chanson et motivation en classe de langue

Songs are considered as an educational and a substantial dependable references used in teaching and learning, particularly the so - called foreign language learning that allows learners to adapt to the target language culture and to develop their language learning skills including: listening comprehension, reading comprehension, speaking and writing. Consequently, it can be said that the Francophone songs with the musical richness and resonance specifically facilities French language learning skills for all levels of education and achieve short and long terms predetermined educational language learning goals. In fact, language learning through songs method does not only include the cultural, musical, and heritage content of the language but rather includes the entire rich linguistic features that enable to master social linguistic field. It exceeds topographical and political limits to attain different cultures and communities’ interference. Additionally, learning through songs and music method plays an important role in French language learning. It represents one of the French languages most significant and reliable cultural and vernacular language learning reference. Out of French language teaching experience in Iraq, it is obvious that through songs and music language learning method represents such a vital element in the learning process that facilitates and supports the classroom linguistic and educational activities. The present study considers the advantages of teaching songs in French as a foreign language learning method ( FLE ) that helps the acquisitions of the oral and written language learning skills. Résumé La chanson, présente bel et bien en force dans notre vie quotidienne. Elle est considérée comme un document authentique de qualité à exploiter dans l’enseignement-apprentissage des langues surtout dites secondaires ou étrangère surtout. Le présent article traite la question de l'exploitation de la chanson comme support éducatif en classe de FLE. Un usage qui ne se limite pas uniquement aux apports linguistiques mais qui renvoie aussi à des réalités de la (des) culture(s) de la francophonie. Dans l’enseignement de la langue étrangère, la chanson est considérée comme un moyen pédagogique qui permet aux apprenants de s’accommoder à la culture de la langue-cible afin de développer les quatre compétences langagières (The four skills), à savoir celles de ; la compréhension de l’oral, la compréhension de l’écrit, l’expression de l’oral et celle de l’écrit. On peut dire donc que la chanson francophone, avec sa richesse musicale et ses qualités dites ludiques où se côtoient plaisir et désir. Cet avantage procure aux apprenants de différents âges et de différents niveaux une réception fortement positive, de laquelle peut émerger une multitude de manières plausibles d’exploitation d’un tel support en classe de FLE. L'important, serait donc, l’atteinte des objectifs finaux prédéterminés à long ou à court terme. En effet, la richesse de l’apprentissage par la chanson dépasse le contenu culturel, le musical, le patrimonial pour enfermer entre ses entrailles une variété linguistique qui en fait un champ fertile d’investigation dans le domaine de la sociolinguistique. Or, elle constitue un bon messager, voire un bon étrier qui efface les frontières politico-topographique et unit les peuples francophones par le bon brassage des cultures, et ce en partant de l’idée maitresse suivante « No mans land ». Par conséquent, l’enseignement-apprentissage de/par la chanson joue un rôle colossal dans la classe de FLE et qu'il ne faut guère hésiter à l'exploiter, car il permet une connaissance adéquate de la langue et de la culture françaises ou ce qu’on peut appeler la lexiculture. Lors de notre expérience dans le domaine de l'enseignement-apprentissage de la langue française en Irak, nous avons constaté l'utilisation du support en question comme élément fondamentale qui permet le soutien des activités linguistiques et pédagogiques en classe de FLE. Dans cet article, nous tenterions de mettre en exergue les avantages de l’enseignement-apprentissage de/par la chanson en classe de FLE, voire ses impacts prétendument favorables de ce support et son exploitation pour une motivation dynamique qui permet aux apprenants d’améliorer leurs compétences langagières sur tous les plans, qu’ils soient oraux ou écrits.

Absolute Participial Construction Theory: Controversial Issues

The study focuses on current problems associated with the evolution of absolute participial construction and its linguistic status in the French language. It has been established that, borrowed from classical Latin, the absolute construction with an ablative was accepted to the Old French language, presumably in the 13 th –14 th centuries thanks to translations from the Latin language. Widely used in literature, the construction caused disputes among grammarians and only at the beginning of the 20 th century it was recognized as normative. In the second part of the article, a review of the Russian and foreign scientific literature is made, the most controversial issues and the author's own position based on corpus data are formulated. The properties inherent in all types of absolute participial constructions are determined: binarity, semantic duality, expression of predominantly temporary, causal meaning or value of an accompanying action, mobility, syntactic optionality in relation to a matrix sentence, the possibility of functioning only as part of a complex sentence. It was revealed that this construction is an economical formal way of expressing a proposition based on a secondary predicative connection. The features of constructions with present participles, past participles and complex past participles are analyzed. The conclusion is made about the need for a differentiated approach to the analysis of these types of absolute structures. The prospect of further studies of linguistic structures is shown.

Intervention Reading Comprehension Programme in French Language

One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to improve the quality of language education of students and last but not least to be an inspiration for teachers (as well as future teachers) of French language in a new original way.

Attitudes of Prospective French Teachers Towards School Experience and Teaching Practice Courses

Education is an important concept that prepares society for change and pushes development. The teacher, who is one of the basic elements of the education phenomenon, has important duties. Accordingly, the teacher has a very important place in the life of the students. The aim of this study is to determine the attitudes of the prospective French teachers towards School Experience and Teaching Practice courses and to reveal whether their attitudes differ according to the gender factor. The research has been conducted by means of a descriptive survey model and was carried out with the participation of 18 volunteer students (10 females, 8 males) studying at the department of French Language Teaching of the Faculty of Education at Anadolu University. The quantitative data of the study has been collected with a 5-point Likert-type scale consisting of 30 items. Moreover, in addition to the scale, the opinions of the students on the School experience and Teaching Practice courses have been collected by means of 5 open-ended questions drawn up by the researcher. The qualitative data acquired in this study has been reviewed through the document analysis method. According to the obtained data, it has been determined that the students had positive opinions about these courses. In addition, their attitudes towards ‘School Experience’ and ‘Teaching Practice’ courses have a very high average. This research shows that, these courses make significant contributions to the professional development of students. However, no significant difference was observed in terms of the gender factor based on the opinions of the participants with respect to the aforementioned courses.