Studies In French Applied Linguistics (Language Learning and Language Teaching)

Studies in French Applied Linguistics......Page 2
Editorial page
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Title page
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LCC data
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Table of contents......Page 6
In memoriam......Page 8
Preface......Page 10
About the contributors......Page 12
First and second language acquisitio......Page 16
Evolving perspectives on learning French as a second language through immersion......Page 18
1. What is immersion?......Page 19
2. Outcomes of immersion......Page 21
3. Incidental focus on form......Page 24
3.1 Verbs......Page 26
3.2 Pronouns......Page 28
3.3 Gender......Page 30
4. Form-focused instruction......Page 31
5. Counterbalanced instruction......Page 37
6. Directions for future research......Page 43
References......Page 45
1. Introduction......Page 52
2. The beginnings of neurolinguistics......Page 53
3. Illustration of double dissociations in the language production system......Page 57
4. The neurolinguistic investigation of phonological encoding and its convergences and divergences with psycholinguistic research......Page 60
4.1 Lexical stress: representation versus computation......Page 63
4.2 The study of syllabic representation in speech production......Page 64
5. Analyzing the time course of phonological encoding in healthy and brain damaged speakers......Page 66
6. Conclusion......Page 70
References......Page 71
Natural language processing tools in CALL......Page 78
1.1 General characteristics and overall architecture of the ITS......Page 79
1.2 The Expert Module (EM)......Page 81
1.3 The Learner Module......Page 82
1.3.1 Diagnosis......Page 83
1.3.1.1 The overlay model......Page 84
1.4 The Tutor Module......Page 85
1.5 The Interface Module......Page 87
2.1 Natural Language Processing (NLP)......Page 88
2.2 Parsing......Page 89
2.3 Parsers in ILTs......Page 90
3.1 Reusing existing NLP tools......Page 92
3.2.1  The didactic concept......Page 94
3.2.3 Compréhension activities......Page 95
3.2.4 Exploration activities......Page 97
3.2.4 Manipulation activities......Page 98
3.2.5 Création activities......Page 99
3.3 The EM of FreeText......Page 100
3.4 The LM of FreeText......Page 101
3.5 The IM of FreeText......Page 104
3.6 Final outcome of the FreeText project......Page 105
5. Directions for future research......Page 106
References......Page 108
Specific language impairment in French......Page 112
1. Introduction......Page 113
2. Grammatical semiology of SLI in French......Page 116
2.1 Tense......Page 117
2.2 Determiners and pronominal clitics......Page 118
2.3 Gender and number marking......Page 119
2.4 Wh-constructions......Page 120
2.5 Summary......Page 122
3.1 Age......Page 123
3.2 SLI or pathologies affecting language development?......Page 125
3.4 Summary......Page 128
4.1 Speed of processing and feature blindness/missing agreement......Page 129
4.2 Computational complexity: Maturation of linguistic competence or maturation of linguistic performance?......Page 132
5. The Derivational Complexity Hypothesis......Page 134
5.1 Number of Applications of Merge and Successive Internal Merging......Page 135
5.2 Derivations involving deep embedding or long movement......Page 137
5.3 Accumulation of complexity......Page 139
6. Conclusion and directions for future research......Page 141
Abbreviations......Page 142
References......Page 143
The first language acquisition of French from a generative perspective......Page 150
1.1 Introductory remarks......Page 151
1.2 Method......Page 153
2.1 French clause structure......Page 154
2.2 Clitics......Page 155
2.3 Question types in French......Page 158
3. Theories of development......Page 160
3.1 Computational Complexity......Page 161
3.2 Truncation......Page 162
3.3 Optional infinitives and the Unique Checking Constraint......Page 164
4.1 Early parameters......Page 166
4.2 Null subjects and optional infinitives......Page 168
4.3 The distribution of null subjects......Page 171
5.1 The delay of complement clitics......Page 173
5.2 Complement clitics in relation to other phenomena......Page 175
5.3 The developmental profile of the reflexive clitic se......Page 176
6.1 Fronted wh versus wh-in situ in typical and atypical development......Page 179
6.3 Infinitives and null subjects in declaratives and questions......Page 181
6.4 Sketching an account of early question formation......Page 183
7. Summary and conclusion......Page 185
8. Directions for future research......Page 186
Appendix I......Page 187
Appendix 2......Page 189
References......Page 190
French in applied linguistic......Page 198
1. Introduction......Page 200
2. Overview of the language contact situation today......Page 201
3. Historical background......Page 203
4. Language competition......Page 206
5. Language planning in the postcolonial Maghreb......Page 210
5.1 The ideology of Arabization......Page 211
5.2 The practice of Arabization......Page 212
6. The current role and status of French......Page 215
7. Code-switching and linguistic hybridity......Page 218
8. French language provision in schools......Page 221
9. The place of the Maghreb in the Francophone world......Page 226
10.1 Administration......Page 227
10.2 Education: private sector and higher education......Page 228
10.3 The media......Page 229
11. Conclusion......Page 232
12. Directions for future research......Page 233
References......Page 234
Anthropological linguistic perspectives on writing Guadeloupean Kréyòl......Page 238
1. Introduction......Page 239
2. Linguistic anthropology and the study of literacy......Page 241
3. Guadeloupe’s linguistic situation......Page 243
4. Early Kréyòl writing......Page 245
5. The GEREC Kréyòl standard and its orthography......Page 246
6. Ideological underpinnings of the GEREC orthography......Page 248
7. Writing Kréyòl in Guadeloupe today......Page 249
7.1 Kréyòl Texts......Page 250
7.2 Varying diacritics with o: Grave accent vs. circumflex......Page 253
7.3 Examples of the apostrophe......Page 254
7.4 Examples of K and W......Page 255
8. Reactions to written Kréyòl: struggles over authority and reluctant acceptance......Page 259
9. Conclusions......Page 262
10. Directions for future research......Page 264
References......Page 266
Literacy and technology in French language teaching......Page 270
1. Introduction......Page 271
2. Characterizing literacy......Page 272
3. Literacy and technology issues for foreign language learners......Page 273
3.1 New language forms......Page 274
3.2 Language play......Page 280
3.3 Intercultural encounters (cultural literacy)......Page 287
3.4 Multimodal communication – desktop videoconferencing......Page 291
4.1 Can CMC contribute to SLA?......Page 300
4.2 Research methodology......Page 302
5. Conclusion......Page 304
References......Page 305
Forensic linguistics and French......Page 310
1. Introduction......Page 311
2. Medieval legal procedure and language......Page 313
3. Attempts to unify the language of the law in the Ancien Régime......Page 314
3.1 King’s law and local law in the Ancien Régime: a case study......Page 320
4. La République une et indivisible......Page 323
4.1 Linguistic disadvantage and government record-keeping......Page 324
4.2 Linguistic disadvantage and the criminal court system......Page 327
5. Conclusion......Page 328
6. Areas for future research......Page 329
References......Page 330
1. Introduction......Page 332
2. The Banlieues......Page 334
3. Lexicographical work......Page 335
4. Sociolinguistic variables......Page 341
5. Ethnographic approaches......Page 347
6. Transnational comparisons and conclusion......Page 352
7. Directions for future research......Page 355
References......Page 356
Language planning and policy in Québec......Page 360
2. What is language planning and policy?......Page 361
2.1 Haugen’s model of language planning......Page 362
3. Status planning in Québec......Page 365
3.1 The ‘coming of age’ of status planning......Page 371
3.2 The impact of status planning......Page 375
4.1 French as a language of instruction......Page 377
4.2 New directions in acquisition planning......Page 380
5. Corpus planning in Québec......Page 384
5.1 Corpus planning from the 1960s......Page 385
5.1 The emergence of a Standard Québec French......Page 388
6. New realities, new challenges......Page 391
6.1 Directions for future research......Page 392
References......Page 393
Name index......Page 402
Subject index......Page 410
English-French glossary......Page 412