DOCSLIB.ORG

' of the Acquisition of the ,French Verb System by Young Speakers Of

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
' of the Acquisition of the ,French Verb System by Young Speakers Of ... f Aspect€'of the acquisition of the ,French verb system by young speakers of, English and French in Quebec and Ontario -41 o , ~'\ Edouard Beniak ,~ ~ ~ A thesis submitted to the Graduate Faculty, McGill University, in partial fulfillment of the requlre- ments for the degree of Master of Arts Departrnent of Linguis"tics McGill University rbvember 1981 c ( f '\ ,--:; ... f"'~'~+...,.""~.o;_,,o; .......__ ~_....---....~ Beniak M.A. Linguistics' Short title: . ~spects of the ~cquiaition of the French ve system .------- \ \ \ \ . ,~ 1 \ \ \' \ \ \ 1 \ (. 'Sommaire \- ,> Aspects of the acquisi tion\ of the French verb ;~stem \ \ by young speakers of Epglish and French in Quebec and \Ontario \ \ \ Edouard Ben ak \ .. Ce mémoire comporte t'ro(is études dont chacune consiste en 1 ~ , "une comparaison de l' acquis~ tion d'ut aspect du systême verbal du français par trois groupes de loc teurs différents. Le~ lo­ cuteurs sont des jeunes anglophones ·bui apprennent le franFais comme deuxi~me langue dans un prograbne d'immersion hâtivé' au Québec, des jeunes francophones unilingues inscrits dans d~S écoles élémentai res de langue franç~is~ au QuéD~c et des jbunes francophones bilingues inscri ts dan~ des écoles ~ langue (ran­ çaise en Ontario. Les trois aspect~ du syst~me verbal du 1fran- ça~s, a,. l'''teue d son t 1 a syn t axe d e l~'~n f'1n1tl "f pur ('1.e., sans1 ,/ préposi tion) aprês les' verbes de mouvement, la morpholog±e des verbes pronominaux (i.e., pronom réfléchi + verbe) et la morpho- 10gie de~ participes passés (i.e., th~me + désinence). ChaÇIue étude présente et tente d'expliqueE les erreurs d'apprentissage commises par les trois groupes de locuteurs ainsi que les diff~- \ rences qu'il Y a entre eux par rapport aux stades d' acquisi ti'on qu'ils ont atteints. ( \ \ \ \ r i r Abstract " Aspects of the acquisition of the French verb system by young ~peakers of English and French in Quebec and Ontario Edouard Beniak This thesis consists of three studies each one of which is a comparison of the acquisition of an aspect of the French verb system Dy three different groups of speakers. The speakers are young Anglophones learning French as a second language in an early French inunersion program in Montreal, "young ;nonolingual 1 Francophones attending elementary French lang,uage schools in Quebec and young bilingual Francophones enrolled in elementary French language s chools in Ontario. The three aspects of the French verb system under study are the syntax of the bare (i.e. 1 prepos i tian ~ess) infini ti val complement of motion verbs, the morphology of the pronominal verbs (i.e. , reflexive pronoun + verb) and the morphology of the past participles (Le. 1 stem + /~ , " J, affix). Each study presents and attempts to explain the lan- guage acquisition errors c,?mmi tted by the three speaker groups as weIl as the di fferences in the language acquisition stages reached by the three speaker groups., ( Preface ( In its publication enti tled General Information and Fa:culty , r > Regulations, the Graduate Faculty (1981:24) states: ,/ The Candidate has the option, subject to the approval of the Department 1 of including as part of the thesis the text of an original paper, or papers, suitable for submission. to learned jour­ na.ls for publication. In this 'case the thesis must still conform to aIl other requiremen~ts ex­ plained in tbis document 1 and a,dditional material (e.g., experimental data, details of equipment and experimenta;L design) may need féo be provided. In any case abstract, full introduction and con- ; cl usion must be incl uded, and where more than one manuscript appears, connecting texts and c.mmon abstract 1 introduction and conclusions ale re­ quired. A mere collection of rnanuscripfs is not acceptable; nor can reprints of published papers be accepted. While the inclusion of manuscripts co-author­ ed by the Candidate and others is not prohibi ted for a test period, the Candidate is warned ta make an explicit statement on who contributed to such wor"k and to what extent, and 'Supervisors and others wi 11 have to bear wi tness to the accuracy of such claims before the Oral Committee. It should also be noted that: the task of the exter­ nai examiner is much more difficult in such cases . • l have availed myself of this option in the present thesis. Since it is probably unusual for a student seeking the degree of Haster of Arts to be in a position to do 50, l think it is appropriate that l provide a few :,ords of explanation before identi fying my col1aborators and stating their contribution. In the winter of 1977 , as l was busy completing the depart- mental course requiremen ts for the t-laster' s degree in linguis- tics 1 l decided to write a thesis in the area of second lan- ' guage learning.- l set out ta perform an error ana1ysis of selected aspects of the spoken French of young English-Canadian ( " iii ( students learning French as a second language. To this end l ) obtained tape-recorded speech sarnples from students attending '7'n early French immersion prograrn offered by the Protestant School Board of Greater Montreal. For comparative purposes, l also obtained, tape-recorded speech samples trom francophone students attending a private French language school in Montreal as weIl. This data collection phase took place during the spring of 1977. In the early sununer of that same year, however, l took leave of McGill to accept fuil-time ernployment as a research officer at the Ontario Insti tute for Studies in Educa- tion in Toronto. There l joined a team of researchers working in the Franco-Ontarian Centre. In the now over four years that l have been part of the Franco-Ontarian Centre, I have had the unique opportuni ty to instigate and carry out comparative re- search on the acquisition of French by three different groups of young speakers: early French irrunersion students, Québécois students in primary school and Franco-Ontarian stûdents in pri- mary school. This research was based on the irrunersion and Qué- bécois corpora which l had constituted in Montreal and -on the Franco-Ontarian and Québécois corpora to which l had access as a member of the Franco-Ontarian Centre. It gave rise to a total of three papers each one of which compared the th;r-ee student \ groups' acquisition of a different aspect of the French verb system. One paper has been published in a journal (Beniak, Mou- geon and Canale 1979) and the other two have appeared in the proceedings of the conferences at which they were presented (Be- \ iv niak, Mougeon and Côté 1980; Beniak and Mougeon 1981a). In writ­ ing these paperV"was ~le ta benefi t from the cri tical feed­ back of Raymond Mougeon and Michael Canale, both academic rnem­ j. bers of the Franco-Ontariap Centre, and from the technical as­ sistance of N:>rmand Côté, a fell0f' research officer, in collect­ 1 ing and organizing the data for one of the studies, the contri- '- bution/of aIl of whom l saw fit ta recognize in the ~orm of co- authorship. As principal author i t is l, nevertheless f. wh'o 'took full responsibility for the contents of each paper. What I have done is to revise these three papers for the pur- pose of bringing them together as the main compon~n t of this the­ sis. This would not have been possible had they not aIl borne on the same topic. The conunon topic guarded this thesis from " being a 'rnere. colle.ction of manuscripts '. The revisions that l / have made are r,~ther substantial and represent what l hope are , 1 improvements over the original papers. 1 , j -- / v '\ AcknCM ledgements ( l. \ o , \ l woul'd like to "take this opportunity to express my indebt- 1 edness to aIl those who through thei r 'teachings 1 wri tings or 1 \ >. discussions have imparted thei knawledg~ of lang1;lage to me. .1 ! Among these l am forever in th debt of Raymond Mougeon and Mi- i \ '1 chael can\e. l also wish ta e press my h~art-felt thanks to Michel Para is " my thesis super~sor, for having been receptive to the idea 0 my basing th.e main. part of this\ thesis, on re­ search that l ha carried out in collaboration with others, <_for the improvements t at his cri tical comments allowed me to make 1 and last but nat lea t 1 for his patient enéouragemènt. '.1 , ~, . ' ( vi , \ ( ,~ " T able of contents \ \ Abstract ...........•..•. ..................................... • ............. l Preface .....•.•.•....... ...... ii J Acknow ledgements .......... " .............................................. , ........ v / O. Introducti"on ................................................................ " ..... 1 .......,~" 0.1 The development of French immersion education .••....••.. 2 0.2 The plight of French in Ontario ..•.•....••.....••....••. 7 \ 0.3 The situation of French in Quebec .......••........... ~ .10 0.4 Conclusion ............ ............ " . .. 11 1. The corpora ........... • •...••. 13 1.1 The immersion 'corpus .••••...•.....••.•.••• · ... " . " . 13 1.2 The Franco-Ontarian corpus .••.•...••.•..•• • .~ ...... .. 13 1.3 The Québécois corpus" .. " .... " ... " ...................................... 16 2 . Acquisition of th~ bare infinitive of motion verbs ..••• 19 2.1 Introduction .....•......•...•.....•.......•.........•.• 19 a 2.2 Th e Blan dPI . • . • . • . • . 19 2.3 Moti on ve.rb s ..... " .... "..................... ~ ..... " .......... " . ,:" .. , " .. " .. 23 (\ 2.4 Use of the PI instead of the BI .••• .24 2.5 Conclusion ................ " ...................... .. • J ........ 33 ~, 3. Acquisi tion of "the reflexi ve pronoun .••.•••...•••..•••• 36 \ 3.1 Introduction ..................... ____._ ........... ~ ................. 36 /" " \. 3.2 Verb by verb variati_on ..••.. : ......••.•-.-::-:. ~-~ . :' .: ....• 37 3.3 Causes of the verb by verb variation •....•.....•....... 39 / ) / 3.3.1 N:mpronominal coun/t(erparts .••.......•.........•........ 41 , ~ 3.3.2 Sem~r:!tic equi valence .. ____.......... _ ................
Load more

Recommended publications
  • Orientations to French Language Varieties Among Western Canadian French-As-A-Second- Language Teachers
    Meike Wernicke The University of British Columbia ORIENTATIONS TO FRENCH LANGUAGE VARIETIES AMONG WESTERN CANADIAN FRENCH-AS-A-SECOND- LANGUAGE TEACHERS Abstract: In Canada, official French-English bilingualism and the long-standing presence of Indigenous and immigrant languages has shaped how these languages and their varieties are learned, taught, and used in educational contexts. To date, there has been little inquiry into French-as-a-second-language (FSL) teachers’ orientations to the varieties of French they teach, in particular Canadian French language varieties (Arnott, Masson, and Lapkin 2019), despite studies showing that ideologies associated with different language varieties can impact teachers’ instructional choices. This article presents an analysis of the narrated experiences of FSL teachers from Western Canada, drawn from journal and interview accounts, about their encounters with different language varieties while on professional development in France. Thematic and discourse analytic perspectives bring to light complex negotiations of ideological meaning and representation related to language variation in French, as well as the discursive strategies employed by the participants in orientating to these meanings. These discursive actions make evident deeply embedded language ideologies that have significant implications for both French as a first and as a second language education, not only in terms of a prevailing linguistic insecurity among francophones but equally significant for FSL teachers’ professional identity construction, especially those who are themselves second language speakers of French. The analysis and discussion highlight the importance of integrating pluralistic perspectives into teacher education programs and ongoing teacher professional development initiatives. Keywords: French language education w Canadian French w linguistic insecurity w standardized language w language ideology Wernicke, Meike.
    [Show full text]
  • Belgian AZERTY Keyboard
    Belgians, Flemings: Demand your Swiss Keyboard! Serge Y. Stroobandt Copyright 2013–2015, licensed under Creative Commons BY-NC-SA Belgian AZERTY keyboard Three variants: French, Belgian and Tamazight (Berber). The AZERTY layout is used in France, Belgium and some African countries. It differs from the QWERTY layout in this: • The location of the [A] and [Q] keys are interchanged. • The location of the [Z] and [W] keys are interchanged. • [M] is moved to the right of [L] (where [; :] is on a US keyboard), • The digits [0] to [9] are on the same keys, but to be typed the shift key must be pressed. The unshifted positions are used for accented characters, • [Caps lock] is replaced by [Shift lock] , thus affecting non-letter keys as well. However, there is an ongoing evolution towards a [Caps lock] key instead of a [Shift lock] . It is used by most French speakers based in Europe, though France and Bel- gium each have their own national variations on the layout. Luxemburg and the French-speaking part of Switzerland use the Swiss QWERTZ keyboard. Most of the residents of Quebec, the mainly French-speaking province of Canada, use a QWERTY keyboard that has been adapted to the French lan- guage, although the government of Quebec and the Canadian federal gov- ernment stipulate and use the Multilingual Standard keyboard CAN/CSA Z243.200-92.[1][2][3] Het is de meest gebruikelijke indeling in België en in Frankrijk. Het toetsen- bord is ontworpen om gemakkelijk Franstalige teksten te kunnen invoeren, doch wordt niet alleen in Franstalige gebieden gebruikt: in heel België, waaron- der het Nederlandstalige Vlaanderen, is AZERTY de norm.
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • Considering Language Convergence in Ontario: an Examination of Variation in Hearst French Ryan Rosso Grand Valley State University
    McNair Scholars Journal Volume 12 | Issue 1 Article 7 2008 Considering Language Convergence in Ontario: An Examination of Variation in Hearst French Ryan Rosso Grand Valley State University Follow this and additional works at: http://scholarworks.gvsu.edu/mcnair Recommended Citation Rosso, Ryan (2008) "Considering Language Convergence in Ontario: An Examination of Variation in Hearst French," McNair Scholars Journal: Vol. 12: Iss. 1, Article 7. Available at: http://scholarworks.gvsu.edu/mcnair/vol12/iss1/7 Copyright © 2008 by the authors. McNair Scholars Journal is reproduced electronically by ScholarWorks@GVSU. http://scholarworks.gvsu.edu/ mcnair?utm_source=scholarworks.gvsu.edu%2Fmcnair%2Fvol12%2Fiss1%2F7&utm_medium=PDF&utm_campaign=PDFCoverPages Considering Language Convergence in Ontario: An Examination of Variation in Hearst French Abstract This study attempts to incorporate new data of Ontario French into the previous French speakers are rare in Ontario, literature in order to increase our under- Canada; only 2.6 percent of the popula- standing of language contact in Ontario tion speaks French at home. However, as well as in other areas of the world. I several isolated French-speaking areas will begin this paper with an introduc- exist. While linguistic research in the tion to the necessary definitions and (§2) province increases, little focus has been a discussion of the issues scholars have given to northern Ontario. This study encountered in the study of language will examine variation in the French of contact and its effects. Following will be Hearst, Ontario, through the lens of pre- (§3) an introduction to the community vious Ontarian French studies in order of Hearst, Ontario, from which the study to apply new evidence to some previ- draws its data, and (§4) a description of Ryan Rosso ous sociolinguistic theories of language the specific instances of variation found McNair Scholar convergence.
    [Show full text]
  • Strategies and Challenges for Crowdsourcing Regional Dialect Perception Data for Swiss German and Swiss French
    Strategies and Challenges for Crowdsourcing Regional Dialect Perception Data for Swiss German and Swiss French Jean-Philippe Goldman, Simon Clematide, Matthieu Avanzi, Raphael Tandler University of Zurich, Switzerland University of Geneva, Switzerland FNRS/Université catholique de Louvain, Belgium [email protected] Abstract Following the dynamics of several recent crowdsourcing projects with the aim of collecting linguistic data, this paper focuses on such a project in the field of Swiss German dialects and Swiss French accents. The main scientific goal of the data collected is to understand people’s perception of dialects and accents, and provide a resource for future computational systems such as automatic dialect recognition. A gamified crowdsourcing platform was set up and launched for both main locales of Switzerland: “din dialäkt” (‘your dialect’) for Swiss German dialects and “ton accent” (‘your accent’) for Swiss French. The main activity for the participant is to localize preselected audio samples by clicking on a map of Switzerland. The media was highly interested in the two platforms and many reports appeared in newspapers, television and radio, which increased the public’s awareness of the project and thus also the traffic on the page. At this point of the project, 7,500 registered users (beside 30,000 anonymous visitors), have provided 470,000 localizations. By connecting user’s results of this localization task to their socio-demographic information, a quantitative analysis of the localization data can reveal which factors play a role in their performance. Preliminary results showed that age and childhood residence influence the how well dialects/accents are recognized. Nevertheless, quantity does not ensure quality when it comes to data.
    [Show full text]
  • By Nicole Rosen a Thesis Submitted in Conformity with the Requirements For
    DOMAINS IN MICHIF PHONOLOGY by Nicole Rosen A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Linguistics University of Toronto © Copyright by Nicole Rosen 2007 ii Domains in Michif Phonology Nicole Rosen Doctor of Philosophy 2007 Department of Linguistics University of Toronto Michif is an under-described contact language spoken by a few hundred Métis people, mostly in Manitoba and Saskatchewan. It has two principal source languages: Plains Cree and French and has generally been analyzed as having two co-phonologies: French phonology applying to the French-source lexical items and Cree phonology applying to the Cree-source lexical items (Rhodes 1986, Bakker 1997, Bakker & Papen 1997, Papen 2003. This thesis serves a dual role in the study of Michif. First, it offers the first systematic description of phonological distribution and patterning including segmental inventories, stress assignment and syllabification, as well as a sketch of Michif morphology and morphological categories. Second, it argues that Michif need not be analyzed as stratifying its lexical components according to historical source. Lexicon stratification of this type, according to historical language source, has also been posited for languages such as Japanese (Itô & Mester 1997, 2001, 2005) and English (Kiparsky 1982) to account for synchronic differences in patterning of different lexical items. However distributional differences in Michif are argued not to be sufficient for positing a stratified lexicon, and it is argued in this thesis that previously claimed synchronic patterning either relies on diachronic data as input to synchronic rules, or else the patterning itself is no longer productive in Michif, or different phonemicization accounts for patterning differences.
    [Show full text]
  • Red Lake Falls, Minnesota: a Sociolinguistic Survey James Kapper SIL-UND
    Work Papers of the Summer Institute of Linguistics, University of North Dakota Session Volume 29 Article 5 1985 Red Lake Falls, Minnesota: A sociolinguistic survey James Kapper SIL-UND Follow this and additional works at: https://commons.und.edu/sil-work-papers Recommended Citation Kapper, James (1985) "Red Lake Falls, Minnesota: A sociolinguistic survey," Work Papers of the Summer Institute of Linguistics, University of North Dakota Session: Vol. 29 , Article 5. DOI: 10.31356/silwp.vol29.05 Available at: https://commons.und.edu/sil-work-papers/vol29/iss1/5 This Thesis is brought to you for free and open access by UND Scholarly Commons. It has been accepted for inclusion in Work Papers of the Summer Institute of Linguistics, University of North Dakota Session by an authorized editor of UND Scholarly Commons. For more information, please contact [email protected]. RED LAlCE FALLS, MINNESOTA: A SOCIOLINGUISTIC SUR.VEY James Kapper TABLE OF CORTENTS Chapter I. Introduction ••••••••••••••••••••••• o•••••••••285 Chapter II. Methodology ••••••••••••••••••••••••••••••••• 288 Chapter III. The Community •••••••••••••••••••••••••••••• 293 Chapter IV. Survey Results •••••••••••••••••••••••••••••• 301 Chapter v. Conclusions •••••••••••••••••••••••••.•••••••• 315 Appendices ••••••••••••••••••••••••••••••••••••••••••••••• 317 Appendix A•••••••••••••••••••••••••••••••••••••••••• 317 Appendix B•••••••••••••••••••••••••••••••••••••••••• 321 Bibliography ....•..•.•.•.•••.••••••..••....•••••..•••..•.. 339 LIST OF TABLES TABLE I. Minnesota Migration
    [Show full text]
  • Subject Clitics and Preverbal Negation in European French: Variation, Acquisition, Diatopy and Diachrony
    Available online at www.sciencedirect.com ScienceDirect Lingua 161 (2015) 125--143 www.elsevier.com/locate/lingua Subject clitics and preverbal negation in European French: Variation, acquisition, diatopy and diachrony Katerina Palasis * Université Nice Sophia Antipolis, CNRS, BCL, UMR 7320, France Received 7 January 2013; received in revised form 15 May 2014; accepted 30 November 2014 Available online 7 January 2015 Abstract This contribution aims to propose a corpus-based analysis of variation and acquisition of subject clitics and preverbal negation in European French within a diglossic approach. The investigation collates previous and new, contemporary and diachronic, adult and child data from France and Belgium. The results point to an analysis of subject clitics as agreement markers in contemporary French. The negative particle ne is eliminated from the list of arguments against the morphological analysis of subject clitics, since negative utterances with agreement markers display postverbal negation only. A strong correspondence between two characteristics, i.e. morpho-syntactic status of subject clitics (agreement markers vs. arguments) and type of negation (simple vs. discontinuous), is established supporting the hypothesis on grammatical consistency and pointing to the existence of two different grammars of French (labeled chronologically G1 and G2). Diatopic data inform us that the correspondence seems to hold throughout France, but that diglossia does not appear to apply (or at least applies differently) when reaching the Belgian frontier. Finally, adult and child diachronic data (17th--19th century) also display an interesting co-occurrence in terms of clitics and negation, and invite us to further our understanding of the acquisition and processing of expletive clitics.
    [Show full text]
  • French from Canada Versus French from France?
    CJAL * RCLA Wernicke 1 Hierarchies of Authenticity in Study Abroad: French From Canada Versus French From France? Meike Wernicke University of British Columbia Abstract For many decades, Francophone regions in Canada have provided language study exchanges for French as a second language (FSL) learners within their own country. At the same time, FSL students and teachers in Canada continue to orient to a native speaker standard associated with European French. This Eurocentric orientation manifested itself in a recent study examining conceptions of authentic language among Canadian FSL teachers on professional study abroad in France. Taking an interactional perspective (De Fina & Georgakopoulou, 2012), this article examines how the teachers negotiated discourses of language subordination (Lippi-Green, 1997) that construct Canadian French as less authentic than French from France. Findings show some teachers drawing on this hierarchization of French to “authenticate” (Coupland, 2010) an identity as French language expert, either by contrasting European and Canadian varieties of French or by projecting France as the locus of French language and culture as exclusively representative of authentic “Frenchness.” Résumé Depuis des décennies, les régions francophones au Canada ont offert aux apprenants de français langue seconde (FLS) des programmes d’échange linguistique dans leur propre pays. Toutefois, les étudiants et les enseignants de FLS au Canada ont tendance à toujours se référer à la norme standard du locuteur natif parlant le français européen. Cette orientation eurocentrique a été relevée récemment dans une enquête examinant la notion d’authenticité linguistique auprès d’un groupe d’enseignants de FLS à la suite d’un stage de formation en France.
    [Show full text]
  • Intonational Phonology of French: Developing a Tobi System for French
    Chapter 3: Intonational Phonology of French: Developing a ToBI system for French Elisabeth Delais-Roussarie 1, Brechtje Post 2, Mathieu Avanzi 3, Carolin Buthke 4, Albert Di Cristo 5, Ingo Feldhausen 6, 7, Sun-Ah Jun 8, Philippe Martin 9, Trudel Meisenburg4, Annie Rialland 7, Rafèu Sichel-Bazin4, 10 & Hi-Yon Yoo1 1 UMR 7110 - Laboratoire de Linguistique Formelle, Université Paris-Diderot 2 Department of Theoretical and Applied Linguistics, University of Cambridge 3 Chaire de Linguistique Française, Université de Neuchâtel 4 Institut für Romanistik/Latinistik, Universität Osnabrück 5 UMR 6057 - Laboratoire Parole et Langage, Université de Provence 6 Institut für Romanische Sprachen und Literaturen, Goethe-Universität Frankfurt 7 UMR 7018 - Laboratoire de Phonétique et Phonologie, Université Paris 3 8 Department of Linguistics, University of California Los Angeles (UCLA) 9 UFR de Linguistique, CLILLAC –ARP, Université Paris-Diderot 10 Department of Translation and Language Sciences, Universitat Pompeu Fabra Abstract The aim of the chapter is to propose a ToBI transcription system for French, F_ToBI. The system is designed in such a way as to (i) be (surface) transparent and easily learnable by researchers working in different theoretical frameworks; and to (ii) make the exchange of data more feasible. It is couched in the Autosegmental Metrical framework and follows the usual ToBI conventions. This is to facilitate research in prosodic typology in particular within Romance, for which ToBI-style systems are often used. F_ToBI is designed to transcribe distinct intonation contours that are generally accepted in the literature on French intonation and which are supported by the analysis of empirical data. While it is inspired by existing theoretical accounts of French phrasing and intonation – both within and outside the Autosegmental Metrical framework – it does not follow one single precursor, since its primary goal is to allow for an adequate and comprehensive transcription of French prosody in a cross-dialectal perspective.
    [Show full text]
  • Frenitalianese in Montreal: When French, Italian and English Collide
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by AMS Tesi di Laurea ALMA MATER STUDIORUM - UNIVERSITA' di BOLOGNA SCUOLA DI LINGUE E LETTERATURE, TRADUZIONE E INTERPRETAZIONE SEDE di FORLI' CORSO di LAUREA IN MEDIAZIONE LINGUISTICA INTERCULTURALE (Classe L-12) ELABORATO FINALE Frenitalianese in Montreal: when French, Italian and English collide CANDIDATO RELATORE Gloria Notarangelo Antoinette Iacoviello Anno Accademico 2015/2016 Primo Appello Table of contents Introduction .......................................................................................... 2 1 The arrival of French and English languages in Canada ............. 3 1.1 The History of Canada: from New France to the British settlement ............................................. 3 1.2 The rise of Quebec French ............................................................................................................ 3 1.3 The change of the French language ............................................................................................... 4 1.4 The origin of Quebec English ....................................................................................................... 5 2. The first generation of Italian immigrants in Montreal .............. 6 2.1 The premise of the first generation’s story ................................................................................... 6 2.2 Who were the Italian immigrants? ...............................................................................................
    [Show full text]
  • Canadian French for Better Travel Contents
    CANADIAN FRENCH CANADIAN FOR BETTER TRAVEL Travel Travel Phrasebook FRENCH FOR BETTER TRAVEL Hundreds of colourful expressions, with their meanings in standard French and English / History and basics of French in Québec and Canada / Phonetic transcriptions to help you speak and understand Canadian French / Full index in Canadian French and English / Sidebars CH on Québécois culture and linguistic particularities / A great little travel companion to help you discover and appreciate Canadian French! CANADIAN FREN www.ulyssesguides.com ISBN 978-2-89665-018-7 (digital version) PC_Canadian-French-FBT(9657).indd 1 2011-03-30 15:40:39 KEY WORDS AND PHRASES 1 Introduction Bonjour Bonjour/Au revoir Hello/Goodbye 2 Vive la Différence! Bonswêr Bonsoir Good evening 3 Basic Québécois Words and Expressions Bienvenue Je vous en prie/De rien You’re welcome 4 Daily Life Pardon? Vous dites? Excuse me? (to ask someone 5 Outdoors to repeat themselves) 6 Creature Comforts S’cusez/S’cusez-mwé Excusez-moi Excuse me (to pass or 7 Human Relations interrupt someone) 8 Index t’suite/tsu suite tout de suite right now/right away asteure maintenant/ now/ de nos jours these days à matin ce matin this morning à swèr ce soir tonight/this evening chu/ch’ je suis I am mwé moi me twé toi you nous autres/nouzô’te nous us/we vous autres/vouzô’te vous you (plural) eux autres/euzô’te ils, elles them Ch’sé pâs./Ch’é pâs. Je ne sais pas. I don’t know. t’sé/t’sé, lâ tu sais you know LE QUÉBÉCOIS, CÉ L’fONNE à’ mORT! (see p.
    [Show full text]