English Grammar for Students of French in Your Language Course

Total Page:16

File Type:pdf, Size:1020Kb

English Grammar for Students of French in Your Language Course How to integrate English Grammar for Students of French in your language course Consult the list below which correlates the grammatical terms covered in beginning French courses with the relevant chapters in English Grammar for Students of French, 7th ed. (“O&H Study Guide”). Students will get help with their homework and instructors will get help with their syllabus. For the Student Before your first class Read the “Study Tips”and “What’s in a Word?,” pages 1–8. In preparation for each lesson 1. Search under GRAMMATICAL TERMS for the terms covered in the upcoming lesson. 2. Read the corresponding RELEVANT CHAPTERS that review concepts covered in the MAIN CHAPTER. 3. Read the MAIN CHAPTER that explains the grammar as it applies to English and to French. 4. Follow the STUDY TIPS for advice on memorization. 5. Now you’re ready to go to your textbook and do your homework. For the Instructor The O&H Study Guides are available for students of: In preparation for your syllabus Spanish 1. Under GRAMMATICAL TERMS select the grammar covered in each French lesson and integrate the corresponding chapters into you syllabus. German Students should read your selections before doing their assignment Italian or coming to class. Latin Russian 2. In class you will be able to rely on a common grammatical Japanese vocabulary (verb, noun, direct object, etc.) and devote class time to Arabic teaching French and developing communicative skills. Chinese To place an order, please visit: www.oliviahill.com. ©The Olivia and Hill Press English Grammar for Students of French Correlation — Page 1 of 6 GRAMMATICAL TERMS O&H RELEVANT CHAPTERS Pg. O&H MAIN CHAPTER Pg. Adjectives 2. What is a Noun? 9 27. What is an Adjective? 87 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 10. What is a Pronoun? 31 Adverbs 7. What is a Verb? 25 33. What is an Adverb? 103 27. What is an Adjective? 87 — Adverb or adjective 104 28. What is a Descriptive Adjective? 88 STUDY TIPS 105 Agreement of past participle 19. What is a Participle? 60 19. What is the Past Tense? 63 13. What is an Auxiliary Verb? 46 20. What is the Past Perfect Tense? 6 Être auxiliary 9. What is a Subject? 29 22. What is the Future Perfect Tense? 72 Agreement of past participle 64 25. What is the Conditional? 81 Avoir auxiliary 36. What is an Object? 111 — Past conditional in if-clauses 82 — Direct object 111 Agreement of past participle 65 Agreement of past participle 132 40. What are Reflexive Pronouns and Verbs? 131 Agreement of past participle 151 43. What is a Relative Pronoun? 148 — Relative pronoun as direct object 150 Agreement of past participle 166 45. What is Meant by Active and Passive Voice? 165 Aller + Infinitive (Futur proche) The immediate future 73 21. What is the Future Tense? 72 Articles 2. What is a Noun? 9 5. What is an Article? 16 3. What is Meant by Gender? 11 — Definite articles 16 4. What is Meant by Number? 14 — Indefinite articles 16 — Partitive articles 20 STUDY TIPS 21 Auxiliary (helping) Verbs 7. What is a Verb? 25 13. What are Auxiliary Verbs? 46 12. What is a Verb Conjugation? 38 — Auxiliary verbs to indicate tense 47 16. What is Meant by Tense? 55 18. What is a Participle? 60 19. What is the Past Tense? 63 — Selection of avoir or être 64 Avoir and être 13. What are Auxiliary Verbs? 46 Ce 32. What is a Demonstrative Adjective? 101 43. What is a Relative Pronoun? — Relative pronouns without antecedent 159 Celui-ci/-là, celui de, celui qui/que 44. What is a Demonstrative Pronoun? 160 Commands. See Imperative. Comparative Adjectives 27. What is an Adjective? 87 29. What is Meant by Comparison of 28. What is a Descriptive Adjective? 88 Adjectives? 91 3. What is Meant by Gender? 11 — Comparative 91 4. What is Meant by Number? 14 — Superlative 92 ©The Olivia and Hill Press English Grammar for Students of French Correlation — Page 2 of 6 GRAMMATICAL TERMS O&H RELEVANT CHAPTERS Pg. O&H MAIN CHAPTER Pg. Conditional 7. What is a Verb? 24 25. What is the Conditional? 81 12. What is a Verb Conjugation? 38 — Present conditional in if- ("si") clauses 81 12. What is Meant by Mood? 77 — Past conditional in if-clauses 82 13. What is an Auxiliary Verb? 46 — If-clauses sequence of tenses 83 19. What is the Past Tense? 63 — Use of conditional in indirect speech 84 21. What is the Future Tense? 72 Conjugation 7. What is a Verb? 24 12. What is a Verb Conjugation? 106 9. What is a Subject? 29 —Choosing the proper person 39 10. What is a Pronoun? 31 — How to conjugate a verb 42 11. What is a Subject Pronoun? 33 STUDY TIPS 43 Conjunctions 26. What is the Subjunctive? 85 34. What is a Conjunction? 106 — Coordinating conjunction 106 — Subordinating conjunction 106 STUDY TIPS 107 Contrary-to-Fact Statements 25. What is the Conditional? 81 Demonstrative Adjectives 27. What is an Adjective? 87 32. What is a Demonstrative Adjective? 101 2. What is a Noun? 9 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 Demonstrative Pronouns 10. What is a Pronoun? 31 44. What is a Demonstrative Pronoun? 160 2. What is a Noun? 9 — This one, that one, these, those 3. What is Meant by Gender? 11 (celui-ci, celui-là) 160 3. What is Meant by Number? 14 — To show possession: celui de 161 — The one (that) (celui qui, celui que) 163 Depuis 19. What is the Past Tense? 67 Descriptive Adjectives 27. What is an Adjective? 87 28. What is a Descriptive Adjective? 88 2. What is a Noun? 9 STUDY TIPS 90 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 Disjunctive Pronouns (Stress 35. What is a Preposition? 108 39. What is a Disjunctive Pronoun? 125 pronouns) Pronoms personnels 36. What is an Object? 111 — As object of a preposition 127 toniques) — Object of preposition 114 Summary of object pronouns 128 Dont 43. What is a Relative Pronoun? 14 En 39. What is a Disjunctive Pronoun? 128 Future Tense 7. What is a Verb? 24 21. What is the Future Tense? 72 Futur, Futur proche 12. What is a Verb Conjugation? 38 — The immediate future 73 16. What is Meant by Tense? 55 STUDY TIPS 74 Gender 5. What is an Article? 16 3. What is Meant by Gender? 11 2. What Is a Noun? 9 STUDY TIPS 21 27. What is an Adjective? 87 10. What is a Pronoun? 31 If-CLAUSE (Si-CLAUSE) 25. What is the Conditional? 81 Imparfait 19. What is the Past Tense? 63 — Selection: Passé composé vs. imparfait 66 ©The Olivia and Hill Press English Grammar for Students of French Correlation — Page 3 of 6 GRAMMATICAL TERMS O&H RELEVANT CHAPTERS Pg. O&H MAIN CHAPTER Pg. Imperative 7. What is a Verb? 24 24. What is the Imperative? 79 12. What is a Verb Conjugation? 38 — Tu command 79 11. What is a Subject Pronoun? 33 — Vous command 80 23. What is Meant by Mood? 77 — Nous command 80 Infinitive 7. What is a Verb? 24 8. What is the Infinitive? 26 — Consulting the dictionary 27 STUDY TIPS 27 Interrogative 15. What are Declarative and Interrogative Sentences? 52 — Tag questions 54 Interrogative Adjectives 27. What is an Adjective? 87 31. What is an Interrogative Adjective? 99 2. What is a Noun? 9 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 Interrogative Pronouns 10. What is a Pronoun? 31 42. What is an Interrogative Pronoun? 140 9. What is a Subject? 29 — subject: who, what (qui, que) 140 36. What is an Object? 111 — direct object: whom, what (qui, que) 141 — Direct Object 111 — indirect object and object of a — Indirect Object 112 preposition (qui, que, quoi) 142 35. What is a Preposition? 108 — restructuring dangling preposition 142 — Object of a Preposition 114 — Which one, which ones (lequel) 145 STUDY TIPS 146 Inversion 15. What are Declarative and Interrogative Sentences? 52 Mood 24. What is the Imperative? 79 23. What is Meant by Mood? 77 26. What is the Subjunctive? 85 — Indicative mood 77 25. What is the Conditional? 82 — Imperative mood 77 — Subjunctive mood 77 — Conditional mood 78 Negative Expressions and Words 14. What are Affirmative and Negative Sentences? 49 Nouns 3. What is Meant by Gender? 11 2. What Is a Noun? 9 4. What is Meant by Number? 14 STUDY TIPS 21 5. What is an Article? 16 Number 5. What is an Article? 16 4. What is Meant by Number? 14 2. What Is a Noun? 9 — Singular 7. What is a Verb? 24 — Plural 10. What is a Pronoun? 31 27. What is an Adjective? 87 Object 7. What is a Verb? 24 36. What is an Object? 111 2. What Is a Noun? 9 — Direct Object 111 10. What is a Pronoun? 31 — Indirect Object 112 Summary French object pronouns 128 37. What is a Direct Object Pronoun? 116 38. What is an Indirect Object Pronoun? 119 39. What is a Disjunctive Pronoun? 125 Object pronouns, Direct 7. What is a Verb? 24 37. What is a Direct Object Pronouns? 116 10. What is a Pronoun? 31 — Me, you, us 120 36. What is an Object? 112 — Him, her, it, them 121 Question to ask when choosing STUDY TIPS 124 French object pronouns Summary French object pronouns 128 ©The Olivia and Hill Press English Grammar for Students of French Correlation — Page 4 of 6 GRAMMATICAL TERMS O&H RELEVANT CHAPTERS Pg.
Recommended publications
  • English Grammar for Students of French
    English Grammar for Students of French The Study Guide for Those Learning French Seventh edition Jacqueline Morton with the collaboration of Hélène Neu, University of Michigan, Ann Arbor The Olivia and Hill Press® THE O&H STUDY GUIDES Jacqueline Morton, editor English Grammar for Students of Spanish English Grammar for Students of French English Grammar for Students of German English Grammar for Students of Italian English Grammar for Students of Latin English Grammar for Students of Russian English Grammar for Students of Japanese English Grammar for Students of Arabic English Grammar for Students of Chinese Gramática española para estudiantes de inglés © 2013, Jacqueline Morton All rights reserved. No part of this work may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage retrieval system, without permission in writing from the publisher. Printed in the U.S.A. ISBN: 978-0-934034-42-5 Library of Congress Control Number: 2013930691 CONTENTS Study Tips 1 Tips for learning grammar 1 Tips for learning vocabulary 2 Tips for learning word forms 4 Tips for effective study 4 1. What’s in a Word? 6 Meaning 6 Part of speech 6 Function 7 Form 7 2. What is a Noun? 9 3. What is Meant by Gender? 11 4. What is Meant by Number? 14 Hearing the plural 15 5. What is an Article? 16 Definite articles 16 Indefinite articles 18 Non-count nouns and partitive articles` 20 Study Tips — Nouns and their gender 21 6. What is the Possessive? 22 7.
    [Show full text]
  • The Grammaticalization of Demonstratives: a Comparative Analysis
    Nicholas Catasso 7 Journal of Universal Language 12-1 March 2011, 7-46 The Grammaticalization of Demonstratives: A Comparative Analysis Nicholas Catasso Università Ca’ Foscari di Venezia * Abstract An article, irrespective of its distribution across natural languages, dialects and varieties, is a member of the class of determiners which particularizes a noun according to language-specific principles of grammatical and semantic structuring. Definite articles in Indo- European languages – in those grammatical systems where they are present – are derived from ancient demonstratives through a grammaticalization process: given that demonstratives are deictic expressions (i.e. they depend on a frame of reference which is external to that of the speaker and of the interlocutor) with the role of selecting a referent or a set of referents, it is easy to understand what the role of “universal quantifier” of the, which is in English the prototypical – but questionable – example of definiteness, is due to. Demonstratives are frequently reanalyzed across languages as grammatical markers (very often as definite articles, but also as copulas, relative and third person pronouns, sentence connectives, Nicholas Catasso Dipartimento di Scienze del Linguaggio - Dorsoduro 3462 - VENEZIA 30123 (VE) Phone 0039-3463157243; Email: [email protected] Received Oct. 2010; Reviewed Dec. 2010; Revised version received Jan. 2011. 8 The Grammaticalization of Demonstratives: A Comparative Analysis focus markers, etc.). In this article I concentrate on the grammaticalization of the definite article in English, adopting a comparative-contrastive approach (including a wide range of Indo- European languages), given the complexity of the article. Keywords: grammaticalization, definite articles, English, Indo- European languages, definiteness 1.
    [Show full text]
  • French Language Studies – Grammar Reference Resource
    French Language Studies – Grammar Reference Resource Contents Nouns ................................................................................................................................................................................. 4 Introduction to Nouns ..................................................................................................................................................... 4 number: singular, plural ................................................................................................................................................. 6 Gender: Masculine, Feminine ....................................................................................................................................... 8 Voila vs. il y a .............................................................................................................................................................. 10 Temps, heure, fois ....................................................................................................................................................... 11 Determiners ...................................................................................................................................................................... 13 Introduction to Determiners .......................................................................................................................................... 13 Determiners: Definite Articles .....................................................................................................................................
    [Show full text]
  • Problems of English Grammar
    Problems of English Grammar Version 6.0 Prof. Dr. Russell Block University of Applied Sciences - München Department 13 - General Studies Summer Semester 2018 © 2018 by Russell Block Um eine gute Note in der Klausur zu erzielen, genügt es nicht, das Buch zu lesen. Sie müssen auch die “Show” sehen! The causes why our English tongue hath not yet been thoroughly perceived are the hope and despair of such as have either thought upon it, and not dealt in it, or that have dealt in it, but not rightly thought upon it. Richard Mulcaster (1582) Contents Part I: Languages and Language Learning ................................... 9 1 Language learning .................................................. 9 1.1 First language – child in appropriate situation . 9 1.2 What children learn............................................ 9 1.2.1 Evidence from errors (9) 1.2.2 Impoverished corpus (9) 1.2.3 Different corpuses – same grammar (10) 1.3 Critical age hypothesis ........................................ 10 1.3.1 Brain damage (10) 1.3.2 Genie (10) 1.3.3 Experience (10) 1.4 Second language learning ..................................... 11 1.4.1 Children – classroom experience ineffective (11) 1.4.2 Adults – No longer able to extract the rules from simple exposure. (11) 1.4.3 First and Second Language Learning - extracting the rules (11) 2 Contrastive Linguistics.............................................. 15 2.1 Basic thesis................................................. 15 2.2 English as a Second Language (ESL) in the USA and in Germany . 15 2.3 The mapping problem......................................... 16 3 Difficulties of English .............................................. 17 3.1 Tense and aspect system....................................... 17 3.2 Complementation system ...................................... 17 Part II: The Theoretical Framework ....................................... 19 framework............................................................. 19 2 What can be a rule of English grammar?................................
    [Show full text]
  • TEACHING FRENCH USING MNENONIC DEVICES John J. Janc PROFESSOR of FRENCH EMERITUS Minnesota State University, Mankato
    TEACHING FRENCH USING MNENONIC DEVICES John J. Janc PROFESSOR OF FRENCH EMERITUS Minnesota State University, Mankato Mnemonic devices are basically memory aides. I have always found them useful as have those who take my classes. When trying to create one, teachers should never hesitate to give free reign to their imagination. They must play with the letters and, when necessary, look for other examples that fit the rule under consideration. Sometimes one really must "cheat" a little. Words may have to be repeated or letters used that do not fit the acronym. Teachers should regularly repeat the devices in class and should require students to memorize them when feasible. Very often, after having taught one, I give extra credit on the next quiz to those who are able to reproduce the device and explain the grammatical point that it illustrates. I then require everyone to know it by heart for the following quiz or examination. Some devices may appeal to the ear, others to the eye. Some need to be used in conjunction with another one in order to make sense. The reader will find examples of these different points below. ADJECTIVES This is the traditional device used to help students remember which adjectives normally precede the noun. Beauty: beau, joli, vilain Age: jeune, nouveau, vieux Number: premier, dernier, deuxième Goodness: bon, gentil, mauvais, méchant, vilain Size: court, haut, grand, gros, long, petit Here is a French version of the preceding one. Taille: court, haut, grand, gros, long, petit Caractère: bon, gentil, mauvais, méchant, vilain Âge: jeune, nouveau, vieux Autre: autre Nombre: premier, dernier, deuxième Beauté: beau, joli, vilain I have also used "BIG MAC" to supplement the preceding two.
    [Show full text]
  • Grammatical Description and Classroom Application. Theory and Practice in Data-Driven Learning
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RERO DOC Digital Library Published in Bulletin VALS-ASLA 97, 17-39, 2013 which should be used for any reference to this work Grammatical description and classroom application. Theory and practice in data-driven learning Betsy KERR University of Minnesota 9 Pleasant St. S.E., Minneapolis MN 55422, USA [email protected] Partant de certains concepts intéressants du domaine de la linguistique sur corpus, cet article défend l'idée de faire une place plus importante à l'acquisition du vocabulaire et de mieux intégrer les aspects lexicaux et grammaticaux dans l'enseignement de la langue. Nous nous intéressons tout particulièrement à l'idée de la centralité des séquences lexicalisées dans les productions orales, telle qu'elles sont identifiées dans la grammaire lexicale de Sinclair puis appliquées à la didactique des langues avec l'approche de Lewis. De plus, cet article montre, à partir d'activités types, comment l'apprentissage à partir de corpus est propice aux activités métacognitives centrées sur l'apprenant, pointant des aspects importants concernant le lexique et la grammaire du français. Finalement, nous passons en revue plusieurs outils qui se prêtent à la préparation de ce type d'activité par l'enseignant. Mots-clés: Concordance, corpus, approche lexicale, didactique des langues, linguistique sur corpus, FLE, concordanciers en ligne 1. Introduction Many proponents of data-driven learning (DDL) or the use of concordance- generated data in language teaching and learning have lamented the fact that second language educators, especially outside of the field of English L2 instruction, have not embraced the use of DDL in significant numbers (see for example Cheng 2010: 327-328).
    [Show full text]
  • German Grammar in English for International Students
    German Grammar in English for International Students Version 2.6 Prof. Dr. Russell Block FK 13 – General Studies University of Applied Sciences – München Winter Semester 2013 © 2013 Contents: Introduction: .............................................................8 Chapter 1: The Sound of German ............................................9 1 Standard German .....................................................9 2 The standard dialect ...................................................9 3 Overview of the German consonants .....................................9 3.1 Tense vs. lax .................................................11 3.2 The final devoicing rule .........................................11 3.3 Comments on individual consonants . 11 3.3.1 Vogel-V ...............................................11 3.3.2 The origin of <w> .......................................12 3.3.3 The problem of /h/ .......................................12 3.3.4 Ach-Laut – ich-Laut ......................................12 3.3.5 The pronunciation of final <g> . 12 3.3.6 The strange case of /s/ ....................................13 3.3.7 r-peculiarities ...........................................13 3.3.8 Affricates ..............................................13 3.3.9 Foreign sounds ..........................................13 3.3.10 The Glottal Stop ///......................................14 4 Vowels ............................................................14 5 The German vowels ..................................................15 5.1 Vowel length
    [Show full text]
  • Dire, Uscire, and Venire, and Disjunctive Pronouns the Verbs Dire (To
    Dire, uscire, and venire, and disjunctive pronouns The verbs dire (to say; tell), uscire, (to go out/to leave), and venire (to come) are irregular. *Most forms of dire use the stem of the original Latin infinitive dicere. Diciamo ciao al professore tutte le mattine. L’insegnante dice che devo stampare i compiti. *Dire expresses to say or to tell. Do not confuse it with parlare (to speak). Cosa dici a Stefania? Parli a Stefania? *Uscire is irregular in all but the noi and voi forms. Usciamo sempre con le amiche. Da quanto tempo esce con Davide? *Use uscire for the English to leave in the sense of to go out of. To express depart, use partire. Stasera mio fratello non esce di casa. Le mie sorelle partono per l’Italia domani. *The verb riuscire (to succeed; to manage) follows the same pattern of conjugation as uscire. Use riuscire a + (infinitive) in two-verb constructions. Non riesco a caricare la foto. Riuscite a mandare l’e-mail? *Like Uscire, venire is regular in only the noi and voi forms. Vieni in Sicilia a luglio? Oggi non venite a lezione. Disjunctive Pronouns (pronomi tonici) are the pronoun forms used after prepositions. Note that 3rd person forms use different words to refer to one/oneself. Davide esce con lei. Diciamo arrivederci a Lei? *Some prepositions add di before a disjunctive pronoun, including dopo, prima, senza, su, and sotto. Secondo is used alone. Uscite senza di noi? Secondo voi, è facile la classe? *Da is often used before a disjunctive pronoun to mean by oneself.
    [Show full text]
  • 1. Forms and Uses 2. Other Ways of Expressing Possession 3. Idiomatic Uses Forms and Uses a Possessive Pronoun Replaces a Noun P
    page: pro12 1. forms and uses 2. other ways of expressing possession 3. idiomatic uses forms and uses A possessive pronoun replaces a noun preceded by a possessive determiner like mon, ton, son, etc. Tammy: C'est ton béret Tex? Tammy: Is this your beret Tex? Tex: Oui, c'est le mien. Tex: Yes, it is mine. In French, possessive pronouns indicate both the possessor and the number and the gender of the object possessed: le mien indicates that the possessor is 'I' and that the possession is masculine singular. In the following table, the choice between the singular or plural form and between the masculine or feminine form depends on the number and gender of the item possessed. (Note the difference in spelling and in pronunciation between the possessive determiners notre and votre and the possessive pronouns nôtre and vôtre.) singular plural masculine feminine masculine feminine mine le mien la mienne les miens les miennes yours le tien la tienne les tiens les tiennes his/hers/its le sien la sienne les siens les siennes ours le nôtre la nôtre les nôtres les nôtres yours le vôtre la vôtre les vôtres les vôtres theirs le leur la leur les leurs les leurs Depending on the context, le sien, la sienne, les siens, les siennes may mean 'his', 'hers', or 'its'. Note that for the others, all four forms of each possessive pronoun have one English translation. Tex: Mon frère est musicien. Tex: My brother is a musician. Tammy: Le mien est professeur. Tammy: Mine is a professor. Tex: Ma soeur est secrétaire.
    [Show full text]
  • The Morphosyntactic Typology of Oceanic Languages*
    LANGUAGE AND LINGUISTICS 5.2:491-541, 2004 2004-0-005-002-000082-1 The Morphosyntactic Typology of Oceanic Languages* Malcolm D. Ross The Australian National University The main goal of this paper is to describe some morphosyntactic characteristics that are common to a majority of Oceanic languages. Amidst the typological variety of Oceanic languages, the author defines a canonic language type, i.e., a type widely represented both genealogically and geographically. This type is SVO and has prepositions. Subjects are coreferenced by a prefix or proclitic to the verb, objects by a suffix or enclitic. Verbs often fall into morphologically related pairs with a transitive and an intransitive member. In some languages these verb pairs in turn fall into two classes. With A-verbs, the subject of both members is the Actor. With U-verbs, the subject of the intransitive is the Undergoer, which is to say, it corresponds to the object of the transitive. Against this background the (de-)transitivising morphology of Oceanic languages is described. Possession in the canonic language type takes two forms, direct and indirect. The direct construction encodes inalienable possession, the indirect (which entails a possessive classifier) encodes alienable possession. The paper finishes with a discussion of interclausal relationships in canonic languages. Adverbial and complement clauses display little desententialisation. It is also suggested that subjects in canonic languages generally have only a semantic function, not a reference-tracking function. Key words: Oceanic languages, canonic type, typology, morphosyntax, verbal marking of subject, verbal marking of object, (de-)transitivising morphology, possession, interclausal relations, function of subject 1.
    [Show full text]
  • Descriptive Grammar of the Standard French Language
    Descriptive Grammar of the Standard French Language Alphabet (L'Alphabet) French uses the Latin alphabet. ... Letter (Lettre) A a B b C c D d E e F f G g Letter Name (Nom de Lettre) [a] [be] [se] [de] [ ] [ f] [ e] Letter (Lettre) H h I i J j K k L l M m N n Letter Name (Nom de Lettre) [a ] [i] [ i] [ka] [ l] [ m] [ n] Letter (Lettre) O o P p Q q R r S s T t U u Letter Name (Nom de Lettre) [ ] [pe] [ky] [ ] [ s] [te] [y] Letter (Lettre) V v W w X x Y y Z z Letter Name (Nom de Lettre) [ve] [dubl ve] [iks] [i g k] [z d] ... Sounds (Sons) Vowels (see Vowels & Vowel combinations) Consonants [i] il, vie, lyre [p] père, soupe [e] blé, jouer [t] terre, vite [ ] lait, jouet, merci [k] cou, qui, sac, képi [a] plat, patte [b] bon, robe [ ] bas, pâte [d] dans, aide [ ] mort, donner [g] gare, bague [o] mot, dôme, eau, gauche [f] feu, neuf, photo [u] genoue, roue [s] sale, celui, ça, dessoue, tasse, nation [y] rue, vêtu [ ] chair, tache [ø] peu, deux [v] vous, rêve [œ] peur, meuble [z] zéro, maison, rose [ ] le, premier [ ] je, gilet, geôle 1 [l] lent, sol Nasalized Vowels [ ] rue, venir [ ] matin, plein [m] main, femme [ ] sans, vent [n] nous, tonne, animal [ ] bon, ombre [ ] agneau, vigne [ ] lundi, brun [h] hop! (exclamation) [*] haricot (no liaison or elision) Semi Vowels [j] yeux, paille, pied (see "y", "l mouillé") Foreign Consonants [w] oui, nouer [ ] (in English words) camping (in Spanish and Arabic words) jota, [ ] huile, lui [x] khamsin Spelling French spelling reflects, on the one hand, the pronunciation of the Middle Ages and, on the other hand, strives to imitate the Latin orthography.
    [Show full text]
  • UCLA Electronic Theses and Dissertations
    UCLA UCLA Electronic Theses and Dissertations Title Dynamic binding of split antecedents Permalink https://escholarship.org/uc/item/9944v1qg Author Tellings, Jos Leonard Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Dynamic binding of split antecedents A thesis submitted in partial satisfaction of the requirements for the degree Master of Arts in Linguistics by Jos Leonard Tellings 2013 ABSTRACT OF THE THESIS Dynamic binding of split antecedents by Jos Leonard Tellings Master of Arts in Linguistics University of California, Los Angeles, 2013 Professor Jessica Rett, Chair This paper proposes a dynamic approach to the problem of split antecedents, in which a pronominal element refers back to a disjunctive clause. First, I discuss the ambiguities disjunction gives rise to in intensional contexts, in particular their consequences for anapho- ric possibilities. I pay special attention to the interaction of future tense and disjunction, showing the role of temporal structure in the availability of anaphora to a split antecedent. Second, I propose a dynamic binding account for split antecedents introducing the concept of ‘variable complexes’. These are syntactic constructs consisting of two variables that can be bound by two corresponding quantifiers. I implement variable complexes formally as an extension of Dynamic Predicate Logic (DPL; Groenendijk and Stokhof 1991). This provides better empirical coverage and also simplifies the status of disjunction in DPL by giving us an enriched view on the dynamic behavior of connectives. ii The thesis of Jos Leonard Tellings is approved. Edward L. Keenan Edward Stabler Jessica Rett, Committee Chair University of California, Los Angeles 2013 iii Contents Acknowledgements ..................................
    [Show full text]