| 1 |
Mastering second language humour: the ultimate challenge
|
|
|
|
In: The European Journal of Humour Research ; https://hal.archives-ouvertes.fr/hal-03058969 ; The European Journal of Humour Research, 2020, Humour across cultures - a contrastive approach, 8 (4), pp.82-111. ⟨10.7592/EJHR2020.8.4.Vincent-Durroux2⟩ ; https://www.europeanjournalofhumour.org/index.php/ejhr/article/view/483 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
L'expression de la proéminence à valeur emphatique en anglais par des locuteurs francophones non débutants
|
|
|
|
In: TIPA. Travaux interdisciplinaires sur la parole et le langage ; https://hal.archives-ouvertes.fr/hal-01836125 ; TIPA. Travaux interdisciplinaires sur la parole et le langage, 2014, Les proéminences à l'oral, 30, pp.1-23 ; http://tipa.revues.org/1294 (2014)
|
|
Abstract:
International audience ; In English, emphasis may be put on various elements of the sentence, one of them being the validation of the predicative relation (PR), leading to what is known as the "emphatic form" in an affirmative context. The speaker expresses the fact that he validates positively the PR whereas its negative validation is implied in the context. The emphatic form synthesizes several values: it considers the possibility of a negative validation, it takes up this possibility and denies it, and it has a concluding effect. In spoken English, the nuclear stress therefore falls on the auxiliary, which is prominent both morphologically and phonologically (e.g. Herment, 2011 for emphatic do). Co-verbal gestures (McNeill, 1992) with metaphoric and rhythmic values may also be used. According to Bordet (2014), the emphatic form in English is frequent with 25% of the occurrences that imply intensification. In French, when emphasis bears on the validation of the PR, the speaker has recourse to lexical devices such as mais si, si, bel et bien, en effet… (Huart, 2010: 56). For French learners of English, the English emphatic form may therefore be a difficulty. This article addresses several questions: to what extent is the emphatic form in spoken English actually problematic for French learners? How do they express emphasis on the validation of the PR and how do they take into account all the values synthesized in the form?Our corpus is based on a selection of data gathered for an extensive research project on the specific difficulties of French learners in spoken English. Native speakers of English interviewed French learners about a film extract taken from Because I Said So (Michael Lehmann, 2007) they had just seen in English. The interviews were filmed and transcribed (ICOR conventions). The interviews followed a pattern established beforehand, ensuring the presence of different steps in the interview about the film extract: factual report, interpretation and personal opinion. We selected the passages in the interviews when the French speakers deal with the following dialogue about Millie's dress:(mother) "Millie, you look as if you're asking for it".(Millie) "I am asking for it".In this extract, the mother's expression of a hypothesis (you look as if) implies the possibility of the negative validation: you are not asking for it. Millie takes up this possibility, denies it (= not - not ask for it) and puts an end to the dialogue on the topic of her dress. These values are grouped in the emphatic form with the nuclear stress falling on am.The analysis of the corpus shows that when French speakers mention this passage, they have recourse to various speech types, using direct speech in an attempt to reproduce the locutory value (Austin, 1962) of the speech they heard (e.g. she says I'm asking for it), or indirect speech associated to the illocutory value (e.g. so and actually the girl replied that she's actually waiting for it or wanting for it), as well as personal comments on the extract, about the mother-daughter reationship or about the daughter's intention with her dress. Such comments imply the perlocutory value of speech (e.g. but the daughter said er she wanted it to be (.) provocative).The analysis also looks at the linguistic resources of English used by French speakers with a specific interest for the values synthetized in the emphatic form which they actually express or not.As far as phonology is concerned, when the French speakers quote the passage in direct speech, the nuclear stress does not fall on the auxiliary but on the subject or on the predicate, therefore expressing irrelevant contrasts. Pauses are sometimes used before and after an adverb (e.g. really in: I really ask it); in that case, all the values of the emphatic form are there except the taking up of the negative validation of the PR.Co-verbal gestures may be used, with one speaker very aptly making a metaphoric gesture when mentioning the mother's speech, taking up the same gesture and giving it more amplitude when mentioning the daughter's speech.Some elements of the English morphology such as BE + -ING and BE GOING TO are also used, mostly expressing the concluding effect of the emphatic form.The speakers also use specific structures of the English syntax which allow focusing on some elements of the sentence: it-cleft sentences, ordinary wh-cleft sentences, reversed wh-cleft sentences, and demonstrative wh-clefts. In spoken language, demonstrative wh-clefts are the most frequent among cleft sentences (Biber et al., 1999); we notice that the French speakers conform to the tendency. Their use of these structures is relevant in terms of focus but not in terms of phonology since the nuclear stress does not fall on the focus as it should (Khalifa, 1999). Furthermore, the taking up of the negative validation of the PR is not clearly expressed by these structures.Lexical items are also used, such as because, actually, clearly, really, seduce and yes. They can be analysed as ways the speakers have found to express mostly the concluding effect of the emphatic form.In order to compare the French speakers' data to what native speakers of English would say in the same context, a few native speakers of the English language were interviewed. The English speakers use adverbs such as intentionally and actually (e.g. with the: buttons undone on the dress it makes her look like she’s asking for it and she actually said that she was). Several English speakers describe the dress by saying that it is too revealing, without mentioning the actual dialogue between Millie and her mother. It appears that the English speakers favour the interpretative approach to the extract.The discussion bears on several aspects of our results: the way French speakers express the emphatic form is often incomplete and this may be due to cultural and / or linguistic reasons. According to Béal (2010), who adopts a cultural point of view, French speakers will express emotions in a more direct way compared to English speakers. It could be the case when the latter use the word revealing whereas the former use the words provocative and seduce / seducing. In their training in English, such cultural differences may not be taught specifically to French learners. Also, the level of French speakers in English may have a limitative effect, being insufficient for them to adopt the interpretative approach native speakers of English use. According to Sperber & Wilson (1989), interpreting implies a high cognitive cost. In their self-evaluation of their level in English, most French participants in the research project consider themselves as being non-autonomous in English. When learners have to concentrate on the way they speak, it may lead them to prefer quoting in a more or less faithful way instead of analyzing what they have heard. Our conclusion is that it is necessary to give French learners the opportunity to compare multimodal aspects of English spoken data by English and French speakers, giving specific attention to the validation of the PR as it is central in linguistic activity. ; Comment les locuteurs non débutants en anglais expriment-ils oralement la proéminence à valeur emphatique ? L'article s'appuie sur une étude menée auprès d'étudiants francophones en seconde année de licence d'anglais, et rend compte des ressources variées utilisées par les apprenants (marques phonologiques, gestuelles, morphologiques, syntaxiques et lexicales), en analysant, pour chaque ressource, le maintien ou non des quatre valeurs sémantiques véhiculées par la forme emphatique en anglais : a priori négatif, reprise, absence de consensus, clôture. L'étude est complétée par la mise en regard de productions recueillies auprès de locuteurs natifs anglophones et francophones dans leur langue maternelle. Les résultats montrent que l'expression de la valeur emphatique en anglais par les apprenants francophones ne comporte pas, le plus souvent, l'ensemble des valeurs sémantiques mentionnées ci-dessus. Des hypothèses d'ordre culturel et linguistique sont envisagées, lesquelles permettraient d'expliquer ce phénomène ; des pistes didactiques à explorer sont avancées afin de remédier à la difficulté qu'ont les apprenants francophones à exprimer la valeur emphatique en anglais.
|
|
Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Anglais langue seconde; corpus d'anglais oral; emphatic form; English as a second language; forme emphatique; gestes; gestures; linguistic resources; ressources linguistiques; spoken English corpora
|
|
URL: https://hal.archives-ouvertes.fr/hal-01836125/file/L%27expression%20de%20la%20pro%C3%A9minence%20%C3%A0%20valeur%20emphatique%20en%20anglais%20par%20des%20locuteurs%20francophones%20non%20d%C3%A9butants.pdf
https://hal.archives-ouvertes.fr/hal-01836125
https://hal.archives-ouvertes.fr/hal-01836125/document
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Conception et utilisation d'un logiciel pédagogique, l'exemple de Macao
|
|
|
|
In: ISSN: 1286-4986 ; EISSN: 1286-4986 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication ; https://hal.archives-ouvertes.fr/hal-01836012 ; ALSIC - Apprentissage des Langues et Systèmes d'Information et de Communication, Association pour le Développement de l'Apprentissage des Langues par les Systèmes d'Information et de Communication - OpenEdition, 2014, 17 (1), ⟨10.4000/alsic.2698⟩ ; http://alsic.revues.org/2698 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Comment aider l'apprenant à améliorer sa compréhension de l'oral en langue étrangère ?
|
|
|
|
In: ISSN: 2258-1510 ; Etudes en didactique des langues ; https://hal.archives-ouvertes.fr/hal-03062327 ; Etudes en didactique des langues, LAIRDIL, 2012, 19, pp.89-97 (2012)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Construire/reconstruire une grammaire de l'oral quand on est non-débutant en anglais
|
|
|
|
In: Les langues tout au long de la vie ; Colloque de l'ACEDLE "Les langues tout au long de la vie", Lille, 12 décembre 2009 ; https://hal.archives-ouvertes.fr/hal-03071415 ; Colloque de l'ACEDLE "Les langues tout au long de la vie", Lille, 12 décembre 2009, 2010, Lille, France. pp.285-291 (2010)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Using CALL in a formal context to develop listening abilities in ESL
|
|
|
|
In: Using CALL in a formal context to develop listening abilities in ESL ; Congrès international EUROCALL, Bordeaux, 8-11 septembre 2010 ; https://hal.archives-ouvertes.fr/hal-03072617 ; Congrès international EUROCALL, Bordeaux, 8-11 septembre 2010, 2010, Bordeaux, France (2010)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Construire des compétences phonologiques au service de la compréhension de l’anglais oral
|
|
|
|
In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-01835531 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2009, 1, pp.75-81 (2009)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Construire / reconstruire une grammaire de l'oral quand on est non-débutant en anglais
|
|
|
|
In: Colloque de l'ACEDLE (Association des chercheurs en Didactique des Langues étrangères) : "Les langues tout au long de la vie", Université Lille 3, 10-12 décembre 2009 ; https://hal.archives-ouvertes.fr/hal-01835656 ; Colloque de l'ACEDLE (Association des chercheurs en Didactique des Langues étrangères) : "Les langues tout au long de la vie", Université Lille 3, 10-12 décembre 2009, Dec 2009, Lille, France (2009)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Construire des compétences phonologiques au service de la compréhension de l'anglais oral
|
|
|
|
In: ISSN: 0023-8376 ; Les Langues Modernes ; https://hal.archives-ouvertes.fr/hal-03066956 ; Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2009, 1, pp.75-81 (2009)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Utilisation et appropriation des aides fournies dans un produit multimédia d'anglais
|
|
|
|
In: ISSN: 1960-3479 ; Cahiers du Laboratoire de Recherche sur le Langage ; https://hal.archives-ouvertes.fr/hal-01835495 ; Cahiers du Laboratoire de Recherche sur le Langage, Presses universitaires Blaise Pascal, Clermont-Ferrand, 2008, TICE et Didactique des Langues Etrangères et Maternelles : la problématique des aides à l'apprentissage, pp.161-172 ; http://www.lcdpu.fr/livre/?GCOI=27000100507460 (2008)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Approche didactique de la formation en anglais LANSAD ; Approche didactique de la formation en anglais LANSAD: une démarche qualité ?
|
|
|
|
In: Le défi de la qualité dans l'enseignement supérieur : vers un nouveau paradigme. ; Actes du 25ème congrès de l'Association Internationale de Pédagogie Universitaire (AIPU) "Le défi de la qualité dans l'enseignement supérieur : vers un nouveau paradigme.", 19-22 mai 2008 ; https://hal.archives-ouvertes.fr/hal-03069212 ; Actes du 25ème congrès de l'Association Internationale de Pédagogie Universitaire (AIPU) "Le défi de la qualité dans l'enseignement supérieur : vers un nouveau paradigme.", 19-22 mai 2008, 2008, Montpellier, France. pp.1-12 (2008)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
L'écrit et la compréhension de l'oral en anglais
|
|
|
|
In: EISSN: 2107-7029 ; La clé des langues ; https://hal.archives-ouvertes.fr/hal-03067222 ; La clé des langues, Ecole normale supérieure de Lyon, 2007, 1, pp.1-10 (2007)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Aider les apprenants d'anglais à utiliser les données phonétiques du dictionnaire : quels choix didactiques ?
|
|
|
|
In: Colloque Acedle "Recherches en didactique des langues", Centre de Langues de l'université Lyon 2, Lyon, 16-18 juin 2005 ; https://hal.archives-ouvertes.fr/hal-03071504 ; Colloque Acedle "Recherches en didactique des langues", Centre de Langues de l'université Lyon 2, Lyon, 16-18 juin 2005, 2006, Lyon, France. pp.89-102 (2006)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Guider des stratégies de compréhension de l'oral en ALAO : le cas de l'inférence
|
|
|
|
In: Apprentissage des Langues et Systèmes d'Information et de Communication ; https://edutice.archives-ouvertes.fr/edutice-00000330 ; Apprentissage des Langues et Systèmes d'Information et de Communication, 2003, Pluralité des langues et des supports dans la construction et la transmission des connaissances, 6 (1), pp.143-150 ; http://alsic.org (2003)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Guider des stratégies de compréhension de l'oral en ALAO : le cas de l'inférence
|
|
|
|
In: Guider des stratégies de compréhension de l'oral en ALAO : le cas de l'inférence ; Pluralité des langues et des supports dans la construction et la transmission des connaissance, ENS LSH, Lyon, juin 2002 ; https://hal.archives-ouvertes.fr/hal-03071505 ; Pluralité des langues et des supports dans la construction et la transmission des connaissance, ENS LSH, Lyon, juin 2002, 2002, Strasbourg, France. pp.143-150, ⟨10.4000/alsic.2132⟩ (2002)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
La compréhension de l'anglais oral et les technologies éducatives
|
|
|
|
In: https://tel.archives-ouvertes.fr/edutice-00000220 ; Education. Université Paris-Diderot - Paris VII, 2000. Français (2000)
|
|
BASE
|
|
Show details
|
|
|
|
|
