De invloed van de factor tijd op het gebruik van anglicismen door Franse jongeren is tweeledig, zowel op kwantitatief als taalkundig vlak. De analyse van twee vergelijkbare steekproeven uit het...Show moreDe invloed van de factor tijd op het gebruik van anglicismen door Franse jongeren is tweeledig, zowel op kwantitatief als taalkundig vlak. De analyse van twee vergelijkbare steekproeven uit het ESLO-corpus ondersteunt deze conclusie. Uit het onderzoek blijkt dat Franse jongeren relatief veel meer Engelse termen gebruiken, de corpora uit 2010 en 1969 met elkaar vergeleken. Het grote verschil is te wijten aan de verbetering van communicatietechnologie door de verengelsing en het vreemdetalenonderwijs. Hierdoor hebben jongeren een meer technische woordenschat ontwikkeld. Daarnaast toont het gebruik van ‘foute anglicismen’ aan dat Engelse leenwoorden vaak worden aangepast aan de Franse grammatica.Show less
Diphthongization of the vowel /e:/ into the diphthong [ei] is a common phenomenon in Dutch and can be transferred to an L2; we found in our bachelor thesis that, although the French vowel /e/...Show moreDiphthongization of the vowel /e:/ into the diphthong [ei] is a common phenomenon in Dutch and can be transferred to an L2; we found in our bachelor thesis that, although the French vowel /e/ should not be diphthongized, Dutch learners of French tend to do this. Interestingly, they do this more when the vowel /e/ occurs in the first syllable of a word. That is why we investigated in the current study if coarticulation with neighboring sounds plays a role in the diphthongization of the French vowel /e/ in Dutch learners of French. Furthermore, we didn't only focus on production, but we also investigated whether Dutch learners of French can perceive the difference between the French monophthong /e/ and the Dutch diphthong [ei] and whether neighboring sounds influence this perception in an AXB task. Finally, we examined whether the perception of the participants was correlated with their production. We found that the neighboring sounds indeed seem to influence both the production and the perception of the diphthongization of the French vowel /e/; when the /e/ was followed by the dental sound /t/, it was significantly more diphthongized than when it was followed by the labial sound /p/. Interestingly, although the /t/ gives rise to more diphthongization in production, the participants perceived the least diphthongs in a /t/ context in the perception task, which could be explained as a compensation effect for coarticulation. It was less clear whether the participants were able to distinguish between the monophthong /e/ and the diphthong [ei] in the perception task. Finally, we didn't find a correlation between the production and perception of the diphthongization of the French vowel /e/ in Dutch learners of French.Show less
The French Language has several past tenses, including the passé composé and the imparfait. These tenses are at first sight similar to two past tenses in Dutch, the voltooid tegenwoordige tijd and...Show moreThe French Language has several past tenses, including the passé composé and the imparfait. These tenses are at first sight similar to two past tenses in Dutch, the voltooid tegenwoordige tijd and the onvoltooid verleden tijd. For Dutch learners of the French language, it may seem that you use the French passé composé, when you have to use the voltooid tegenwoordige tijd in Dutch, because both the passé composé as the voltooid tegenwoordige tijd are composed of an auxiliary and a past participle. However, there is a difference with regard to the use of these tenses in Dutch and in French. The mother tongue, in this case Dutch, can interfere with the acquisition of the French tenses by Dutch learners. It is possible that there is a negative transfer of Dutch to French. The Dutch education could help learners to acquire the correct use. This thesis examines the transfer of Dutch to French concerning the past tenses and it examines the role that plays education in the process of transfer. In the thesis, we will discuss the past tenses that are used in French and in Dutch and we will examine the role of the mother tongue (Dutch), specially the process of transfer. Furthermore we will discuss the role of de education in this transfer. In which way the education can improve the acquirement of these tenses? With the help of a forced choise task, we will try to specify the role of the transfer of Dutch to French concerning the past tenses and we will try to examine the role of education in this acquisition.Show less
There are a lot of theories on the way the multilingual brain is shaped and on how multilingual language processing functions. In this research project, we discuss three models of lexical...Show moreThere are a lot of theories on the way the multilingual brain is shaped and on how multilingual language processing functions. In this research project, we discuss three models of lexical processing (the BIA+ model, the revised hierarchical model, and the independent model). We try to decide which of the models represents language processing at its best with an experiment. In the experiment, we tested Dutch students of the French language with different levels of proficiency: 10 students with high language proficiency and 10 students with low language proficiency. We based the proficiency levels on the LexTALE test. The students participated in a semantic priming experiment in which the prime was offered in French and the image was to be named in Dutch. We expected to find a faster reaction time for students with high language proficiency and no influence of semantic priming for the low proficiency group, as follows the revised hierarchical model. This model explains this difference between groups by the links between lexical and conceptual representations in the two languages: these aren’t developed yet for low proficient speaker and thus we shouldn’t find an effect of semantic priming. However, our results support the independent model, in which there are no connections between language processing systems of different language in the brain.Show less
This thesis examines several uses of the French adverb 'seulement' that have been distinguished by French researcher Beyssade (2010). On the basis of a corpus study (Corpus d'Orléans) and speaker...Show moreThis thesis examines several uses of the French adverb 'seulement' that have been distinguished by French researcher Beyssade (2010). On the basis of a corpus study (Corpus d'Orléans) and speaker judgments, this thesis presents some new insights with respect to the theoretical classification of 'seulement'. Some classes have slightly different properties than Beyssade (2010) originally proposed. In this way, this thesis is extending the discussion that has been led on by multiple linguists with regard to the topic of 'seulement'.Show less
In this master thesis, the phenomenon of insubordination will be treated. This phenomenon has been described by Evans (2007:367) for the first time as “the conventionalized main-clause of what, on...Show moreIn this master thesis, the phenomenon of insubordination will be treated. This phenomenon has been described by Evans (2007:367) for the first time as “the conventionalized main-clause of what, on prima facie grounds, appear to be formally subordinate clauses”. Although this phenomenon has been defined several times in prescriptive grammars, Evans (2007) was the first who has done descriptive research for many Indo-European languages, including Dutch. Unfortunately the French language has not been described. Therefore the main subject of this MA thesis will be to compare the theory of Evans (2007) for the Dutch language and apply it to the French language. This thesis will be limited to the conjunctions “if” and “that” which introduce the conventionalized main-clauses. The main objective of this research will be a comparative research into the Dutch and French language, more specific into the two conjunctions “if” and “that”. The reason why those two conjunctions have been chosen is the fact that they appear most often in all the languages which have examined by Evans (2007). The methodology of this MA thesis will be comparative and theoretical. Moreover, there will be a section including some case studies. The content of the different sections will be thus: the first chapter will give an overview of all the literature concerning the phenomenon insubordination. The second chapter will be dedicated to the conjunction “if” in Dutch and French. The next chapter will be dedicated to the conjunction “that” and the fourth chapter will be showing some case studies to support my theory. The Corpus d’Orléans has provided the information for this thesis. Finally, all results will be summarized in the conclusion.Show less
Dans notre expérience, nous avons étudié le transfert négatif de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. De plus, nous avons étudié si des cours de...Show moreDans notre expérience, nous avons étudié le transfert négatif de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. De plus, nous avons étudié si des cours de prononciation aident à réduire le transfert négatif de la diphtongaison de la voyelle /e/. Premièrement, nous avons observé que les sujets ont prononcé la voyelle /e/ comme la diphtongue [ei] aussi bien en français qu’en néerlandais. Il y a donc un transfert négatif de la diphtongaison de la voyelle /e/ chez les apprenants néerlandophones du français. De plus, nous avons trouvé que l’accent et la durée jouent toutes les deux un rôle dans la réalisation de la diphtongaison. En ce qui concerne la durée, l’augmentation du degré de diphtongaison était significative au moment où la durée de la voyelle /e/ augmentait d’une milliseconde. Quant à la variable « accent », il y avait un effet entre la diphtongaison et la voyelle /e/ dans une syllabe non accentuée. Enfin, nous n’avons pas trouvé un effet entre la variable « séance » et la diphtongaison, donc les sujets n’ont pas su réduire le transfert négatif de la diphtongaison de la voyelle /e/ après six semaines de cours de prononciation.Show less
In this research I try to find out what Italian learners of the French language know about the position and the form of the subject in French wh-questions. I do this by executing a judgment test,...Show moreIn this research I try to find out what Italian learners of the French language know about the position and the form of the subject in French wh-questions. I do this by executing a judgment test, in which the participants have to judge a list of grammatical and agrammatical sentences. The main question of this thesis is whether the Italian learners have a preference for the (Dutch) V2-structure - which seemed to be the case in Kroeskop's thesis (2011) - and also whether the Italian language plays a part in this.Show less
L'objectif de ce mémoire est de mettre en contexte et d'analyser les différentes possibilités de la féminisation des mots de profession dans la langue française. A la suite de cela nous avons mis...Show moreL'objectif de ce mémoire est de mettre en contexte et d'analyser les différentes possibilités de la féminisation des mots de profession dans la langue française. A la suite de cela nous avons mis les possibilités les plus usitées sous la forme d'une enquête expérimentale. A partir de nombreux items une trentaine de sujets français était priée de mettre au féminin, si possible, certaines parties de ces items. Finalement, nous avons examiné les résultats de leurs réponses et analysé les tendances.Show less
Some French prepositions may be used without an (overt) complement. A first question is answered based on the literature : what does happen in the syntax when a preposition is used without any...Show moreSome French prepositions may be used without an (overt) complement. A first question is answered based on the literature : what does happen in the syntax when a preposition is used without any overt complement ? A second question is still open : why can some prepositions be used without complement and some others cannot. After the analysis of the different hypotheses of the syntactic phenomenon, the focus is set on the prepositions expressing time. Each preposition has been tested to check if it can or cannot be used without complement. From these observations, some generalizations are made concerning the behavior of the prepositions; eventually, the hypothesis from Adler is studied to answer to the second question.Show less
Tu dis quoi ? Il voit qui ? Elle va où ? Depuis des années, la question in situ échauffe les esprits. Ce type de question, qui se caractérise par le fait que le constituant interrogatif reste dans...Show moreTu dis quoi ? Il voit qui ? Elle va où ? Depuis des années, la question in situ échauffe les esprits. Ce type de question, qui se caractérise par le fait que le constituant interrogatif reste dans sa position de base, suscite toujours beaucoup de questions. Il n’y pas de consensus en ce qui concerne la présupposition qu’elle introduirait: à quelle sorte de réponse le locuteur s'attend-il ? En outre, les linguistes ne sont pas non plus d’accord sur l’intonation habituelle de ce type de question. Dans ce mémoire, nous nous sommes demandé quelle était l’intonation par défaut des questions in situ et nous avons voulu savoir si l’intonation des questions in situ est différente de celle des questions à antéposition (Qui est-ce qu’il voit ?). A cette fin, nous avons fait prononcer des paires minimales des deux types de questions dans l’absence d’un contexte spécifique. Nous avons trouvé que la question in situ est caractérisée par une montée finale. La question qu- à antéposition est également prononcée avec une intonation montante dans la plupart des cas. Cependant, il faut faire remarquer que certains participants employaient presque toujours une montée finale dans les questions à antéposition tandis que d’autres participants employaient aussi bien des montées que des descentes dans ce type de question.Show less
