WH-Interrogatives in spoken French are exceptional due both to the diversity of syntactic forms a... more WH-Interrogatives in spoken French are exceptional due both to the diversity of syntactic forms available to express the same propositional content (Coveney 1996) as well as the parameters that influence their use. The causal interrogative adverb pourquoi ‘why’ has a notably deficient paradigm (Korzen 1985), as is seen in its incompatibility with stylistic inversion and in situ structures. In this chapter, all instantiations of pourquoi in a corpus of casual conversations, whether interrogative or not, are first categorized according to discourse function(s) and then mapped to structures. This usage-driven, discourse approach successfully narrows the number of observed forms per function and also further distinguishes them by integrating discourse markers and negation.
Most pedagogical applications of wikis in foreign language education draw on this collaborative t... more Most pedagogical applications of wikis in foreign language education draw on this collaborative tool to improve (formal) writing skills or to develop target language cultural sensitivity, missing largely on the opportunity to support student-developed L2 content knowledge. Seeking an alternative to traditional teacher-centered approaches, this paper proposes a social-constructivist model which integrates computer-mediated communication (CMC) and collaborative learning to teach two advanced undergraduate L2 content-based courses—French sociolinguistics and modern French. It reports on the processes and learning outcomes for thirty students who build a wiki among other collaborative and active-learning exercises to develop content knowledge in French. This approach provides an authentic and meaningful language learning setting and integrates technology-assisted collaborative learning in syllabus design from the outset. Post-course evaluations indicate that students developed a sense of class community through the collaborative approach and felt engaged with course content. This exploratory, qualitative project also provides insight on the importance of continuous critical instructor feedback for optimal quality of student output and of a system encouraging and controlling equal participation of students. The study suggests that the read-and-write internet offers a unique medium for constructive learning approaches which together can help students develop learner autonomy and metacognitive skills.
Little words: their history, phonology, syntax, …, Jan 1, 2009
Page 172. 14 The Pragmatics of the French Discourse Markers donc and alors STÉPHANIE PELLET Wake ... more Page 172. 14 The Pragmatics of the French Discourse Markers donc and alors STÉPHANIE PELLET Wake Forest University SPOKEN FRENCH relies heavily on a vast array of discourse markers, small words that help speakers ...
Qu'il s'agisse de l'enseignement des langues étrangères ou de l&#x... more Qu'il s'agisse de l'enseignement des langues étrangères ou de l'éducation en général, un certain nombre d'études, réalisées aux États-Unis (Colby, Ehrlich, Beaumont, & Stephens, 2003 ; Leithwood, Jantzi, & Steinbach, 1999) ou en Europe (Lundwall, 2000 ; Cochinaux & de ...
WH-Interrogatives in spoken French are exceptional due both to the diversity of syntactic forms a... more WH-Interrogatives in spoken French are exceptional due both to the diversity of syntactic forms available to express the same propositional content (Coveney 1996) as well as the parameters that influence their use. The causal interrogative adverb pourquoi ‘why’ has a notably deficient paradigm (Korzen 1985), as is seen in its incompatibility with stylistic inversion and in situ structures. In this chapter, all instantiations of pourquoi in a corpus of casual conversations, whether interrogative or not, are first categorized according to discourse function(s) and then mapped to structures. This usage-driven, discourse approach successfully narrows the number of observed forms per function and also further distinguishes them by integrating discourse markers and negation.
Most pedagogical applications of wikis in foreign language education draw on this collaborative t... more Most pedagogical applications of wikis in foreign language education draw on this collaborative tool to improve (formal) writing skills or to develop target language cultural sensitivity, missing largely on the opportunity to support student-developed L2 content knowledge. Seeking an alternative to traditional teacher-centered approaches, this paper proposes a social-constructivist model which integrates computer-mediated communication (CMC) and collaborative learning to teach two advanced undergraduate L2 content-based courses—French sociolinguistics and modern French. It reports on the processes and learning outcomes for thirty students who build a wiki among other collaborative and active-learning exercises to develop content knowledge in French. This approach provides an authentic and meaningful language learning setting and integrates technology-assisted collaborative learning in syllabus design from the outset. Post-course evaluations indicate that students developed a sense of class community through the collaborative approach and felt engaged with course content. This exploratory, qualitative project also provides insight on the importance of continuous critical instructor feedback for optimal quality of student output and of a system encouraging and controlling equal participation of students. The study suggests that the read-and-write internet offers a unique medium for constructive learning approaches which together can help students develop learner autonomy and metacognitive skills.
Little words: their history, phonology, syntax, …, Jan 1, 2009
Page 172. 14 The Pragmatics of the French Discourse Markers donc and alors STÉPHANIE PELLET Wake ... more Page 172. 14 The Pragmatics of the French Discourse Markers donc and alors STÉPHANIE PELLET Wake Forest University SPOKEN FRENCH relies heavily on a vast array of discourse markers, small words that help speakers ...
Qu'il s'agisse de l'enseignement des langues étrangères ou de l&#x... more Qu'il s'agisse de l'enseignement des langues étrangères ou de l'éducation en général, un certain nombre d'études, réalisées aux États-Unis (Colby, Ehrlich, Beaumont, & Stephens, 2003 ; Leithwood, Jantzi, & Steinbach, 1999) ou en Europe (Lundwall, 2000 ; Cochinaux & de ...
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