Automaticity, spelling, and second language learning

This study investigated the relationship between a chronometric estimate of automaticity for the spelling of French words (Automaticity) and performance on four tests of French language attainment among a sample of Year 11 students of French as a foreign language. Fifty participants each completed a computerized test of French spelling and attainment tests in four aspects of French language learning: reading comprehension, writing fluency, oral fluency, and aural comprehension. Correlations were significant between Automaticity and performance on all four tests of French language attainment as well as on overall attainment.

Variation and Change in French Morphosyntax: The Case of Collective Nouns

Collective nouns such as majorité or foule have long been of interest to linguists for their unusual semantic properties, and provide a valuable source of new data on the evolution of French grammar. This book tests the hypothesis that plural agreement with collective nouns is becoming more frequent in French. Through an analysis of data from a variety of sources, including sociolinguistic interviews, gap-fill tests and corpora, the complex linguistic and external factors which affect this type of agreement are examined, shedding new light on their interaction in this context. Broader questions concerning the methodological challenges of studying variation and change in morphosyntax, and the application of sociolinguistic generalisations to the French of France, are also addressed.

Reviews:

‘Cet ouvrage constitue un apport majeur dans le champ de la linguistique variationniste et diachronique, tant par les résultats mis au jour que par la qualité de sa démarche méthodologique.’ — Sophie Prévost, French Studies 69.4, October 2015, 578-79

‘While language variation and change have been the focal point for linguists on this side of the Atlantic, Tristram argues that studies on morphosyntactic variation in French studies are lacking due to a focus on phonology and dialectology as well as denial of variation and change in the French language. Tristram’s book is thus a welcome contribution.’ — Samira Hassa, French Review 89.3, 2016, 108

‘Anyone teaching variation in French will want to talk about the findings and reflections reported in this study. A remarkable amount of ground is covered in a small compass. This is a highly welcome addition to the Legenda list, and one must hope that further linguistics titles will be added to it before very long.’ — Nigel Armstrong, Journal of French Language Studies 26.2, 2016, 211-13

Annotating an Oral Corpus using the Text Encoding Initiative. Methodology, Problems, Solutions

The objective of this paper is to describe and evaluate the application of the Text Encoding Initiative (TEI) Guidelines to a corpus of oral French, this being the first corpus of oral French where the TEI has been used. The paper explains the purpose of the corpus, both in creating a specialist corpus of néo-contage that will broaden the range of oral corpora available, and, more importantly, in creating a dataset to explore a variety of oral French that has a particularly interesting status in terms of factors such as conception orale/écrite, réalisation médiale and comportement communicatif (Koch and Oesterreicher 2001). The linguistic phenomena to be encoded are both stylistic (speech and thought presentation) and syntactic (negation, detachment, inversion), and all represent areas where previous research has highlighted the significance of factors such as medium, register and discourse type, as well as a host of linguistic factors (syntactic, phonetic, lexical). After a discussion of how a tagset can be designed and applied within the TEI to encode speech and thought presentation, negation, detachment and inversion, the final section of the paper evaluates the benefits and possible drawbacks of the methodology offered by the TEI when applied to a syntactic and stylistic markup of an oral corpus.

Ying Chen and the ‘‘Non-Lieu’’

The French-language prose works of Ying Chen re-examine the idea of absolute cultural cores of being and belonging which has traditionally been associated with Chinese overseas literature. Her concept of identity, constantly in the process of becoming, can be understood through the various ways in which her own, and her characters', ‘between-world’ consciousness is expressed, namely through the portrayal of migration, the metaphors of shores and bridges, the themes of attachment and detachment, and the discussion of physical displacement and inner exile. The author's theories on literary language, too, focus on in-between spaces, such as that between the real and the probable.

“La littérature est la seule patrie”: Nabile Farès and the Poetry of Postcolonial Displacment

Nabile Farès is a key author within postcolonial studies, due in particular to his uniquely expressive writing style. This article discusses writing style in his 1982 text, L’état perdu: précédé du discours pratique de l’immigré. Throughout the mainly French text, different alphabets are woven, alluding to the complexity of Algerian linguistic history and the importance of language in the construction and expression of identity. Meanwhile, the grammar and structure of the French language seems confused and at times illogical, raising further questions about use of a colonial language in a postcolonial context. Farès’s writing style is avant-garde in nature, and deliberate intertextuality with the Surrealists situates the text within an avant-garde tradition in the French language, developing new ideas surrounding the effect of this written genre in the aftermath of colonialism.

Encadrement discursif et postposition du sujet: l'éclairage des contes oraux

This article re-examines the relationship between framing and postposition of the subject in contemporary French, using oral data from the French Oral Narrative Corpus. The authors argue that the widely-supported binary distinction between 'SV-framing' and 'VS-nonframing' is in fact much more complex, with some clear counterexamples to accepted theory and others that force us to re-consider the definition of framing.

Children’s essentialist reasoning about language and race

Across four studies, we directly compared children’s essentialist reasoning about the stability of race and language throughout an individual’s lifespan. Monolingual English-speaking children were presented with a series of images of children who were either White or Black; each face was paired with a voice clip in either English or French. Participants were asked which of two adults each target child would grow up to be – one who was a ‘match’ to the target child in race but not language, and the other a ‘match’ in language but not race. Nine- to 10-year-old European American children chose the race-match, rather than the language-match. In contrast, 5–6-year-old European American children in both urban, racially diverse, and rural, racially homogeneous environments chose the language-match, even though this necessarily meant that the target child would transform racial categories. Although surprising in light of adult reasoning, these young children demonstrated an intuition about the relative stability of an individual’s language compared to her racial group membership. Yet, 5–6-year-old African American children, similar to the older European American children, chose the race-match, suggesting that membership in a racial minority group may highlight children’s reasoning about race as a stable category. Theoretical implications for our understanding of children’s categorization of human kinds are discussed.

Introducing Students to Pre-Nineteenth-Century Poetry in the Language Classroom

We as language instructors are tasked with preparing students to transition from language to literature courses. The shorter length of many poems makes them ideal for presentation in the language classroom, where the acquisition of communicative competence is the priority. Introductory and intermediate textbooks’ poetry offerings, however, are frequently drawn from a canon of poems by only a few nineteenth- and twentieth-century authors (Verlaine, Apollinaire, Prévert) and fail to expose students to broader aspects of French literature. This article offers strategies for presenting pre-nineteenth-century poetry to first- and second-year students of French using dizains from Scève’s Délie as examples.