Epistemological tensions between linguistic description and ordinary speakers' intuitive knowledge: examples from French verb morphology

In this article, I address epistemological questions regarding the status of linguistic rules and the pervasive--though seldom discussed--tension that arises between theory-driven object perception by linguists on the one hand, and ordinary speakers' possible intuitive knowledge on the other hand. Several issues will be discussed using examples from French verb morphology, based on the 6500 verbs from Le Petit Robert dictionary (2013).

Effect of levodopa on both verbal and motor representations of action in Parkinson's disease: a fMRI study.

Previous studies have demonstrated that non-demented Parkinson's disease (PD) patients have a specific impairment of verb production compared with noun generation. One interpretation of this deficit suggested the influence of striato-frontal dysfunction on action-related verb processing. The aim of our study was to investigate cerebral changes after motor improvement due to dopaminergic medication on the neural circuitry supporting action representation in the brain as mediated by verb generation and motor imagery in PD patients. Functional magnetic resonance imaging on 8 PD patients in "ON" dopaminergic treatment state (DTS) and in "OFF" DTS was used to explore the brain activity during three different tasks: Object Naming (ObjN), Generation of Action Verbs (GenA) in which patients were asked to overtly say an action associated with a picture and mental simulation of action (MSoA) was investigated by asking subjects to mentally simulate an action related to a depicted object. The distribution of brain activities associated with these tasks whatever DTS was very similar to results of previous studies. The results showed that brain activity related to semantics of action is modified by dopaminergic treatment in PD patients. This cerebral reorganisation concerns mainly motor and premotor cortex suggesting an involvement of the putaminal motor loop according to the "motor" theory of verb processing.

L'enseignement et l'apprentissage de la conjugaison en FLE : comment réduire les difficultés engendrées par l'orthographe ?

French verb morphology has always been a major challenge for learners as well as teachers of French as a foreign language. Learning difficulties arise not only from the inherent complexity of the conjugation system itself, but mostly from the traditional description found in specialized books, grammars, etc. French spelling alone tends to complexify the actual oral verb morphology by more than 60%, thus hindering efficient learning. Following Dubois (1967), Csécsy (1968), Pouradier Duteil (1997), etc., I suggest an alternative approach, exclusively based on phonetic transcription, and starting with plural forms instead of singular ones (Mayer 1969). For more than 500 verbs of the 2nd and 3rd groups, this strategy allows learners to first memorize the present tense plural form e.g. /illiz/ (ils lisent, "they read") and take the stem's final consonant away to get the singular /illi/ (il lit, "he reads").