The language of flowers with illustrative poetry : to which are now first added the calendar of flowers, and the dial of flowers.

Probably based on "Le langage des fleurs" by Mme. Louise Cortambert, who wrote under the pseudonym "Charlotte de Latour."

A contribution to the study of the French element in English /

Includes bibliographical references and index.

Dictionary of foreign words and phrases : compiled from English sources and containing foreign words, phrases, mottos, proverbs, place names, titles, allusions and abbreviations from the Latin, Greek, French, Italian, Spanish, German, Russian, Hebrew and other foreign languages, together with English equivalents and definitions and a supplement in Greek orthography.

Mode of access: Internet.

A Tahitian and English dictionary, with introductory remarks on the Polynesian language, and a short grammar of the Tahitian dialect: with an appendix containing a list of foreign words used in the Tahitian Bible, in commerce, etc., with the sources from whence they have been derived.

Mode of access: Internet.

The principles of grammar : being a compendious treatise on the languages, English, Latin, Greek, German, Spanish, and French. Founded on the immutable principle of the relation which one word sustains to another ... /

Mode of access: Internet.

Polyglot reader, and guide for translation : consisting of a series of English extracts, with their translation into French, German, Spanish, and Italian : the several parts designed to serve as mutual keys /

Spanish translation.

Technological military dictionary, German-English-French /

German part only. No more published?

The law-French dictionary alphabetically digested; very useful for all young students in the common laws of England. To which is added, The law-Latin dictionary: being an alphabetical collection of such law-Latin words as are found in several authentic manuscripts, and printed books of precedents.

Caption title for v. 2 reads: The Pleader's dictionary.

Handbook of Greek synonymes [sic] from the French of Alex. Pillon.

Translation of Synonymes grecs ....

The chronicle of Pierre de Langtoft, in French verse from the earliest period to the death of King Edward I.

In 3 parts: the 1st an abridgment of Geoffrey of Monmouth's "Historia Britonum": the 2d, a history of the Anglo-Saxon and Norman kings to the death of Henry III; the 3d, a history of the reign of Edward I. The language is a specimen of the French of Yorkshire. cf. Introd.

A funny thing happened on the way to the forum: Electronic discussion and foreign language learning

Amongst the opportunities for cross-cultural contact created by the burgeoning use of the Internet are those provided by electronic discussion lists. This study looks at what happens when language students venture out of the classroom (virtual or otherwise) to participate in on-line discussion groups with native speakers. Responses to messages and commentary by moderators and other participants on the (in) appropriateness of contributions allow us to determine what constitutes successful participation and to make suggestions regarding effective teaching strategies for this medium. A case study examines the threads started by four anglophone students of French when they post messages to a forum on the Web site of the French newspaper Le Monde. Investigation of these examples points to the ways in which electronic discussion inflects and is inflected by cultural and generic expectations. We suggest that successful participation on Internet fora depends on awareness of such cultural and generic mores and an ability to work within and/or with them. Teachers therefore need to find ways in which students can be sensitized to such issues so that their participation in such electronic discussion is no longer seen as linguistic training, but as engagement with a cultural practice.

Heritage language loss and the implications for ethnic identity maintenance over time

Language has been seen as a central pillar to ethnic identity. When the possibility of heritage language loss becomes imminent, therefore, concern turns towards the consequences for feelings of ethnic group membership. Heritage language researchers have indicated that the heritage language is so strongly associated with the individual’s cultural background that heritage language loss could have negative implications for the sense of identity to the ethnic group. This study investigates the relationship between language and ethnic identity over time among Gaelic learners in Nova Scotia. In order to identify the specific processes of heritage language use, the Gaelic learners are compared to French (second language), learners living in the same English-speaking milieu. Path analyses reveal that, only among Gaelic learners, there is an initial separation of language and ethnic identity, but that, over time, ethnic identity is a direct outcome of language use. The results support Edwards’ (1985), contention, at least in the case of heritage languages, that language and identity are not always strongly linked. It is suggested that this may be especially true in contexts where there is little opportunity for contact with members of the heritage language group.

Relating two simultaneous events in discourse: the role of on-goingness devices in L1 Tunisian Arabic, L1 French and L2 French by Tunisian learners

Our PhD study focuses on the role of aspectual marking in expressing simultaneity of events in Tunisian Arabic as a first language, French as a first language, as well as in French as a second language by Tunisian learners at different acquisitional stages. We examine how the explicit markers of on-goingness qa:’id and «en train de» in Tunisian Arabic and in French respectively are used to express this temporal relation, in competition with the simple forms, the prefixed verb form in Tunisian Arabic and the présent de l’indicatif in French. We use a complex verbal task of retelling simultaneous events sharing an interval on the time axis based on eight videos presenting two situations happening in parallel. Two types of simultaneity are exploited: perfect simultaneity (when the two situations are parallel to each other) and inclusion (one situation is framed by the second one). Our informants in French and in Tunisian Arabic have two profiles, highly educated and low educated speakers. We show that the participants’ response to the retelling task varies according to their profiles, and so does their use of the on-goingness devices in the expression of simultaneity. The differences observed between the two profile groups are explained by the degree to which the speakers have developed a habit of responding to tasks. This is a skill typically acquired during schooling. We notice overall that the use of qa:’id as well as of «en train de» is less frequent in the data than the use of the simple forms. However, qa:’id as well as «en train de» are employed to play discursive roles that go beyond the proposition level. We postulate that despite the shared features between Tunisian Arabic and French regarding marking the concept of on-goingness, namely the presence of explicit lexical, not fully grammaticalised markers competing with other non-marked forms, the way they are used in the discourse of simultaneous events shows clear differences. We explain that «en train de» plays a more contrastive role than qa:’id and its use in discourse obeys a stricter rule. In cases of the inclusion type of simultaneity, it is used to construe the ‘framing’ event that encloses the second event. In construing perfectly simultaneneous events, and when both «en train de» and présent de l’indicatif are used, the proposition with «en train de» generally precedes the proposition with présent de l’indicatif, and not the other way around. qa:id obeys, but to a less strict rule as it can be used interchangeably with the simple form regardless of the order of propositions. The contrastive analysis of French L1 and L2 reveals learners’ deviations from natives’ use of on-goingness devices. They generalise the use of «en train de» and apply different rules to the interaction of the different marked and unmarked forms in discourse. Learners do not master its role in discourse even at advanced stages of acquisition despite its possible emergence around the basic and intermediate varieties. We conclude that the native speakers’ use of «en train de» involves mastering its role at the macro-structure level. This feature, not explicitly available to learners in the input, might persistently present a challenge to L2 acquisition of the periphrasis.