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french</title> <meta name="description" content="Search results for: french"> <meta name="keywords" content="french"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="french"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 433</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: french</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">433</span> A Dynamic Analysis of the Facts of Language and Communication: The Case of French in Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farouk%20A.%20N.%20Bouhadiba">Farouk A. N. Bouhadiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work explores some sociolinguistic and educational aspects concerning the place and the role of French in Algeria. The observation of facts on language and communication in Algeria is analyzed from a dynamic perspective of Language at work. The question raised is to highlight the positive and negative aspects of a local adaptation of French in Algeria compared to the standard form of French in France. Some utilitarian and vehicular aspects of French in Algeria are presented and explained. The issue at stake here is to highlight the convergences and divergences that the cohabitation of languages of different genetic and political statuses (Arabic / French) entails, while these two languages are characterized by geographical proximity and historical bonds. The question of the programs of foreign language teaching in Algeria and of that of French in particular is raised and discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French" title="French">French</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a>, <a href="https://publications.waset.org/abstracts/search?q=cohabitation" title=" cohabitation"> cohabitation</a>, <a href="https://publications.waset.org/abstracts/search?q=nativization" title=" nativization"> nativization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/189280/a-dynamic-analysis-of-the-facts-of-language-and-communication-the-case-of-french-in-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">25</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">432</span> The Challenge of Teaching French as a Foreign Language in a Multilingual Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of French language, like every other language, has its numerous challenges. A multilingual community, however, is a linguistic environment housing diverse languages, each with its peculiarity, both pros, and cones. A foreign language will have to strive hard for survival in an environment where various indigenous languages, as well as an established official language, exist. This study examined the challenges and prospects of the teaching of French as a foreign language in a multilingual community. A 22-item questionnaire was used to elicit information from 40 Nigerian Secondary school teachers of French. One of the findings of this study showed that the teachers of the French language are not motivated. Also, the linguistic environment is not favourable for the teaching and learning of French language in Nigeria. One of the recommendations was that training and re-training of teachers of French should be of utmost importance to the Nigerian Federal Ministry of Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20as%20foreign%20language" title=" french as foreign language"> french as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20community" title=" multilingual community"> multilingual community</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/113035/the-challenge-of-teaching-french-as-a-foreign-language-in-a-multilingual-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">431</span> Canadian French as an Additional Language Teacher Candidates' Proficiency and Confidence Pre- and Post-Francophone Home-Stay: Practicum Experience as Revealed through Questionnaire and Interviews</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Callie%20Mady">Callie Mady</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Canadian French as an additional language teacher candidates’ confidence and language maintenance strategies by means of questionnaires and interviews pre- and post- a Francophone home-stay practicum experience. Teacher French language proficiency is one of the components of teacher knowledge that can influence students’ French as an additional language acquisition. Although advantageous, seeking opportunities to use French in a French milieu comes with challenges. Teachers, for example, have been found to be hesitant to speak French with native speakers for fear of judgment. Another identified challenge to spending time in a French milieu is finances; while teachers have recognized the value of such an experience, cost is prohibitive. In recognition of the potential barriers and the need to maintain/improve the French proficiency of 'French as an additional language' teachers, this study provided a two-week home stay in a Francophone environment for teacher candidates of French as an additional language with financial subsidies for their participation. Through the post-experience interviews, the French as an additional language teacher candidates revealed an improvement in French proficiency. Similarly, the teacher candidates cited an increase in confidence in the interviews and through the questionnaire. They linked this increase in proficiency and confidence to their experiences with their host families and other Francophone members of the community. This study highlights the provision of immersion experiences as means to support teachers’ language confidence and proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20as%20an%20additional%20language%20education" title="French as an additional language education">French as an additional language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20confidence" title=" teacher language confidence"> teacher language confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20maintenance" title=" teacher language maintenance"> teacher language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20language%20proficiency" title=" teacher language proficiency"> teacher language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/79010/canadian-french-as-an-additional-language-teacher-candidates-proficiency-and-confidence-pre-and-post-francophone-home-stay-practicum-experience-as-revealed-through-questionnaire-and-interviews" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79010.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">430</span> Contextual Distribution for Textual Alignment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuri%20Bizzoni">Yuri Bizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Marianne%20Reboul"> Marianne Reboul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our program compares French and Italian translations of Homer’s <em>Odyssey, </em>from the XVIth to the XXth century. We focus on the third point, showing how distributional semantics systems can be used both to improve alignment between different French translations as well as between the Greek text and a French translation. Although we focus on French examples, the techniques we display are completely language independent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classical%20receptions" title="classical receptions">classical receptions</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20linguistics" title=" computational linguistics"> computational linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=distributional%20semantics" title=" distributional semantics"> distributional semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=Homeric%20poems" title=" Homeric poems"> Homeric poems</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title=" machine translation"> machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20studies" title=" translation studies"> translation studies</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20alignment" title=" text alignment"> text alignment</a> </p> <a href="https://publications.waset.org/abstracts/34136/contextual-distribution-for-textual-alignment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">429</span> A Culturally Responsive Based Framework for French Immersion Public Schools in Ontario</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Auger">Kimberly Auger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20immersion%20education" title="French immersion education">French immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ontario%20education" title=" Ontario education"> Ontario education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20and%20inclusive%20education" title=" equity and inclusive education"> equity and inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a> </p> <a href="https://publications.waset.org/abstracts/192092/a-culturally-responsive-based-framework-for-french-immersion-public-schools-in-ontario" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">17</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">428</span> The Integration of ICT in the Teaching and Learning of French Language in Some Selected Schools in Nigeria: Prospects and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluyomi%20A.%20Abioye">Oluyomi A. Abioye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st century has been witnessing a lot of technological advancements and innovations, and Information and Communication Technology (ICT) happens to be one of them. Education is the cornerstone of any nation and the language in which it is delivered is the bedrock of any development. The French language is our choice in this study. French is a language of reference on the national and international scenes; however its teaching is clouded with myriads of problems. The output of students’ academic performance depends on to a large extent on the teaching and learning the process. The methodology employed goes a long way in contributing to the effectiveness of the teaching and learning the process. Therefore, with the integration of ICT, French teaching has to align with and adapt to this new digital era. An attempt is made to define the concept of ICT. Some of the challenges encountered in the teaching of French language are highlighted. Then it discusses the existing methods of French teaching and the integration of ICT in the teaching and learning of the same language. Then some prospects and challenges of ICT in the teaching and learning of French are discussed. Data collected from questionnaires administered among some students of some selected schools are analysed. Our findings revealed that only very few schools in Nigeria have the electronic and computer-mediated facilities to teach the French language. The paper concludes by encouraging 'savoir-faire' of ICT by the French teachers, an openness of students to this digital technology and adequate provision of electronic and computer-mediated gadgets by the Nigerian government to its educational institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20in%20Nigeria" title="French language in Nigeria">French language in Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20of%20ICT" title=" integration of ICT"> integration of ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=prospects%20and%20challenges" title=" prospects and challenges"> prospects and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/53420/the-integration-of-ict-in-the-teaching-and-learning-of-french-language-in-some-selected-schools-in-nigeria-prospects-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">427</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">426</span> French Keyboard Music Evolution from Baroque to Impressionism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parham%20Bakhtiari">Parham Bakhtiari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aesthetic characteristics of French keyboard music created during different time periods are examined through the utilization of compositional methods and the nurturing of specific musical styles. This article investigates the changes in style of keyboard compositions created by French musicians, starting from the initial stages from the mid-1700s to the early 1900s. It explores connections from the past and comparing the keyboard compositions of François Couperin and Jean-Philippe Rameau in the Baroque era to those of Gabriel Fauré, Claude Debussy, and Maurice Ravel in the Impressionist era. The evolution of keyboard music in France, particularly for the piano which was a new instrument at the time, was greatly influenced by the French revolution. Hence, we will delve into this topic further. The article examines the development of a specific French fashion trend of keyboard music that were composed during this time when there was an increasing emphasis on technical proficiency and expression of a fresh group of young French music creators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music" title="music">music</a>, <a href="https://publications.waset.org/abstracts/search?q=keyboard" title=" keyboard"> keyboard</a>, <a href="https://publications.waset.org/abstracts/search?q=baroque" title=" baroque"> baroque</a>, <a href="https://publications.waset.org/abstracts/search?q=impressionism" title=" impressionism"> impressionism</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/186721/french-keyboard-music-evolution-from-baroque-to-impressionism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">425</span> An Investigation into Problems Confronting Pre-Service Teachers of French in South-West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Modupe%20Beatrice%20Adeyinka">Modupe Beatrice Adeyinka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> French, as a foreign language in Nigeria, is pronounced to be the second official language and a compulsory subject in the primary school level; hence, colleges of education across the nation are saddled with the responsibility of training teachers for the subject. However, it has been observed that this policy has not been fully implemented, for French teachers in training, do face many challenges, of which translation is chief. In a bid to investigate the major cause of the perceived translation problem, this study examined French translation problems of pre-service teachers in selected colleges of education in the southwest, Nigeria. This study adopted a descriptive survey research design. The simple random sampling technique was used to select four colleges of education in the southwest, where 100 French students were randomly selected by selecting 25 from each school. The pre-service teachers’ French translation problems’ questionnaire (PTFTPQ) was used as an instrument while four research questions were answered and three null hypotheses were tested. Among others, the findings revealed that students do have problems with false friends, though mainly with its interpretation when attempting French-English translation and vice versa; majority of the students make use of French dictionary as a way out and found the material very useful for their understanding of false friends. Teachers were, therefore, urged to attend in-service training where they would be exposed to new and emerging strategies, approaches and methodologies of French language teaching that will make students overcome the challenge of translation in learning French. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=false%20friends" title="false friends">false friends</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=source%20language" title=" source language"> source language</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20language" title=" target language"> target language</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/98646/an-investigation-into-problems-confronting-pre-service-teachers-of-french-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">424</span> French Language Teaching in Nigeria and Future with Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chidiebere%20Samuel%20Ijeoma">Chidiebere Samuel Ijeoma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact and importance of technology in all domains of existence cannot be overemphasized. It is like a double-edged sword which can be both constructive and destructive. The paper, therefore, tends to evaluate the impact of technology so far in the teaching and learning of French language in Nigeria. According to the study, the traditional methods of teaching French as a Foreign Language and recognized as our cultural methods of knowledge transfer are being fast replaced by digitalization in teaching. This, the research tends to portray and suggest the best way forward. In the Nigerian Primary Education System, the use of some local and cultural Instructional materials (teaching aids) is now almost history which the paper frowns at. Consequently, the study has these questions to ask?; Where are the chalks and blackboards? Where are the ‘Handworks’ (local brooms) submitted by school children as part of their Continuous Assessment? Finally, the research is in no way against the application of technology in the Nigerian French Language Teaching System but tries to draw a curtain between Technological methods of teaching French as a Foreign Language and the Original Nigerian System of teaching the language before the arrival of technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20teaching" title="French language teaching">French language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=future" title=" future"> future</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=importance%20of%20technology" title=" importance of technology"> importance of technology</a> </p> <a href="https://publications.waset.org/abstracts/43365/french-language-teaching-in-nigeria-and-future-with-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">423</span> Hijabs, Burqas and Burqinis: Freedom of Religious Expression In The French Public Sphere</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Tate">John Tate</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2004, the French Parliament banned the “hijab” in public schools, and in 2010 it prohibited the “burqa” and “niqab” in “public places.” The result was a “secular” outcome involving the removal of these garments, often identified with Islamic religious and cultural practice, from the French public sphere. Yet in 2016, the French local council bans on the “burqini” were overruled by France’s highest administrative court, the Conseil d’État, allowing for their retention in the public sphere. Unlike the burqa and hijab bans, the burqini bans produced significant divisions at the highest echelons of the French political class, with the Prime Minister, Manuel Valls, and the President, François Hollande, finding themselves at odds on the issue. This article seeks to achieve four aims. It seeks to (a) explain the contrary outcomes between key French state institutions, such as the Conseil d’État and the French Parliament, concerning the hijab and burqa bans, and the Conseil d’État and French local councils, concerning the burqini bans; (b) to do so by identifying two qualitatively distinct, and at times incompatible, conceptions of laïcité, present within official French public discourse, and applied by these French state institutions to underwrite these respective outcomes; (c) explain why, given these contrary conceptions of laïcité, and these contrary outcomes, the widespread identification of laïcité with “secularism” is both misleading and inaccurate; and (d) provide an explanation why senior members of the French political class were divided on the burqini bans when they were not divided on the nation-wide prohibitions of the hijab in public schools and the burqa in public places. In regard to this last question, the article seeks to ask why the Burqini was “different”? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=liberalism" title="liberalism">liberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=republicanism" title=" republicanism"> republicanism</a>, <a href="https://publications.waset.org/abstracts/search?q=la%C3%AFcit%C3%A9" title=" laïcité"> laïcité</a>, <a href="https://publications.waset.org/abstracts/search?q=citizenship" title=" citizenship"> citizenship</a> </p> <a href="https://publications.waset.org/abstracts/143922/hijabs-burqas-and-burqinis-freedom-of-religious-expression-in-the-french-public-sphere" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">422</span> Enhancing French Vocabulary Acquisition: The Impact of Explicit Instruction on Productive Non-Cognate Suffixes for Beginner Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Idowu">Deborah Idowu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research delves into the effectiveness of explicitly teaching productive non-cognate French suffixes to English beginner learners of the French language. It is widely accepted that cognates, especially orthographic ones, can be inferred by learners from their first language (in this case, English). The same is the case for derived French words with cognate suffixes, provided the learner is familiar with the lemma, which can either be cognate or non-cognate. However, the same cannot be said for derived French words with non-cognate suffixes. These suffixes often pose challenges to learners, even when the base word is familiar to them. The primary goal of this research is to enhance the vocabulary comprehension and expansion of English-speaking beginners in French by focusing on the recognition of derived French words that may not align with their L1 knowledge. The methodology employed in this study of derivational morphology involves an experimental group receiving explicit instruction on productive non-cognate suffixes, while a control group does not. By utilizing confidence ratings and other analytical tools, the analysis aims to measure the impact of this targeted instruction on the learners' ability to understand and incorporate non-cognate suffixes into their French vocabulary. Through this experimental approach, the research seeks to provide valuable insights into how explicit instruction on non-cognate suffixes can benefit beginner French learners, ultimately aiding them in navigating the intricacies of French derivational morphology. The objectives of this research are as follows: i. to investigate the impact of explicitly teaching productive non-cognate suffixes on the vocabulary comprehension and expansion of beginner learners of the French language; ii. to assess the effectiveness of targeted instruction on non-cognate suffixes in aiding English-speaking learners in recognizing and understanding derived French words that may not align with their native language knowledge, iii. to compare the vocabulary acquisition and retention of beginner French learners who receive explicit instruction on non-cognate suffixes with those who do not to determine the effectiveness of this instructional approach, iv. to analyze the confidence ratings and other analytical methods to gauge the learners' ability to integrate non-cognate suffixes into their French vocabulary and comprehend the meaning of derived words more effectively, v. to contribute insights into how explicit instruction on non-cognate suffixes can enhance the overall language learning experience for beginner learners of French, particularly in the area of French derivational morphology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=suffixes" title="suffixes">suffixes</a>, <a href="https://publications.waset.org/abstracts/search?q=derivational%20morphology" title=" derivational morphology"> derivational morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cognates" title=" non-cognates"> non-cognates</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language%20learners" title=" French language learners"> French language learners</a> </p> <a href="https://publications.waset.org/abstracts/186533/enhancing-french-vocabulary-acquisition-the-impact-of-explicit-instruction-on-productive-non-cognate-suffixes-for-beginner-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">421</span> Evaluation of Three Potato Cultivars for Processing (Crisp French Fries)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hatim%20Bastawi">Hatim Bastawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Three varieties of potatoes, namely Agria, Alpha and Diamant were evaluated for their suitability for industrial production of French fries. The evaluation was under taken after testing quality parameters of specific gravity, dry matter, peeling ratio, and defect after frying and panel test. The variety Agria ranked the best followed by Alpha with regard to the parameters tested. On the other hand, Diamant showed significantly higher defect percentage than the other cultivars. Also, it was significantly judged of low acceptance by panelists. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultivars" title="cultivars">cultivars</a>, <a href="https://publications.waset.org/abstracts/search?q=crisps" title=" crisps"> crisps</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20fries" title=" French fries"> French fries</a> </p> <a href="https://publications.waset.org/abstracts/40023/evaluation-of-three-potato-cultivars-for-processing-crisp-french-fries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">420</span> The French, the Yoruba, and the H-Thing: Sharing and Realising Same Phenomenon Differently</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose-Juliet%20Anyanwu">Rose-Juliet Anyanwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The principal objective of this paper is to investigate whether some sort of phonological processes, such as elision, aspiration, glottalisation, and hardening can be used to account for the behaviour of the glottal fricative (or approximant, as the case may be) ‘h’ in both French and Yoruba. French and Yoruba speakers generally tend to say, for instance ‘ockey’ and ‘amburger’, instead of ‘hockey’ and ‘hamburger’, respectively. Whereas the Yoruba conversely say, for instance ‘hadd’ for ‘add’, ‘heat’ for ‘eat’ on the one hand and ‘ard’ for ‘hard’, ‘eat’ for ‘heat’ on the other hand, on a similar note, it is not quite clear whether the French, however, if not at least in rare instances, would tend to force themselves to pronounce (in any form whatsoever) the h-sound. Recorded sentences containing h-initial as well as vowel-initial words will be used for the investigation. The present paper is meant to contribute to work on aspiration, compensation, elision, and glottalisation, as well as hardening. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspiration" title="aspiration">aspiration</a>, <a href="https://publications.waset.org/abstracts/search?q=compensation" title=" compensation"> compensation</a>, <a href="https://publications.waset.org/abstracts/search?q=glottalisation" title=" glottalisation"> glottalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=hardening" title=" hardening"> hardening</a> </p> <a href="https://publications.waset.org/abstracts/101431/the-french-the-yoruba-and-the-h-thing-sharing-and-realising-same-phenomenon-differently" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">419</span> Error Analysis of Pronunciation of French by Sinhala Speaking Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandeera%20Gunawardena">Chandeera Gunawardena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research analyzes the pronunciation errors encountered by thirty Sinhala speaking learners of French on the assumption that the pronunciation errors were systematic and they reflect the interference of the native language of the learners. The thirty participants were selected using random sampling method. By the time of the study, the subjects were studying French as a foreign language for their Bachelor of Arts Degree at University of Kelaniya, Sri Lanka. The participants were from a homogenous linguistics background. All participants speak the same native language (Sinhala) thus they had completed their secondary education in Sinhala medium and during which they had also learnt French as a foreign language. A battery operated audio tape recorder and a 120-minute blank cassettes were used for recording. A list comprised of 60 words representing all French phonemes was used to diagnose pronunciation difficulties. Before the recording process commenced, the subjects were requested to familiarize themselves with the words through reading them several times. The recording was conducted individually in a quiet classroom and each recording approximately took fifteen minutes. Each subject was required to read at a normal speed. After the completion of recording, the recordings were replayed to identify common errors which were immediately transcribed using the International Phonetic Alphabet. Results show that Sinhala speaking learners face problems with French nasal vowels and French initial consonants clusters. The learners also exhibit errors which occur because of their second language (English) interference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title="error analysis">error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20difficulties" title=" pronunciation difficulties"> pronunciation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20errors" title=" pronunciation errors"> pronunciation errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala%20speaking%20learners%20of%20French" title=" Sinhala speaking learners of French"> Sinhala speaking learners of French</a> </p> <a href="https://publications.waset.org/abstracts/14520/error-analysis-of-pronunciation-of-french-by-sinhala-speaking-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">418</span> A Mixed Method Design to Studying the Effects of Lean Production on Job Satisfaction and Health Work in a French Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gregor%20Bouville">Gregor Bouville</a>, <a href="https://publications.waset.org/abstracts/search?q=Celine%20Schmidt"> Celine Schmidt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents a French case study on lean production drawing on a mixed method design which has received little attention in French management research-especially in French human resources research. The purpose is to show that using a mixed method approach in this particular case overstep the limitations of previous studies in lean production studies. The authors use the embedded design as a special articulation of mixed method to analyse and understand the effects of three organizational practices on job satisfaction and workers’ health. Results show that low scheduled autonomy, quality management, time constraint have deleterious effects on job satisfaction. Furthermore, these three practices have ambivalent effects on health work. Interest in the subjects of mixed method has been growing up among French health researchers and practioners, also recently among French management researchers. This study reinforces and refines how mixed methods may offer interesting perspectives in an integrated framework included human resources, management, and health fields. Finally, potentials benefits and limits for those interdisciplinary researches programs are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lean%20production" title="lean production">lean production</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20method" title=" mixed method"> mixed method</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20organization%20practices" title=" work organization practices"> work organization practices</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/29416/a-mixed-method-design-to-studying-the-effects-of-lean-production-on-job-satisfaction-and-health-work-in-a-french-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29416.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">417</span> The Different Types of French Language in the Processes of Acquisition: Specifically about The Humor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbarnejad%20Neda">Akbarnejad Neda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A foreign language acquisition occurs when we can tell a joke and understand it. Most jokes are told in slang and common language. In the process of foreign language acquisition, an autonomous learner try to learn the standard language. But there is a colossal divergence between the usage of the different types of language in society. Here, we investigate the french slang and common language and examine the accurate perception of their usage. We illuminate the slang language in the french literature that provide considerably different types of language for an autonomous learner. We provide furthermore evidence from the french novels that demonstrate properly the different types of language and give in one sentence its social meanings. For example, the famous Queneau expression « Doukipudonktant » present the impact of slang language in society. The characters in the novel transfer the slang and the common language and their accurate usages. We present that the language of the autonomous learner depends on the language of the text that is read. Because literature is a vehicle of the culture and the expression demonstrate their real significations and usage in the culture, slang and common language have a crucial role in the culture and all of them are manifested in the oral language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=common%20language" title="common language">common language</a>, <a href="https://publications.waset.org/abstracts/search?q=french" title=" french"> french</a>, <a href="https://publications.waset.org/abstracts/search?q=humor" title=" humor"> humor</a>, <a href="https://publications.waset.org/abstracts/search?q=slang%20language" title=" slang language"> slang language</a> </p> <a href="https://publications.waset.org/abstracts/131765/the-different-types-of-french-language-in-the-processes-of-acquisition-specifically-about-the-humor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131765.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">416</span> Communicative Competence in French Language for Nigerian Teacher-Trainees in the New-Normal Society Using Mobile Apps as a Lifelong Learning Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis">Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is natural for living. One stops learning when life ends. Hence, there is no negotiating life-long learning. An individual has the innate ability to learn as many languages as he/she desires as long as life exists. French language education to every Nigerian teacher-trainee is a necessity. Nigeria’s geographical location requires that the French language should be upheld for economic and cultural co-operations between Nigeria and the francophone countries sharing borders with her. The French language will enhance the leadership roles of the teacher-trainees and their ability to function across borders. The 21st century learning tools are basically digital, and many apps are complementing the actual classroom interactions. This study examined the communicative competence in the French language to equip Nigerian teacher-trainees in the new-normal society using mobile apps as a lifelong learning tool. Three research questions and hypotheses guided the study, and the researcher adopted a pre-test, a post-test experimental design, using a sample size of 87 teacher-trainees in South-south geopolitical zone of Nigeria. Results showed that the use of mobile apps is effective for learning the French language. One of the recommendations is that the use of mobile apps should be encouraged for all Nigerian youths to learn the French language for enhancing leadership roles in the world of work and for international interactions for socio-economic co-operations with Nigerian neighboring countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20language" title=" french language"> french language</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20long%20learning" title=" life long learning"> life long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20apps" title=" mobile apps"> mobile apps</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20normal%20society" title=" new normal society"> new normal society</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainees" title=" teacher trainees"> teacher trainees</a> </p> <a href="https://publications.waset.org/abstracts/139606/communicative-competence-in-french-language-for-nigerian-teacher-trainees-in-the-new-normal-society-using-mobile-apps-as-a-lifelong-learning-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">415</span> Ariettes Oublieés of Claude Debussy: An Interpretive Approach of Two Songs of the Composer’s Compilation through a Comparative Study of Four Contemporary Recordings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Giannaki%20Natalia">Giannaki Natalia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the songs compilation of Claude Debussy Ariettes Oublieés for voice and piano and especially the songs C’est l’extase langoureuse and Chevaux des bois of the compilation in order to present some interpretational suggestions for the singer and the piano accompanist for a more complete knowledge of the style of French singing of this period. First, the historical frame of the French song (in which this compilation is integrated) is introduced, as well as the historical frame of this work, and then, the most predominant interpretational parameters of the impressionistic French song are presented from testimonies of Claude Debussy and his contemporaries. Moreover, a brief analysis of the verses that turned into music by Debussy from the collection of poems by the famous French poet Paul Verlaine for subsequent interpretative suggestions is integrated into the research. The purpose of this work is not to elucidate the work from a harmonic or morphological point of view. Instead, this research primarily attempts to delve into performance issues through a comparison of four contemporary recordings of the work, from which it will be proved whether the principles of impressionism that were established are respected and how they affect these songs, as well as how much the personal viewpoint of each interpreter intervenes. The latter intends to fill the research gap in the interpretation of Debussy's songs and to guide the performers. To conclude, it will be discovered whether there is any recording closest to a French song’s interpretation principles and how a complete interpretation of a French song should be. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ariettes%20Oublie%C3%A9s" title="Ariettes Oublieés">Ariettes Oublieés</a>, <a href="https://publications.waset.org/abstracts/search?q=Claude%20Debussy" title=" Claude Debussy"> Claude Debussy</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison" title=" comparison"> comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20song" title=" French song"> French song</a>, <a href="https://publications.waset.org/abstracts/search?q=impressionism" title=" impressionism"> impressionism</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation" title=" interpretation"> interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20practice" title=" performance practice"> performance practice</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20performance" title=" music performance"> music performance</a>, <a href="https://publications.waset.org/abstracts/search?q=piano" title=" piano"> piano</a>, <a href="https://publications.waset.org/abstracts/search?q=recordings" title=" recordings"> recordings</a>, <a href="https://publications.waset.org/abstracts/search?q=singing" title=" singing"> singing</a>, <a href="https://publications.waset.org/abstracts/search?q=voice" title=" voice"> voice</a> </p> <a href="https://publications.waset.org/abstracts/171781/ariettes-oubliees-of-claude-debussy-an-interpretive-approach-of-two-songs-of-the-composers-compilation-through-a-comparative-study-of-four-contemporary-recordings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">414</span> Comparison of the Oxidative Stability of Chinese Vegetable Oils during Repeated Deep-Frying of French Fries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=TranThi%20Ly">TranThi Ly</a>, <a href="https://publications.waset.org/abstracts/search?q=Ligang%20Yang"> Ligang Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hechun%20Liu"> Hechun Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Dengfeng%20Xu"> Dengfeng Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Haiteng%20Zhou"> Haiteng Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaokang%20Wang"> Shaokang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiqing%20Chen"> Shiqing Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Guiju%20Sun"> Guiju Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to evaluate the oxidative stability of Chinese vegetable oils during repeated deep-frying. For frying media, palm oil (PO), sunflower oil (SFO), soybean oil (SBO), and canola oil (CO) were used. French fries were fried in oils heated to 180 ± 50℃. The temperature was kept constant during the eight h of the frying process. The oil quality was measured according to the fatty acid (FA) content, trans fatty acid (TFA) compounds, and chemical properties such as peroxide value (PV), acid value (AV), anisidine value (AnV), and malondialdehyde (MDA). Additionally, the sensory characteristics such as color, flavor, greasiness, crispiness, and overall acceptability of the French fries were assessed. Results showed that the PV, AV, AnV, MDA, and TFA content of SFO, CO, and SBO significantly increased in conjunction with prolonged frying time. During the deep-frying process, the SBO showed the lowest oxidative stability at all indices, while PO retained oxidative stability and generated the lowest level of TFA. The French fries fried in PO also offered better sensory properties than the other oils. Therefore, results regarding oxidative stability and sensory attributes suggested that among the examined vegetable oils, PO appeared to be the best oil for frying food products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vegetable%20oils" title="vegetable oils">vegetable oils</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20fries" title=" French fries"> French fries</a>, <a href="https://publications.waset.org/abstracts/search?q=oxidative%20stability" title=" oxidative stability"> oxidative stability</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20properties" title=" sensory properties"> sensory properties</a>, <a href="https://publications.waset.org/abstracts/search?q=frying%20oil" title=" frying oil"> frying oil</a> </p> <a href="https://publications.waset.org/abstracts/159997/comparison-of-the-oxidative-stability-of-chinese-vegetable-oils-during-repeated-deep-frying-of-french-fries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">413</span> Remembrance and Mourning: Taking the History of Poetry and on the Burning of the Old Summer Palace by the Anglo-French Forces as the Core of the Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Hsiao-Wen">Wang Hsiao-Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is based on the burning of the Old Summer Palace by the Anglo-French forces. The Old Summer Palace, Yuanmingyuan, is an imperial garden located outside Beijing, but it was looted and burned down by the Anglo-French troops. Hundreds of guards died, and Emperor Xianfeng also fled from the back door to the Chengde Mountain Resort in a hurry. It is a very shameful piece of Chinese imperial history. At that time, it was well known that the capital was almost occupied. However, the detailed process of the whole incident and the subsequent accountability was regarded as a national shame, which was omitted in the historical records and rarely mentioned by scholars, especially under the rulings of Xianfeng and Tongzhi. Due to this, the researcher explored how the incident was documented in historical poetry and how the war was recalled and evaluated from different perspectives so that rich and diverse historical interpretations can be constructed. The issues explored and discussed in this paper are divided into two parts: (i) the historical writing of the Incident in Gengshen Year, which mainly focuses on the Historical Poetry on the Burning of the Old Summer Palace by the Anglo-French forces, and (ii) the different identities of poets and their perspectives of mourning, which leads to the homogeneity or heterogeneity of their interpretations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anglo-French%20expedition%20to%20China" title="Anglo-French expedition to China">Anglo-French expedition to China</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Incident%20in%20Gengshen%20Year" title=" the Incident in Gengshen Year"> the Incident in Gengshen Year</a>, <a href="https://publications.waset.org/abstracts/search?q=burning%20of%20the%20Old%20Summer%20Palace" title=" burning of the Old Summer Palace"> burning of the Old Summer Palace</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20poetry" title=" historical poetry"> historical poetry</a> </p> <a href="https://publications.waset.org/abstracts/162198/remembrance-and-mourning-taking-the-history-of-poetry-and-on-the-burning-of-the-old-summer-palace-by-the-anglo-french-forces-as-the-core-of-the-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162198.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">412</span> Using “Eckel” Model to Measure Income Smoothing Practices: The Case of French Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feddaoui%20Amina">Feddaoui Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Income smoothing represents an attempt on the part of the company's management to reduce variations in earnings through the manipulation of the accounting principles. In this study, we aimed to measure income smoothing practices in a sample of 30 French joint stock companies during the period (2007-2009), we used Dummy variables method and “ECKEL” model to measure income smoothing practices and Binomial test accourding to SPSS program, to confirm or refute our hypothesis. This study concluded that there are no significant statistical indicators of income smoothing practices in the sample studied of French companies during the period (2007-2009), so the income series in the same sample studied of is characterized by stability and non-volatility without any intervention of management through accounting manipulation. However, this type of accounting manipulation should be taken into account and efforts should be made by control bodies to apply Eckel model and generalize its use at the global level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=income" title="income">income</a>, <a href="https://publications.waset.org/abstracts/search?q=smoothing" title=" smoothing"> smoothing</a>, <a href="https://publications.waset.org/abstracts/search?q=%27Eckel%27" title=" 'Eckel'"> 'Eckel'</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20companies" title=" French companies"> French companies</a> </p> <a href="https://publications.waset.org/abstracts/90241/using-eckel-model-to-measure-income-smoothing-practices-the-case-of-french-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">411</span> Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malin%20Isaksson">Malin Isaksson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentive%20reading" title="attentive reading">attentive reading</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20in%20foreign%20language%20studies" title=" literature in foreign language studies"> literature in foreign language studies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature%20analysis" title=" teaching literature analysis"> teaching literature analysis</a> </p> <a href="https://publications.waset.org/abstracts/127096/teaching-attentive-literature-reading-in-higher-education-french-as-a-foreign-language-a-pilot-study-of-a-flipped-classroom-teaching-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">410</span> Fama French Four Factor Model: A Study of Nifty Fifty Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deeksha%20Arora">Deeksha Arora</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore the applicability of the widely used asset pricing models, namely, Capital Asset Pricing Model (CAPM) and the Fama-French Four Factor Model in the Indian equity market. The study will be based on the companies that form part of the Nifty Fifty Index for a period of five years: 2011 to 2016. The asset pricing model is examined by forming portfolios on the basis of three variables – market capitalization (size effect), book-to-market equity ratio (value effect) and profitability. The study provides a basis to test the presence of the Fama-French Four factor model in Indian stock market. This study may provide a basis for future research in the generalized asset pricing model comprising of multiple risk factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=book%20to%20market%20equity" title="book to market equity">book to market equity</a>, <a href="https://publications.waset.org/abstracts/search?q=Fama%20French%20four%20factor%20model" title=" Fama French four factor model"> Fama French four factor model</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20capitalization" title=" market capitalization"> market capitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=profitability" title=" profitability"> profitability</a>, <a href="https://publications.waset.org/abstracts/search?q=size%20effect" title=" size effect"> size effect</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20effect" title=" value effect"> value effect</a> </p> <a href="https://publications.waset.org/abstracts/76959/fama-french-four-factor-model-a-study-of-nifty-fifty-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">409</span> Analyzing the Sociolinguistic Profile of the Algerian Community in the UK in terms of French Language Use: The Case of Émigré Ph.D. Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadjer%20Chellia">Hadjer Chellia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the present study reports on second language use among Algerian international students in the UK. In Algeria, French has an important status among the Algerian verbal repertoires due to colonial reasons. This has triggered many language conflicts and many debates among policy makers in Algeria. In higher education, Algerian English students’ sociolinguistic profile is characterised by the use of French as a sign of prestige. What may leave room for debate is the effect of crossing borders towards the UK as a result of international mobility programmes, a transition which could add more complexity since French, is not so significant as a language in the UK context. In this respect, the micro-objective is to explore the fate of French use among Ph.D. students in the UK as a newly established group vis-à-vis English. To fulfill the purpose of the present inquiry, the research employs multiple approaches in which semi-structured interview is a primary source of data to know participants’ attitudes about French use, targeting both their pre-migratory experience and current one. Web-based questionnaires are set up to access larger population. Focus group sessions are further procedures of scrutiny in this piece of work to explore the actual linguistic behaviours. Preliminary findings from both interviews and questionnaires reveal that students’ current experience, particularly living in the UK, affects their pre-migratory attitudes towards French language and its use. The overall findings are expected to bring manifold contributions to the field of research among which is setting factors that influence language use among newly established émigrés communities. The research is also relevant to international students’ experience of study abroad in terms of language use in the guise of internationalization of higher education, mobility and exchange programmes. It could contribute to the sociolinguistics of the Algerian diaspora: the dispersed residence of non-native communities - not to mention its significance on the Algerian research field abroad. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Algerian%20diaspora" title="Algerian diaspora">Algerian diaspora</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20shift" title=" language shift"> language shift</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a> </p> <a href="https://publications.waset.org/abstracts/70146/analyzing-the-sociolinguistic-profile-of-the-algerian-community-in-the-uk-in-terms-of-french-language-use-the-case-of-emigre-phd-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">408</span> Acquisition of French (L3) Direct Object by Persian (L1) Speakers of English (L2) as EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study assessed the acquisition of L3 French direct objects by Persian speakers who had already learned English as their L2. The ultimate goal of this paper is to extend the current knowledge about the CLI phenomenon in the realm of third language acquisition by examining the role of Persian and English as background languages and learners’ English level of proficiency in their performance on French direct object. To fulfill this, the assumptions of three L3 hypotheses, namely L1 Transfer, L2 Status Factor, and Cumulative Enhancement Model, were examined. The research sample was comprised of 40 undergraduate students in the fields of English language and literature and translation studies at Birjand University in Iran. According to the English proficiency level of learners revealed by the Quick Oxford English Placement test, the participants were grouped as upper intermediate and lower intermediate. A grammaticality judgment and a translation test were administered to gather the required data on learners' comprehension and production of the desired structure in French. It was demonstrated that the rate of positive transfer from previously learned languages was more potent than the rate of negative transfer. A Comparison of groups' performances revealed a significant difference between upper and lower intermediate groups in positing French direct objects correctly. However, the upper intermediate group did not significantly differ from the lower intermediate group in negative transfer. It can be said that by increasing the L2 proficiency of the learners, they could use their previous linguistic knowledge more efficiently. Although further examinations are needed, the current study contributed to a better characterization of cross-linguistic influence in third language acquisition. The findings help French teachers and learners to positively exploit the prior knowledge of Persian and English and apply it in in the multilingual context of French direct object's teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cross-Linguistic%20Influence" title="Cross-Linguistic Influence">Cross-Linguistic Influence</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian" title=" Persian"> Persian</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20%26%20English%20Direct%20Object" title=" French & English Direct Object"> French & English Direct Object</a>, <a href="https://publications.waset.org/abstracts/search?q=Third%20Language%20Acquisition" title=" Third Language Acquisition"> Third Language Acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Language%20Transfer" title=" Language Transfer"> Language Transfer</a> </p> <a href="https://publications.waset.org/abstracts/165162/acquisition-of-french-l3-direct-object-by-persian-l1-speakers-of-english-l2-as-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">407</span> ‘Non-Legitimate’ Voices as L2 Models: Towards Becoming a Legitimate L2 Speaker</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Rilliard">M. Rilliard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on a Multiliteracies-inspired and sociolinguistically-informed advanced French composition class, this study employed autobiographical narratives from speakers traditionally considered non-legitimate models for L2 teaching purposes of inspiring students to develop an authentic L2 voice and to see themselves as legitimate L2 speakers. Students explored their L2 identities in French through a self-inspired fictional character. Two autobiographical narratives of identity quest by non-traditional French speakers provided them guidance through this process: the novel Le Bleu des Abeilles (2013) and the film Qu’Allah Bénisse la France (2014). Written and French oral productions for different genres, as well as metalinguistic reflections in English, were collected and analyzed. Results indicate that ideas and materials that were relatable to students, namely relatable experiences and relatable language, were most useful to them in developing their L2 voices and achieving authentic and legitimate L2 speakership. These results point towards the benefits of using non-traditional speakers as pedagogical models, as they serve to legitimize students’ sense of their own L2-speakership, which ultimately leads them towards a better, more informed, mastery of the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom" title="foreign language classroom">foreign language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20identity" title=" L2 identity"> L2 identity</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20learning%20and%20teaching" title=" L2 learning and teaching"> L2 learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20writing" title=" L2 writing"> L2 writing</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/120258/non-legitimate-voices-as-l2-models-towards-becoming-a-legitimate-l2-speaker" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">406</span> Development of a French to Yorùbá Machine Translation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjamen%20Nathaniel">Benjamen Nathaniel</a>, <a href="https://publications.waset.org/abstracts/search?q=Eludiora%20Safiriyu%20Ijiyemi"> Eludiora Safiriyu Ijiyemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Egume%20Oneme%20Lucky"> Egume Oneme Lucky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A review on machine translation systems shows that a lot of computational artefacts has been carried out to translate written or spoken texts from a source language to Yorùbá language through Machine Translation systems. However, there are no work on French to Yorùbá language machine translation system; hence, the study investigated the process involved in the translation of French-to-Yorùbá language equivalent with the view to adopting a rule- based MT approach to build a Machine Translation framework from simple sentences administered through questionnaire. Articles and relevant textbooks were reviewed with key speakers of both languages interviewed to find out the processes involved in the translation of French language and their equivalent in Yorùbálanguage simple sentences using home domain terminologies. Achieving this, a model was formulated using phrase grammar structure, re-write rule, parse tree, automata theory- based techniques, designed and implemented respectively with unified modeling language (UML) and python programming language. Analysing the result, it was observed when carrying out the result that, the Machine Translation system performed 18.45% above Experimental Subject Respondent and 2.7% below Linguistics Expert when analysed with word orthography, sentence syntax and semantic correctness of the sentences. And, when compared with Google Machine Translation system, it was noticed that the developed system performed better on lexicons of the target language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation%20%28MT%29" title="machine translation (MT)">machine translation (MT)</a>, <a href="https://publications.waset.org/abstracts/search?q=rule-based" title=" rule-based"> rule-based</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoru%60ba%C2%B4%20language" title=" Yoru`ba´ language"> Yoru`ba´ language</a> </p> <a href="https://publications.waset.org/abstracts/181699/development-of-a-french-to-yoruba-machine-translation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">405</span> The Use of Language as a Cognitive Tool in French Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Morneau">Marie-Josée Morneau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics" title="mathematics">mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20immersion" title=" French immersion"> French immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy-based" title=" literacy-based"> literacy-based</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=L2" title=" L2"> L2</a> </p> <a href="https://publications.waset.org/abstracts/155666/the-use-of-language-as-a-cognitive-tool-in-french-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">404</span> Professional Competences of E-Learning Lecturers: Case of Russian National Platforms of Open Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Polina%20Pekker">Polina Pekker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work analyzes the role of lecturers in e-learning in Russia. It is based on qualitative research of lecturers who conduct courses on Russian national platforms of open education. The platform is based on edx software (provider of massive open online courses). The interviews with e-learning lecturers were conducted: from December 2015 till January 2016 and from April 2016 till May 2016. The results of interviews (face-to-face, telephone, skype) show, firstly, the difference between the role of lecturers in e-learning and in traditional education and, secondly, that the competition between lecturers is high in Russia. The results of interviews in Russia show that e-learning lecturer should have several special professional competences: the ability to keep attention of audiences without real contact, the ability to work on camera and competences related with e-learning course support (test, forum, communication on forum and etc.) It is concluded that lecturers need special course on acting and speech skills and on conducting and organizing of e-learning course in Russia. It is planned to conduct French study. When results from French research will be totally ready, they will be compared to Russian. As well French platform, France Universite Numerique, was launched earlier, in January 2014, so Russian lecturers should get best practice from the French colleagues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-courses%20lecturer" title="e-courses lecturer">e-courses lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competences%20of%20lecturers" title=" professional competences of lecturers"> professional competences of lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20Russian%20and%20French%20platforms%20of%20open%20education" title=" national Russian and French platforms of open education"> national Russian and French platforms of open education</a> </p> <a href="https://publications.waset.org/abstracts/51721/professional-competences-of-e-learning-lecturers-case-of-russian-national-platforms-of-open-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=french&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=french&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=french&page=4">4</a></li> <li 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