Linguistics

traductologie en d'autres langues (le russe, l'italien, l'espagnol, le portugais, l'arabe, l'hébreu, etc.). 279 What is dominant in the series of new approaches recently presented in Germany [...] is the orientation towards cultural rather than linguistic transfer; secondly, they view translation not as a process of transcoding but as an act of communication; thirdly, they are all oriented towards the function of the target text [...] rather than prescriptions of the source text [...]; fourthly,

(sketch of King’s severed head) => not included in this paper 3. Flashcards for vocabulary support around classroom => not included in this paper Key elements of lesson 1. Interpretation of historical events 2. Organisation and communication Linguistic Targets 1. Extend use of target language 2. Introduce new vocabulary relevant to topic 3. Encourage pupils to write down ideas in French LA RÉVOLUTION FRANÇAISE Que savons-nous de la révolution française ? Pour les leçons prochains, on

of the ties. Churchill: “Three interlocking circles” The Common Wealth: some countries that used to be former British colonies. Britain – Common Wealth: political, trade, familiar, military links Britain – USA: military links, allies, Linguistic links ⇨ Special relationship so strong British looked down on other European countries. Trade obstacles: Britain – Common Wealth: butter from New Zealand, sugar from Jamaica... Political obstacles: The key issue is the Sovereignty

le travail de modélisation linguistique par des méthodes statistiques [112]. Les RL à grande échelle connaissent une diffusion croissante, notamment grâce à des structures comme 36 CHAPITRE 4 — La Langue Arabe : état de l’art le LDC 5 (Linguistic Data Consortium) aux Etats-Unis et l’ELRA 6 (European Language Resources Association) en Europe. Nous donnons un aperçu des ressources linguistiques existantes pour l’arabe. Nous nous limitons à celles utiles pour l’analyse automatique des corpus

Contrastive Analysis. Thus EA contributes substantially to teaching and learning research and enhances our knowledge of learning strategies. In fact, the emergence of EA, its evolution, and its complementary relationship between learning research and linguistic theory is what the authors reflect on to orient research about interlanguage. According to the authors, EA will always be limited if the errors recognized, described and explained do not reflect the process and strategies used by learners to build

entre autres, la naissance de l analyse du discours ainsi que les recherches pour une linguistique du discours. Mots clefs : Analyse du discours, condition de production, discours, interdisciplinarité, linguistique, subjectivité. Summary the linguistics permitted important progress in the study of the language. But the immanent approach led the research in an impasse. The discovery of the subjectivity in the language contributed powerfully to the abandonment of the immanent perspective for the

in which it takes place. This change in methodology has brought a new awareness of innovative social-linguistic and social-cultural dimensions. It has opened up a new cultural dimension in teaching and has inevitably raised the issue of how far the communicative and cultural aims and contents can complement each other methodologically. Nevertheless, it appears that neither research in Linguistics nor the “guidelines” of the CEFRL have achieved 133 Synergies Chine n° 5 - 2010 pp. 133-145 Florence

years before the coming of the first European settlers, ancestors of Canada's Native People migrated across a frozen icepack linking Asia to North America. Over many centuries they spread across the continent, forming a rich tapestry of cultural and linguistic groupings. Approximately 500 years ago, Europeans arrived in what would eventually become Canada. First came French colonists who carved out homes along the St. Lawrence River and its tributaries. Settlers followed them from France and Britain who

générale des langues étrangères, CLÉ International, Paris 4. GAONAC’H, D., 1991, Théories d’apprentissage et acquisition d’une langue étrangère, LAL, Hatier/Didier, Paris 5. POLITZER, R. L., 1961, Teaching French: an introduction to applied linguistics, Boston Ginn & Co 6. RIVERS, W. M., 1964, The psychologist and the foreign language teacher, Chicago, The University of Chicago Press 7. Pour Chomsky, la langue ne peut pas être une simple mécanique combinatoire des skills appris. L’apprenant

informations sur les parties du discours (genre de mots: noms, verbes, infinitifs et particules) et des informations de lemmatisation. Il a été développé par Helmut Schmid dans le cadre du projet « TC » dans le ICLUS (Institute for Computational Linguistics of the University of Stuttgart). TreeTagger permet l'étiquetage de l'Allemand, l'Anglais, le Français, l'Italien, l'Espagnol, le Bulgare, Le Russe, le Grec, le Portugais, le chinois et les textes français anciens. Il est entrainable, donc adaptable