<p>This study investigates the use of formulaic language in spoken French produced by native and non-native speakers. It aims at describing the development of formulaic sequences in learners ranging from beginners to very advanced users. It draws on data from the InterFra corpus, which includes both formal and semi-formal learners. Four measures are used to characterize this development: extent of formulaic language used, category distribution, type / token ratio and frequency of types. </p><p>It has been shown that a user’s knowledge of formulaic sequences impacts heavily on language proficiency and idiomaticity. Because these sequences follow neither grammatical nor lexical rules, they constitute the last threshold for advanced L2 learners. In second language acquisition, the term formulaic sequence not only applies to strict idiomatic constructions, but it is also used to refer to sequences that appear to be acquired in a holistic manner during the first phases of acquisition. A categorization is therefore proposed that can account for native and non-native usage of formulaic sequences (prefabs). Five categories of prefabs are included: Lexical, Grammatical, Discourse, Situational and Idiosyncratic. </p><p>The extent of a learner’s use of formulaic language increases as the learner progresses, the largest amount found in the production of native speakers and very advanced learners. The learner’s distribution of categories moves towards native speaker distribution, albeit slowly. Situational and Idiosyncratic prefabs are found to characterize the early phases of acquisition, while Lexical prefabs are mastered later and are a major difficulty for L2 learners. Only very advanced learners who have spent considerable time in France produce the same proportion of Lexical prefabs as native speakers. Discourse prefabs constitute the most important category for all groups, including natives and non-natives. It can therefore be postulated that the main function of formulaic sequences in spoken French is that of discourse structuring and speech management. The development and use of formulaic language is explained within a framework of Frequency Effects. Coupled with other factors, frequency can account for why Lexical prefabs are hard to acquire and why formulaic sequences take a long time to master.</p> / The thesis is published and can be purchased by Peter Lang http://www.peterlang.com/index.cfm?vID=11369&vLang=E&vHR=1&vUR=1&vUUR=38

論文提要內容： 本研究旨在探討分析台灣國中生使役動詞的使用情況，主要探討學生使用使役動詞的錯誤情況，分析錯誤原因及調查在不同英文能力的學生使用上是否存在顯著差異。 此研究採取質及量的研究。質的研究包含(1)使役動詞的補語用法(2)使役動詞的意義及用法(3)學生在使用使役動詞上的錯誤分析。量的研究包含(1)使役動詞補語的錯誤率(2)使役動詞意義及使用上的錯誤率(3)高中低程度三組中顯著變化情形。 結果顯示學生在使役動詞補語使用上常用錯非限定動詞及誤用限定動詞，此外，本研究也發現學生在選擇正確使役動詞上錯誤率高於使役動詞補語使用。分析原因如下：(1)過度規則化(2)負向轉移(3)教學引導(4)學生語言知識不足(5)語言同化。此研究也發現高中低三組在使用使役動詞補語上確實有顯著差異，然而在使役意義上(coercive sense of make-causative)、未提出但已知接受動作者意義上(unmentioned perceptible causee sense of make-causative) 、 及服務框架意義上(service frame sense of have-causative) 高中低程度學生的表現並無不同。 / Abstract The purpose of this study aims to analyze the use of periphrastic causative verbs in Junior high students’ writing performance and to understand students’ difficulty in learning and using periphrastic causative verbs. The form of periphrastic causative verbs and grammatical characteristics are easy to remember. However, subtle meanings and usage are somewhat difficult. This study adopts qualitative and quantitative analyses. The qualitative analysis includes: (1) the verb complement form of periphrastic causative verbs, (2) the meaning and functions of periphrastic causative verbs, and (3) the factors that influence students’ erroneous uses of periphrastic causative verbs. The quantitative analysis comprises: (1) the inaccuracy rate of the use of every periphrastic causative construction in the tests for form and meaning, (2) the distribution of periphrastic causative verb errors in form and meaning and use and (3) multiple comparisons among accuracy at the three proficiency levels. The results of this study are summarized as follows: students have trouble distinguishing finite verb and non-finite complement verbs with respect to the form errors. They also have lower awareness of the differences of each causative verb concerning the meaning errors. The factors affecting their incorrect responses are (1) overgeneralization, (2) negative L1 transfer, (3) teaching induced errors, (4) learners’ ignorance of rule restrictions and (5) learners’ strategies of communication and assimilation. In addition, there are significant differences among the three groups with regards to the make +O +V, have +O +V, let +O +V and have +O +p.p. in the form test and the non-coercive sense of make-causative, the hierarchical relation of have-causative and the permissive sense of let-causative in the meaning and use tests. However, there is no significant difference between the three groups’ scores of meaning and use with the coercive sense of make-causative, the unmentioned causee sense of make-causative and the service frame sense of have-causative.

This study develops a new approach to agreement variation in Standard Arabic (SA) and Rural Jordanian Arabic (RJA) based on the Probe-Goal framework of Chomsky (2000, 2001). The key patterns investigated are the variation in fullness of agreement in the SV and VS word orders, the relationship between agreement and clitic doubling, and the patterning of agreement with conjoined subjects. The thesis argues for a connection between agreement, clitic doubling, and word order. Full agreement on T (in person, number, and gender) causes the subject to move to [Spec, TP], deriving SV order. However, partial agreement on T (lacking person) creates only a partial copy of the subject in [Spec, TP]. This partial copy is realized as a pronominal clitic in some contexts (giving CLsVS word order) and as null pro in other contexts (giving VS word order). This approach enables a unified account of various differences in the patterning of agreement in SA and RJA. Turning to the more complex case of agreement with conjoined subjects, both varieties exhibit full resolved agreement with preverbal conjoined subjects. With postverbal conjoined subjects, however, there is variation: SA allows only partial agreement with the first conjunct while RJA allows partial agreement either with the first conjunct or with the entire conjoined phrase, depending on the features and the order of the conjoined nominals. The Probe-Goal framework augmented with Multiple Agree and the Continuity condition (Nevins 2007, 2011) will be employed to account for the choice between these two options in RJA. The more general theoretical conclusion is that the variation in agreement patterns is constrained by the internal hierarchical structure of φ-features on the probe. I propose that the probe has the same hierarchical structure as a pronoun (i.e. a DP). This proposal makes predictions about the range of possible variation in the features that are active in agreement and connects to broader issues such as the Pronominal Argument Hypothesis (Jelinek 1984) and the diachronic relationship between pronouns and agreement markers. / May 2017

Whereas in Czech there are three verb moods, in French a fourth one is to be found, being defined as the "subjunctive mood". The subjunctive does not exist in Czech which often makes it hard to handle by students as well as teachers. The main aim of the thesis is to map the ways of presenting the French subjunctive verb mood in selected grammar handbooks intended for students and teachers of French and outline the different approaches to describing its parameters. Subsequently, the second objective here is to analyse the methods of presenting the subjunctive in selected textbooks and workbooks used when teaching French at Czech schools. The thesis is divided in three parts. In the initial one, the different approach to presenting the subjunctive in the referential grammar book of P. Charaudeaua - Grammaire du sens et de l'expression is analysed together with the ones applied in the FLE grammar books by G. D. de Salins - Grammaire pour l'enseignement/apprentissage de FLE, M. Callamand - Grammatique vivante du français and in the slightly different grammar book by A. Monnerie-Goarin - Le français au présent. To be able to meet the target of the analysis and find out how a verb mood of a typologically different language is presented to an exclusively Czech audience, the Czech-written grammar book of...

Cette étude, qui se situe dans les domaines de la morphosyntaxe et de la sémantique, tente de montrer quels sont les constituants qui entrent en jeu dans la sémantique de la relation locative des verbes de déplacement, de mouvement et de position en français et en géorgien. Sémantiquement, le signifié lexical de chaque verbe présenté implique un sème locatif et un certain nombre d’arguments, faisant référence à des entités qui jouent chacune un rôle précis dans ce type d’événement signifié par le verbe. Cette relation unit également d’autres éléments: les préverbes et les adpositions (prépositions/postposition). Les relations construites à trois et à deux arguments dans les deux langues font intervenir les phénomènes de la valence et de la diathèse. La valence verbale désigne de la manière la plus générale l’aptitude combinatoire de ces verbes, et la diathèse renvoie à une opération morphosyntaxique d’augmentation et de réduction de la valence verbale. L’expression du déplacement, du mouvement et de la position relève des propriétés sémantiques comme la trajectoire, la manière, le lieu de localisation, l’intentionnalité et des propriétés aspectuelles. Cette étude contrastive propose, d’une part, une description des verbes de déplacement, de mouvement et de position du français et du géorgien et, d’autre part, relève les différences et les similitudes morphosyntaxiques, sémantiques et combinatoires spécifiques comme le rôle des préverbes, des adpositions, des arguments locatifs, ainsi que l’importance de ces verbes dans l’expression du déplacement, du mouvement et de la position. / The present study develops a general typology of movement, motion and position verbs in modern French and Georgian. Working in a morphosyntactic and semantic perspective, I attempt to trace the constituents that are involved in the semantics of locative relations with movement, motion and position verbs in both languages. From a semantic point of view, the lexical meaning of each verb included in the corpus implies a locative seme and a certain number of arguments referring to entities that play a definite role in the particular event signified by the verb. The same relation occurs between other elements of the sentence: preverbs and adpositions (prepositions/postpositions). In both languages, two- and three-argument relations trigger phenomena known as valence and diathesis. Verbal valence indicates, at the most general level, the combinatory aptitude of a verb, while diathesis refers to morphosyntacic operation of augmentation and reduction of verbal valence. The expression of movement, motion and position implies semantic properties such as trajectory, manner of motion, spatial place, intentionality and the aspectual properties of movement and motion verbs. A contrastive study allowed us, on the one hand, a description of movement, motion and position verbs in both languages, and on the other hand to pinpoint specific morphosyntactic, semantic and combinatory differences and similarities, such as the tole of preverb, adpositions, locative arguments, and appreciate how verbs enter in the expression of movement, motion and position.

This Master's thesis deals with the gerund and -ing participial clauses in written and spoken academic texts. The theoretical part defines the academic discourse and non-finite verb forms. Gerund and -ing participial constructions are further described regarding their forms and syntactic functions. The sources used for the research part are two corpora of contemporary academic British English: BASE and BAWE. BASE corpus contains transcripts of academic lectures. BAWE corpus is a collection of university-level students' writings. Both corpora contain texts from four different genres and moreover students' assignments are divided into four levels of study. For the purpose of the research part of our thesis, only the genre "Arts and Humanities" and the highest level of study will be taken into account. The practical part analyses the frequency of gerund and -ing participial clauses, frequency of verbs occurring in these constructions and collocations of these verbs. A detailed analysis aims at studying 100 sentences from written texts and 100 sentences from academic lectures. This sample is examined regarding the internal structure of each non-finite clause and its syntactic function. The final section summarizes the results or our research.

Souvent, lorsque les locuteurs d'une langue n'ont pas accès à l'item conventionnel pour étiqueter un objet ou un événement, ils étendent, consciemment ou inconsciemment, le sens d'un autre item lexical disponible. Ce phénomène se produit particulièrement au cours de la phase d'acquisition lexicale des jeunes enfants. Lorsqu'une telle sur-extension sémantique va au-delà de la catégorie d'objet ou d'événement conventionnellement dénotée par l'item lexical produit, il s'agit d'une sur-extension catégorielle et l'énoncé produit est d'allure métaphorique: par exemple, « déshabiller la pomme » pour l'action peler une pomme est un énoncé d'allure métaphorique. Tout d'abord, cette thèse a permis de développer SLAM, un système de résolution lexicale automatique des métaphores produites en situation de manque du mot. SLAM s'appuie, d'une part, sur l'analyse syntaxique de grands corpus et, d'autre part, sur la structure Petit Monde Hiérarchique des réseaux lexicaux de synonymie. Par exemple, à partir des énoncés « elle déshabille* la pomme » ou « les bras* de l'arbre », SLAM permet d'obtenir les interprétations suivantes: respectivement, « elle pèle une pomme » et « les branches de l'arbre ».Ensuite, cette thèse a permis d'étudier spécifiquement la dynamique d'acquisition du lexique des verbes qui se stabilise après celui des noms. D'une part, des outils méthodologiques pour l'étude inter-linguistique de la dynamique d'acquisition du lexique des verbes ont été élaborés: (a) un cadre méthodologique pour la construction de procédures d'identification des sur-extensions sémantiques catégorielles des verbes; (b) une méthodologie pour le repérage des stimuli visuels d'action sans biais culturel. D'autre part, les liens entre la structure des réseaux lexicaux de synonymie et la dynamique d'acquisition du lexique des verbes en français et en mandarin ont été mis au jour. Après avoir pointé des différences dans la dynamique d'acquisition du lexique des verbes par les jeunes enfants natifs du français et du mandarin, cette étude a servi à construire le score REFLEX, mesure du degré d'acquisition du lexique des verbes, qui permet de catégoriser automatiquement les jeunes enfants vs adultes en français et en mandarin. / When speakers have no access to the conventional label for an object or an event, they tend to extend, consciously or not, the meaning of another available lexical label. This phenomenon often occurs during the lexical acquisition stage of young children. When a such overextension goes beyond the conventional object or event category denoted by the produced label, it is a categorical overextension and the produced utterance is metaphorical: for instance, ``to undress an apple'' for the action to peel an apple is metaphorical.During this thesis, I developed SLAM, a computational system that automatically gives lexical solutions to metaphors filling a lexical gap. SLAM is based on a syntactic analysis of large corpora and on the Hierarchical Small World structure of synonymy networks. For instance, when the produced utterances are ``elle déshabille* une pomme'' ( ``she undresses* an apple'') or ``les bras* de l'arbr'' (``the arms* of the tree''), SLAM gives the interpretations here after: respectively, ``elle pèle une pomme'' (``she peels an apple'') and ``les branches de l'arbre'' (``the branches of the tree'').Then, I studied the dynamics of verb lexicon acquisition that is longer than noun lexicon acquisition. On the one hand, I built methodological tools for inter-linguistic studies of the dynamics of verb lexicon acquisition: (a) a methodological frame to build procedures to identify categorical overextensions of verbs; (b) a methodology to detect visual stimuli containing actions without cultural bias. On the other hand, I highlighted the links between the structure of synonymy networks and the dynamics of verbs lexicon acquisition in french and mandarin. This study has indicated differences in dynamics of verb lexicon acquisition between french and mandarin native speakers. Finally, I built REFLEX, a score that indicates the degree of verb lexicon acquisition and automatically categorizes young children vs adults in french and mandarin.

The aim of the study is to provide knowledge about how children explore, understand and reason about the physical phenomenon of friction. This study have been based on the younger children’s exploring. The method of the study has been observation in order to get as close to the environment that’s being investigated and to bring attention to the younger children’s actions. A nonparticipating observation was also used for the observer to influence the children as little as possible. The observations that have been made have taken place over two days and have been video recorded to ensure documentation of children's reasoning, body language and actions. The result shows how the children focused on overcoming the friction to get an object to slide instead of getting stuck. The participants’ interaction also emerged in the result as central to driving the exploration further. The conclusions drawn after the study is that the result can be linked to the preschool’s curriculum, which addresses the fact that the children should be given the opportunity to explore, discuss and develop understanding of physical phenomena. The study has also highlighted that hills can be used as a tool for teaching and exploring the phenomenon of friction.

Alors que les valeurs temporelles, aspectuelles et modales en français sont principalement exprimées par les déterminants grammaticaux du verbe, l’expression de la temporalité en vietnamien s’appuie sur des marqueurs d’ordre lexical. L’objectif de cette recherche a été de montrer la différence qui existe dans la manière d’exprimer la temporalité en français et en vietnamien et donc de concevoir l’expression des valeurs temporelles, aspectuelles et modales dans chacune de ces langues. Ces valeurs étant véhiculées par des déterminants grammaticaux du verbe en français et par des marqueurs lexicaux en vietnamien, l’analyse a consisté tout d’abord à préciser les valeurs de ces éléments dans chaque langue, après avoir rappelé les points de vue de certains prédécesseurs dans ces domaines. Ensuite, une étude contrastive d’un extrait du Petit Prince en français et de deux de ses traductions en vietnamien a permis de mettre en évidence non seulement les facteurs qui régissent la présence ou l’absence de marqueurs en vietnamien, mais aussi les changements de sens et d’effets stylistiques qu’induisent le passage d’une langue à l’autre et le choix singulier qu’est à même de faire le traducteur. Cette recherche peut donc avoir une incidence immédiate pour l’enseignement du français à des apprenants vietnamiens et plus largement à des étudiants de Français Langue Etrangère comme pour la traduction. / While temporal, aspectual and modal values in French are mainly expressed by the verb’s grammatical determinants, the expression of temporality in Vietnamese is based on lexical markers. The objective of this research was to point out the difference in the manners of expressing temporality in French and Vietnamese, and therefore to figure out the expression of temporal, aspectual and modal values in each of these languages. With these values being conveyed by grammatical determinants of the verb in French and lexical markers in Vietnamese, the analysis was first to determine the values of these elements in each language, after recalling the views of some predecessors in these areas. Then, a contrastive study of an extract of the Little Prince in French and two of its translations in Vietnamese helped to highlight not only the factors that govern the presence or absence of markers in Vietnamese, but also semantic changes and stylistic effects induced by the transition from one language to the other and the singular choice of the translator. So this research can have an immediate impact on the teaching of French language to Vietnamese learners and more widely to students learning French as a foreign language as well as for translation.

Notre recherche s’inscrit à la fois dans le domaine des Recherches sur l’acquisition des langues et celui de la Didactique des langues étrangères, et poursuit un double objectif. D’abord, nous avons décrit les influences translinguistiques, issues de l’espagnol L1 comme de l’anglais L2, dans le processus d’acquisition de certaines structures liées au groupe verbal en français L3, à savoir la construction des verbes avec des compléments nominaux, la sélection des prépositions introduisant éventuellement ces compléments et l’acquisition des pronoms compléments. Pour cela, nous avons pris en compte les apports théoriques des recherches sur l’acquisition plurilingue mais également des études ayant dégagé des itinéraires de développement pour le français. Nous nous sommes basée sur des productions écrites réalisées par des étudiants, débutants en français, de première année de la filière de Traduction/Interprétation de la Universidad de Concepción au Chili.Le deuxième objectif de notre recherche correspond à une démarche de transposition didactique de résultats empiriques dans le but de mieux accompagner l’apprentissage du français dans notre contexte de formation. Nos propositions didactiques concernent aussi bien la sélection et le séquençage des contenus grammaticaux, la démarche méthodologique d’enseignement de la grammaire, et la correction/évaluation de la compétence grammaticale des apprenants. In fine, notre objectif didactique est de contribuer à la formation d’apprenants plurilingues conscients des processus à l’œuvre dans leur acquisition, et de les accompagner dans un usage réflexif de leurs connaissances linguistiques, notamment grammaticales. / Our research is related both to Second Language Acquisition Research and to Foreign Language Didactics, and has a twofold objective.First, we described crosslinguistic influences, from Spanish L1 and English L2, in the acquisition processes of some structures related to the verb construction in French L3, i.e. the verb construction with noun phrases, the selection of prepositions that potentially introduce these complements, and the acquisition of complement pronouns. To carry out this identification of syntactic transfers, we consider theoretical contributions from both multilingual acquisition research and studies that define developmental stages in French acquisition. Our study is based on written productions taken from first-year students, beginners in French, of the Translation/Interpretation university program at Universidad de Concepción in Chile.The second objective of our research consists of a didactic transposition of empirical results in order to better support the learning of French in our training context. Our teaching proposals deal with the selection and sequencing of grammatical contents, the methodological approach of grammar instruction, and the correction/evaluation of learners’ grammatical competence. In the end, our didactic purpose is to contribute to multilingual learners training and self-conscience of their acquisition processes, to support them with the reflexive use of their linguistic knowledge, in particular their grammatical knowledge.