This study investigates upper lip protrusion during selected French utterances as produced by six native French speakers. A photocell, incorporated into a headpiece, was used to transduce upper lip movement into an electrical signal which was then amplified and displayed on a graphic recorder. Utterances included a) VCV utterances; b) utterances containing the consonant clusters /rstr/, /rskr/, /kstr/ and /strstr/; c) utterances containing the segments /i/ and /u/ in sequence or separated, in various combinations, by a consonant and/or word boundary; d) utterances produced with an increasing degree of emphatic stress; and e) utterances produced at an increasing rate. Three aspects of the protrusion gesture are examined: extent of protrusion, velocity, transition time, and the relations between them. Results indicate differences between these three measures for the production of /u/ as compared to /y/, as well as differences when upper lip movement is directed away from target protrusion position as compared to when it is directed toward target protrusion position. Results also indicate how the three measures are affected by the following: insertion of a consonant and/or word boundary between /i/ and /u/ in the /i/-/u/ utterances; increase in level of stress on the syllable containing the rounded vowel /u/; and increase in rate of speaking. This study also includes an attempt to determine onset of protrusion in a consonant cluster followed by a rounded vowel. It is hypothesized that the extent of coarticulation of upper lip protrusion might provide some useful information concerning a discrete unit in terms of which speech may be produced at the articulatory level. Results show that such a unit may be composed of either a VCC...V or CC...V group. The possibility of coarticulation of upper lip protrusion being language-dependent as well as the possibility of coarticulation patterns differing for the upper and lower lip is discussed. Results are also related to various models of speech production although they do not appear to strongly support any one model. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

Examination of educational literature reveals a wealth of suggested materials and procedures to provide independent study facilities for students of the sciences, social studies and English. Very little mention is made of library resources for students of French or other foreign languages. This thesis proposes to survey the present relationship between secondary school French teaching and school libraries in British Columbia, and to make recommendations for the future growth of libraries offering independent French language study facilities. From questionnaires completed by French teachers and school librarians across the province, summaries of their respective holdings were obtained. Typical situations could be described, although few consistent patterns of organization were found. The questionnaires were analyzed in three school-size groups: under 500 pupils, between 500 and 1000, and over 1000. As expected, the larger schools have an advantage in obtaining most types of supplementary materials and equipment. With British Columbia's present situation clearly in mind, some attention is given to the relationships, personal and organizational, between French teachers and librarians. From recent literature and a visit to a leading American high school, a modern, realistic role for both language department and library resources is proposed. The thesis examines audiovisual learning in some detail. It was found through the questionnaires that many libraries are prepared to adopt the "materials centre" concept which implies a wide variety of electronic and other non-print resources. Some cautionary statements are directed to librarians after a discussion of the limited ability of modern technologies to serve students of French in secondary school library settings. Appendices explore the usefulness of the Bell and Howell Language Master, an audio-instructional device which purports to have applications to all learning tasks. Pupils who used the Language Master extensively during a two-week period made progress similar to that of a control group who remained under regular classroom instruction. A further attempt to use the machine for individual remedial study revealed some apparent deficiencies in such an application. It is concluded that it is of minimal value for language training, and recommendations are made for further research. Finally, a list of reading materials related to French courses is offered as an aid to teachers and librarians. / Education, Faculty of / Graduate

Temporal monoreferentials in French (hier, aujourd'hui, demain, the names of the days and the names of the months), although used frequently, were never the subject of a comprehensive study before Curat (1999), resulting in imprecision and inconsistency in their classification. Defining their status is thus at the centre of this study, which shows that hier, aujourd'hui, demain and the names of the days are substantives, but unlike other substantives, they can, in themselves, refer to a «sole individual* and play the role of noun phrases without a determiner. Their usage without a determiner depends on their link to the nexus ego-hic-nunc (they are defined by the time of their enunciation) and the unicity of their referent. They do, however, require the presence of a determiner once detached from that nexus or when they refer to several referents (real or not). A more or less strong lexical predisposition for «nynegocentric» (i.e speaker referential) deicticity allows their lexeme to have a special link with the nexus ego-hic-nunc, and the nexus thus imposes the monoreferential constraint - hence the use without a determiner. In first place on the scale of nynegocentric deicticity are the terms which make up the enunciative framework (je, tu, ici, etc.). Hier, aujourd'hui and demain are placed second: they but rarely accept the presence of a determiner. Next are the names of the days, which may be used with or without a determiner, followed by the other substantives which require the presence of a determiner for reference purposes. One can thus conclude that hier, aujourd'hui, demain and the names of the days make up a subcategory of common nouns. The operation of the names of the months differs from that of the names of the days in terms of both syntax and reference (they seldom vary in number, refer to one individual, and function without a determiner most of the time, independently of any link with the nexus ego-hic-nunc); it more closely reflects that of proper nouns. They form a subcategory of proper nouns. The approach used, based primarily on the work of Kleiber and Curat, was grammatical, semantic and deictic. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

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