This thesis addresses the question of how speakers adapttheir language when they interact with a spoken dialoguesystem. In human–human dialogue, people continuously adaptto their conversational partners at different levels. Wheninteracting with computers, speakers also to some extent adapttheir language to meet (what they believe to be) theconstraints of the dialogue system. Furthermore, if a problemoccurs in the human–computer dialogue, patterns oflinguistic adaptation are often accentuated. In this thesis, we used an empirical approach in which aseries of corpora of human–computer interaction werecollected and analyzed. The systems used for data collectionincluded both fully functional stand-alone systems in publicsettings, and simulated systems in controlled laboratoryenvironments. All of the systems featured animated talkingagents, and encouraged users to interact using unrestrictedspontaneous language. Linguistic adaptation in the corpora wasexamined at the phonetic, prosodic, lexical, syntactic andpragmatic levels. Knowledge about users’linguistic adaptations can beuseful in the development of spoken dialogue systems. If we areable to adequately describe their patterns of occurrence (atthe different linguistic levels at which they occur), we willbe able to build more precise user models, thus improvingsystem performance. Our knowledge of linguistic adaptations canbe useful in at least two ways: first, it has been shown thatlinguistic adaptations can be used to identify (andsubsequently repair) errors in human–computer dialogue.Second, we can try to subtly influence users to behave in acertain way, for instance by implicitly encouraging a speakingstyle that improves speech recognition performance.

<p>This thesis addresses the question of how speakers adapttheir language when they interact with a spoken dialoguesystem. In human–human dialogue, people continuously adaptto their conversational partners at different levels. Wheninteracting with computers, speakers also to some extent adapttheir language to meet (what they believe to be) theconstraints of the dialogue system. Furthermore, if a problemoccurs in the human–computer dialogue, patterns oflinguistic adaptation are often accentuated.</p><p>In this thesis, we used an empirical approach in which aseries of corpora of human–computer interaction werecollected and analyzed. The systems used for data collectionincluded both fully functional stand-alone systems in publicsettings, and simulated systems in controlled laboratoryenvironments. All of the systems featured animated talkingagents, and encouraged users to interact using unrestrictedspontaneous language. Linguistic adaptation in the corpora wasexamined at the phonetic, prosodic, lexical, syntactic andpragmatic levels.</p><p>Knowledge about users’linguistic adaptations can beuseful in the development of spoken dialogue systems. If we areable to adequately describe their patterns of occurrence (atthe different linguistic levels at which they occur), we willbe able to build more precise user models, thus improvingsystem performance. Our knowledge of linguistic adaptations canbe useful in at least two ways: first, it has been shown thatlinguistic adaptations can be used to identify (andsubsequently repair) errors in human–computer dialogue.Second, we can try to subtly influence users to behave in acertain way, for instance by implicitly encouraging a speakingstyle that improves speech recognition performance.</p>

The use of English words in Italian has been an active phenomenon for centuries. Opinions diverge whether this is a positive part of a natural linguistic evolution in a globalized world, or a linguistic breakdown to be avoided at all cost. In the present study, the history of anglicisms in Italian language will be examined, as well as modern day characteristics of Anglo-Saxon influence and adaptation on the Italian peninsula. The result is a colorful portrait of an Italian language in movement, with anglicisms being part of the linguistic field in both the written and spoken contemporary language. The view of the Accademia della Crusca, the Italian academy for linguistic preservation, is explored, as well as some potential social factors contributing to this form of linguistic innovation.

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This study examines a reader used in grade 1, Den magiska kulan, which is a part of the ABC-klubben series of teaching material. It is level-based, available in three different levels of difficulty, and one and the same class is supposed to share the same reading experience but be able to read the story at the level that each individual pupil has reached. The study analyses linguistic adaptation and elements intended to give motivation in the different books. The study shows that the simplest of the books may not help to increase the pupils’ motivation for reading but can only be regarded as training in decoding. The two more advanced books can give pupils more pleasurable reading because the language is more nuanced and expressive. The pupils thus have the chance to become absorbed in the books, with an understanding for the characters and events.

Ce travail a pour objet l’adaptation des toponymes thaïlandais en français dans un corpus de quatre guides touristiques francophones. Les analyses linguistiques et traductologiques montrent que les toponymes thaïlandais sont bien intégrés en français aux différents niveaux de leur adaptation. Ils sont d’abord romanisés par divers systèmes, parfois avec la francisation graphématique. Au niveau morphosyntaxique, ils héritent du genre et du nombre correspondant au nom de catégorie dont relève le toponyme en français (colline, marché, etc.) mais chaque fois que le nom catégoriel thaï est emprunté, le déterminant utilisé tend à neutraliser l’opposition masculin/féminin. Au niveau sémantico-référentiel, leur valeur fondamentale est locative mais dans certains contextes, ils peuvent subir une interprétation métonymique et métaphorique. Ainsi le transfert sémantique est possible par les divers procédés traductologiques. Avec la traduction libre, l’auteur peut modifier la traduction de la dénomination d’origine ou créer une nouvelle forme dénominative en présentant la caractérisation dominante du référent. On constate que dans leur francisation ces dénominations toponymiques se conforment aux conventions de la fabrication toponymique en français. Les caractéristiques des toponymes touristiques traduits du thaï en français manifestent un système spécifique de dénomination toponymique constitué principalement de deux noms catégoriels en français et en thaï et de l’ajout d’un toponyme de localisation pour marquer le caractère représentatif du lieu. Ces stratégies soulignent une fonction pragmatique spécifique du guide touristique : permettre au lecteur d’identifier des lieux qui lui sont inconnus en suscitant son intérêt pour une langue-culture étrangère. / The present research examined the problems in adapting Thai toponyms or place names in a corpus of four French guidebooks on Thailand. The linguistic and translation analysis showed that Thai toponyms were well integrated in French at different levels. Firstly, they were romanised by various systems including using French graphemes. At the morphosyntactic level, they were given gender and nomber based on the corresponding category noun in French. However, whenever the thai category noun is borrowed, the determinant tends to be neutralised masculine/feminine. In the referential semantic perspective, their fundamental value is locative, but in some contexts they could be metonymically amd metaphorically interpreted. Moreover, despite the problem of meaning and non-translation of the proper names, the semantic transfer of Thai toponyms into French was possible by using various translation procedures. The author could modify the literal translation of Thai toponyms or create a new one to better present the dominant characterisation of the place with free translation technique. However, the form should conform to the French place naming convention. The special characteristics of tourist toponyms are the use of double category noun in French and Thai, and the addition of toponyms for the representative characteristics of the place. These strategies revealed the pragmatic nature of the guidebooks which is to make the reader discover or know the unknown place and arouse the reader’s interest.

The purpose of this study was to investigate how social workers within LSS relate to her professional space in the writing practice. The method we used to collect data was through qualitative semi structured interviews. Our study found that when there are no clear guidelines for writing an investigation text, the responsibility falls on the individual social worker. The social worker has the ability to customize the language so that a user with low reading comprehension understands, but they choose not to because they are hindered by a strong idea from the organization that a representative of a authority should write correctly and professionally, which becomes a form of power.

Notre recherche porte sur l’analyse comparative de ce que nous appelons les Gestes Professionnels d’Adaptation Linguistique (GPAL), dans l'Enseignement d'une Matière Intégré à une Langue Étrangère (EMILE), à l’œuvre en France, notamment dans les sections internationales du primaire. Son but est de comprendre comment les professeurs des écoles exerçant en contexte multilingue s’adaptent à l’hétérogénéité des élèves en Langue de Scolarisation (LSco). Le terrain de notre étude est constitué de classes ordinaires (enseignement en français et section anglaise) et de groupes de français langue étrangère et d’anglais langue seconde, des écoles maternelle et élémentaire d’un établissement international public de la région PACA. À travers une approche comparative, nous cherchons à comprendre dans quelle mesure le statut de la LSco (vernaculaire ou véhiculaire), l'âge des élèves et le degré d’hétérogénéité linguistique, influencent les GPAL utilisés par les enseignants. Pour chacun de ces trois facteurs nous comparons deux séances de classe ordinaire et deux séances des dispositifs d’aide à l'apprentissage des LSco, pour dégager également l’impact du type d’enseignement (ordinaire ou spécialisé) sur le recours des professeurs aux GPAL. Nous comparons le nombre, les catégories et les types de GPAL utilisés par les enseignants, mais aussi les formes qu’ils prennent à travers les ‘préoccupations des enseignants structurant le milieu didactique’ (Bucheton, 2011), les moments où les professeurs y ont recours via ‘le quadruplet de la structure de l’action de l’enseignant’ (Sensevy & Mercier, 2007) et les buts qu’ils poursuivent en y faisant appel en fonction des ‘4 Cs’ (Coyle, 2002). / Our research is based on a comparative analysis of what we call the Professional Skills of Linguistic Adaptation (PSLA) in Content and Language Integrated Learning (CLIL) employed in France, and in particular, in international sections at primary school. It is aimed at understanding how primary school teachers, working in a multilingual context, adapt themselves to pupils’ heterogeneity in the language of instruction. Our study focuses on ordinary classes (classes taught in French and English section classes) and groups of French as a foreign language and English as a second language, in the nursery and elementary schools of a state-run International School in PACA. Through a comparative approach, we wish to understand how the status of the language of instruction (vernacular or vehicular), the pupils’ ages and the level of linguistic heterogeneity influence the PSLA teachers use. For each of these three factors, we compare two sessions in ordinary classes and two sessions conducted in support schemes aimed at facilitating pupils’ integration to the language of instruction, in order to illustrate also the impact of the type of teaching (ordinary or specialised) on the primary school teachers’ use of PSLA. We compare the number, category and type of PSLA used by teachers and also the forms they take through “the teachers’ concerns structuring the didactic environment” (Bucheton, 2011), the instances when teachers employ them through “the quadruplet of the structure of the teacher's action” (Sensevy & Mercier, 2007), and for what purposes through the “4 Cs” (Coyle, 2002).