S’approprier le français: pour une langue conviviale—actes du colloque de Bruxelles (2013) éd. par Françoise Hekkers, et al
Notice bibliographique
Résumé
flow of the story with its circular eddies oft reflects metaphorically and stylistically Duras’s writings. Those less familiar with the riveting story of her love relationships (and those of her lovers) will enjoy learning unknown details about various lovers, her stillborn child, the Fernandez family, the Delvals, and different ways the war plays out in her life and thus her œuvre. Vircondelet captures how the war burns into her soul and gushes out of her pen, as she processes so many losses, fears, and the indelibly painful memories caused by her original family. “Écrire, le seul moyen pour élucider la nuit”(205) utters the protagonist, who writes mostly at night.While this novel may not succeed brilliantly as a novel, Duras scholars will justifiably appreciate it. Augusta University and University of Wisconsin, Madison E. Nicole Meyer Linguistics edited by Bryan Donaldson Hekkers, Françoise, Monique Hepner, et Nathalie Marchal, éd. S’approprier le français: pour une langue conviviale—actes du colloque de Bruxelles (2013).Louvainla -Neuve: De Boeck, 2015. ISBN 978-2-8011-1751-4. Pp. 199. 35 a. Organized by the linguistic agencies in Belgium,France,Québec,and Francophone Switzerland that make up OPALE, (Organismes francophones de politique et d’aménagement linguistiques), the Colloque de Bruxelles of 2013 addressed the question of how to facilitate the appropriation of the French language by Francophones and nonFrancophones , considering specifically representations, educational practices, and language reform. A main issue, according to the researchers, is that the complexity of the linguistic and orthographic systems of modern French are compounded by the representation and perception of French as a difficult language. The presentations compiled in this volume consider the accessibility and learnability of the language, with a focus on social and linguistic factors, in a number of specific populations. In Francophone contexts, mastery of the language is associated with social legitimacy, and lack of mastery can be a social handicap that limits access to education, culture, and perhaps most importantly, the job market. The contributors thus explore social and educational factors as well as attitudes and representations that may hinder the learning and mastery of French as a first or second language. In Benin, for example, French is the official language, but weaknesses in the educational system limit access and opportunities for adequate learning (Alokpon); in Belgium, immigrants are given language instruction to help their assimilation to the host culture, but they may encounter inequality and discrimination that limit their motivation and development (Bernard). One poignant success story involves the creation of a radio show with immigrant women in Belgium: In the course of the project, the women were able 222 FRENCH REVIEW 90.3 Reviews 223 to develop their language skills through interactive radio formats like debates and interviews with people in the street, expanding not only their linguistic repertoire but also their cultural integration into the host community (Abgrall). In educational settings, the perception of the French language as an unattainable ideal frustrates the efforts of students and instructors. Several contributions suggest alternate educational methods, such as contextualized instruction in language contact situations such as the Maghreb and sub-Saharan Africa (Miled), increased focus on vocabulary for young learners (Anctil), and even an overhaul of language education (including orthographic reform) in Francophone contexts (Chartrand). Focus is also drawn to the difficulties inherent in the linguistic system of French, and language reform is a suggestion that arises in several of the contributions (Chartrand; Van Raemdonck). In an early presentation , Bouillon offers advice for those who would undertake spelling reform, based on his experience working on German orthographic reform. Hambye’s conclusion, meticulously drawing from the previous works, offers an excellent overview of the themes that link the various contributions, and his thoughts on the politicization of linguistic policy leave the reader with food for thought. The volume concludes with a convenient list and description of the organizing bodies from each country. On the whole, this collection offers insight into a number of contemporary Francophone situations and internal and external factors relevant to the appropriation of the language. University of Louisiana, Lafayette Tamara Lindner Marsac, Fabrice. Histoire d’S: ou le participe passé au Rasoir d’Ockham. Paris: L’Harmattan...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,004 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».