The countability and uncountability of French nouns are closely related to the discontinuity and homogeneity of the object that the nouns refer to.Discontinuity gives an object a bounded extension in space and time,an...The countability and uncountability of French nouns are closely related to the discontinuity and homogeneity of the object that the nouns refer to.Discontinuity gives an object a bounded extension in space and time,and separates it from other things,so the object can be counted;while homogeneity makes an object remain his nature and have the same designation even after being cut apart,so it cannot be simply calculated.The discontinuity and homogeneity explain why nouns are countable or not from the perspective of ontology,applied in French teaching,they can help learners to distinguish these two kinds of nouns.展开更多
The three French semi-vowels[j],[w],and[ɥ]present challenges and noteworthy problems to Chinese-speaking learners of French.Despite the fact that few domestic studies are related with French semi-vowels and their incl...The three French semi-vowels[j],[w],and[ɥ]present challenges and noteworthy problems to Chinese-speaking learners of French.Despite the fact that few domestic studies are related with French semi-vowels and their inclusion in French textbooks,the uniqueness of semi-vowels has always revealed itself in the learning process of French pronunciation.This paper,focusing on semi-vowels in French,intends to elaborate the phonetic features of these semi-vowels;following that,an exploration of the reasons for the exception of words to the phonetic rules of semi-vowels is conducted from the perspective of etymology.Since these semi-vowels have vowel-like sounds but act like consonants,the performance of semi-vowels in some phonetic rules,such as syllabication,word stress,and the aspiration of voiceless stops,is analyzed.This study has implications for the teaching of semi-vowels in French.展开更多
How to teach creative writing at school？ If the procedures inherited from writing workshops have undoubtedly proved efficient as regards text production, it is also clear that in Switzerland, as elsewhere in Europe a...How to teach creative writing at school？ If the procedures inherited from writing workshops have undoubtedly proved efficient as regards text production, it is also clear that in Switzerland, as elsewhere in Europe and in the Anglo-Saxon world, the present use of evaluation grids with their numerous items prevents secondary school pupils from adopting the stance of an author. Why？ Simply because the most innovative and ＂literary＂ texts are always surprising： They are ＂different＂, and could not possibly result from writing guidelines devised only to facilitate a mechanical evaluation itself conceived for the sake of some illusory objectivity... Now, in our postmodern age with its rejection of models, what is more difficult than assessing the quality of creative writing？ In our approach, we suggest restoring confidence in the teacher, an expert reader if any, who, acting as a publisher, dramaturge, or mere aesthete, knows how to take his pupils＇ texts seriously, acknowledge their aesthetic value, and look at apparent clumsiness as a possible promise of innovation. The teaching of creative writing lies both in this specific reception of budding works and in the teacher＇s performative utterances that, then and there, make the pupil a writer.展开更多
文摘The countability and uncountability of French nouns are closely related to the discontinuity and homogeneity of the object that the nouns refer to.Discontinuity gives an object a bounded extension in space and time,and separates it from other things,so the object can be counted;while homogeneity makes an object remain his nature and have the same designation even after being cut apart,so it cannot be simply calculated.The discontinuity and homogeneity explain why nouns are countable or not from the perspective of ontology,applied in French teaching,they can help learners to distinguish these two kinds of nouns.
文摘The three French semi-vowels[j],[w],and[ɥ]present challenges and noteworthy problems to Chinese-speaking learners of French.Despite the fact that few domestic studies are related with French semi-vowels and their inclusion in French textbooks,the uniqueness of semi-vowels has always revealed itself in the learning process of French pronunciation.This paper,focusing on semi-vowels in French,intends to elaborate the phonetic features of these semi-vowels;following that,an exploration of the reasons for the exception of words to the phonetic rules of semi-vowels is conducted from the perspective of etymology.Since these semi-vowels have vowel-like sounds but act like consonants,the performance of semi-vowels in some phonetic rules,such as syllabication,word stress,and the aspiration of voiceless stops,is analyzed.This study has implications for the teaching of semi-vowels in French.
文摘How to teach creative writing at school？ If the procedures inherited from writing workshops have undoubtedly proved efficient as regards text production, it is also clear that in Switzerland, as elsewhere in Europe and in the Anglo-Saxon world, the present use of evaluation grids with their numerous items prevents secondary school pupils from adopting the stance of an author. Why？ Simply because the most innovative and ＂literary＂ texts are always surprising： They are ＂different＂, and could not possibly result from writing guidelines devised only to facilitate a mechanical evaluation itself conceived for the sake of some illusory objectivity... Now, in our postmodern age with its rejection of models, what is more difficult than assessing the quality of creative writing？ In our approach, we suggest restoring confidence in the teacher, an expert reader if any, who, acting as a publisher, dramaturge, or mere aesthete, knows how to take his pupils＇ texts seriously, acknowledge their aesthetic value, and look at apparent clumsiness as a possible promise of innovation. The teaching of creative writing lies both in this specific reception of budding works and in the teacher＇s performative utterances that, then and there, make the pupil a writer.
