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APPLICABILITY OF TRANSFORMATIONAL-GENERATIVE GRAMMAR TO THE TEACHING OF SPECIFIC AREAS IN FRENCH MORPHOLOGY AND SYNTAX
Title
THE APPLICABILITY OF TRANSFORMATIONAL-GENERATIVE GRAMMAR TO THE TEACHING OF SPECIFIC AREAS IN FRENCH MORPHOLOGY AND SYNTAX.
Creator
WILLIAMS, PATRICIA GRAHAM., Florida Atlantic University, Trammell, Robert L.
Abstract/Description
This thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to...
Show moreThis thesis is concerned with the question of the applicability of transformational-generative grammar to the teaching of French verb morphology and French interrogative structure. Past theories of Language learning and acquisition are reviewed in order to see how they correlate with and affect methodology. Then, the implications of the theory of transformational-generative grammar to language learning are studied and an effort is made to apply it, bearing these implications in mind, to French morphology and syntax. The advantages and disadvantages of the application are pointed out, and determinations are made as to the direct applicability of transformationalgenerative grammar to the teaching of French verb morphology and interrogative structure as well as to foreign language teaching in general.
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Date Issued
1972
PURL
http://purl.flvc.org/fcla/dt/13542
Subject Headings
Generative grammar, French language--Study and teaching
Format
Document (PDF)
The Relation Between Phonology and Orthography as a Basis for Teaching French
Title
The Relation Between Phonology and Orthography as a Basis for Teaching French.
Creator
L'Homme, Madeleine M., Jamieson, Edward A., Florida Atlantic University
Abstract/Description
The French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the...
Show moreThe French language is characterized by its many ambiguities. These peculiarities of the language constitute pitfalls for the learner who does not know how to disambiguate them. These ambiguities illustrate the need for teaching orthography along with the discrimination of sounds. Many examples are given. The causes of ambiguities, such as ignorance of phonetic contrasts, intonation, correct capitalization, or linking and juncture are discussed, as are problems arising from homophony, the mute e, and the "faux amis." For the past fifteen years programming of foreign languages, mostly based on B. F. Skinner's theory of learning, endorsed by many linguists, emphasized varieties of the audio-lingual method. A survey of methods, materials, experiments, and opinions of authorities in the field of linguistics indicates that this method, although often employing the most modern electronic material has failed to produce meaningful results. All of the above factors support the evidence for the need of teaching orthography along with the study of sound, and the necessity of continued research in theory and methods of teaching, particularly in French.
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Date Issued
1969
PURL
http://purl.flvc.org/fau/fd/FA00000933
Subject Headings
French language--Study and teaching, French language--Phonology, French language--Orthography and spelling
Format
Document (PDF)
PROGRAMMING THE COMPOUND TENSES IN FRENCH
Title
PROGRAMMING THE COMPOUND TENSES IN FRENCH.
Creator
DUPUIS, ESTELLE DUGUET., Florida Atlantic University, Resnick, Melvyn C.
Abstract/Description
Examination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic...
Show moreExamination of the several French-language teaching programs published in the last few years reveals many of these to be methodologically unsound when evaluated according to recognized criteria (e .g., Albert Valdman, Trends in Language Teaching) as well as being deficient in their treatment of the French compound tenses, which are generally left untaught in these texts. A completely self-instructional linear programmed course was then devised to teach the morphology and internal syntactic structure of French verb phrases containing all the compound tenses, with both regular and irregular participles and the auxiliaries etre and avoir. This program was then tested, evaluated, and finally revised. The results demonstrate that the morphology and structure of French verb phrases containing compound verbs can be successfully taught by a completely self-instructional programmed text.
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Date Issued
1971
PURL
http://purl.flvc.org/fcla/dt/13446
Subject Headings
French language--Study and teaching--English speakers, French language--Verb phrase, French language--Programmed instruction
Format
Document (PDF)