This article reports on an exploratory study into the use of students' native language (NL) by teachers in the foreign language (FL) classroom. The project was undertaken by four teachers of beginner French at the University of Queensland. The teachers' aim was to investigate the use of NL in a context which actively promotes an immersion approach to FL teaching. The audio recordings of the teachers' speech were transcribed to provide data for estimating the amount of NL, and for analyzing the various instances of NL use. The study indicates that the activity type is a significant variable affecting NL amount. It also isolates two strategic uses of NL, translating FL words into NL, and contrasting NL and FL forms, both of which involve intrasentential code switching with NL words embedded in an FL sentence. The study suggests that these strategies may facilitate acquisition during immersion in FL, but experimental research is needed to test the hypothesis that translation and contrast facilitate learning of FL vocabulary and grammar.Résumé: Cette étude heuristique sur l'usage de la langue maternelle (LM) dans le discours oral de quatre enseignants de Langue Etrangère (LE), a été entreprise dans des cours de débutants à l'Université du Queensland. Le but de l'étude était d'analyser le recours à la langue maternelle dans un contexte didactique où est promue l'immersion. Le recueil et la transcription de données recueillies à l'aide d'enregistrements, ont mené au calcul de la distribution de LM/LE, ainsi qu'au classement des motivations des quatre enseignants pour utiliser la LM. L'analyse quantitative indique que l'activité didactique à laquelle se livre la classe pourrait avoir un effet non négligeable sur la quantité de LM utilisée, alors que l'analyse qualitative repère deux recours stratégiques à la LM, la traduction de LE à LM et le contraste des formes de la LE à celles de la LM. Ces deux stratégies dans lesquelles la LM est enchâssée dans la LE, pourraient avoir un effet bénéfique sur l'apprentissage des formes au cours de l'exposition à la langue cible. Il reste cependant à prouver de façon empirique, l'hypothèse d'un apport positif de ces deux usages de la LM à l'appropriation du vocablaire et de la grammaire de la LE. © 2002 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58, 3 (March/mars)
In the paper I bring together two sets of theories from Narrative Theory and from Retranslation Theory. Links and similarities between the theories are examined under the headings of Essence, Social Conditioning, and Interpretation. A post-structuralist narrative theory is presented, and I extrapolate from this to propose a post-structuralist retranslation theory. After the theoretical discussion I report on the study of a corpus comprising Zola's novel Nana and its five major British (re)translations. The aim is to evaluate how well the theories regarding narrative versions and retranslations hold up with respect to a study of data. A conclusion is reached as to which theories best explain the data. The paper concludes too that bringing together sets of theories from different but related disciplines can be productive in conceptualizing translational phenomena, in this case the phenomenon of retranslation.
The article examines the question of whether memory of the distant past can matter today by drawing on a case study of contemporary British memory and myths of the Norman Conquest. The two main sources of data are a corpus of newspaper articles in which the Conquest is referred to, and a quantitative survey of the population of the United Kingdom. In a preliminary discussion myths of the Norman Conquest are described, and differences between recent and distant memory of a significant event are considered. Then the question of intercultural relations and distant memory is examined, in particular whether British memory of the Norman Conquest has an impact on international and intra-national relations today as expressed in attitudes towards the French, and towards foreigners in Britain. It is concluded that memory of past iconic events does have an impact, and that characteristics of distant memory such as multiple remediation, multidirectionality and affective mobility are important in explaining the role and influence of memory of the distant past regarding intercultural relations today. Keywords Distant memory, intercultural relations, Norman ConquestThis article examines the question of whether memory of the distant past can matter today by reporting on a case study of British 1 memory of the Norman Conquest of England (1066). In order to gauge significance, I start by giving some information about how many people have heard of the event, whether people think it was important, and whether people know much about it. I also discuss the stories and myths surrounding the event. But what I'm interested in primarily is a further set of questions: Do people have an emotional link with the past event? Does this emotional attitude impact on their attitudes to present-day people and situations? With regard to these questions, my focus is on the potential impact of memory of the Norman Conquest on intercultural relations today, both international and intra-national. Before pursuing the issue of intercultural relations,
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