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3.2.1. Subjects
As the objective of the experiment is to investigate the importance of prosody in the production of English by French EFL learners, in comparison with the importance of segments, it was necessary to find an even number of native French speakers. The subjects who participated in the experiment were recruited through oral announcements at the […]
3.2. Procedure
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3.1. Objective and hypothesis
As was said in the conclusion of Chapter 1, it is important to bear in mind that segments and prosody are interdependent. Given the true difficulties that French speakers encounter with English pronunciation, the teaching of both aspects should be included in L2 pronunciation lessons in France. Although the production of phonemes is focused on […]
CHAPTER 3. PILOT EXPERIMENT: OBJECTIVE AND PROCEDURE
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2.3. Conclusion
In L1 acquisition, prosody has an important place in so far as it is the first linguistic element that infants can perceive, long before they can discriminate phonemic contrasts. As far as production is concerned, the first words are usually associated with the articulation of phonemes. Yet, prosody is also present at that stage, and […]
2.2.3. Comparative studies of L2 segmentals and suprasegmentals
While many researchers and even foreign language teachers acknowledge that the acquisition of L2 suprasegmentals has more importance in intelligibility than the acquisition of L2 segmentals, very few experimental studies compare the role of each, whether in perception or production. Instead, it seems as if the importance of one over the other had only been […]
2.2.2. Suprasegmentals and L2 acquisition
As is reported by Mennen (2006): In a survey of major international journals in second language acquisition of the past twenty-five years carried out by Gut (personal communication), it was found that as few as nine studies investigated intonation and tone. Only four of these studies were concerned with perception of intonation, the other five […]
2.2.1. Segmentals and L2 acquisition
As was said in the previous section, the influence of the L1 phonological system starts very early in newborn infants. In the first years of life, while the L1 influence develops rapidly but is still quite recent, the acquisition of an L2 remains easy for these early learners, contrary to late learners like teenagers or […]
2.2. Phonology and L2 acquisition
Although the one abbreviation “L2” is generally used, it is important to keep in mind the difference between the acquisition of a second language, implying that the language is learned in the target country, and a foreign language, i.e. it is learned in one’s home country, typically as an academic subject. Just like the acquisition […]
2.1.3. Conclusion: from L1 to L2
Just like perceptual capacities, the influence of the mother tongue on the infant’s production capacities appears quickly. Johnson and Reimers (2010) note that the L1 influence is already present as early as babbling. Following Best’s (1995, for example) Perceptual Assimilation Model (PAM), the close link that exists between perception and production accounts for the way […]
2.1.2. Production of English segments and suprasegments
Children begin to speak between eighteen and twenty-four months of age (Kaplan & Kaplan, 1971: 358). The “primitive lexical items”, that is, what sound like first words, are “the result of the imitation of adults’ forms” (Crystal, 1970: 80). Concerning the chronology of early vocalization, Abercrombie (1967) attests that it can be divided into several […]
2.1.1. Perception of English: from suprasegments to segments
The acquisition of the L1 phonology occurs in different stages, roughly corresponding to different ages of the infant. As far as perception capacities are concerned, Kaplan and Kaplan (1971) notice that the division into distinct stages is not so clear as it can be for production (cf. 2.1.2. below). Nevertheless, general patterns seem to be […]
2.1. Phonology and First Language Acquisition
In order to understand how speakers of a certain language acquire the phonology of a second or foreign language (L2), the linguistic development and the acquisition process of the L1 phonology in infants should first be surveyed. Crystal (1970: 77) points out that “the study of prosodic features – of intonation, in particular – had […]
CHAPTER 2. PHONOLOGY AND LANGUAGE ACQUISITION
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1.3. Conclusion
Although they are treated in separate sections in this work, segmentals and suprasegmentals are interdependent, whatever the language, since together they form the phonological system of a language. For example, the learning of lexical stress and rhythm implies the notions of vowel reduction, schwa, etc. Errors and difficulties involving both individual sounds and prosody have […]
1.2.3. French vs. English: syllable- and stress-timing theory
The terms “syllable-timing” and “stress-timing” are used in the theory of isochrony, according to which some languages have isochronous syllable-durations, and others have isochronous inter-stress intervals (Pike, 1945; Abercrombie, 1967, among others). The aim here is not to debate over the existence or not of isochrony, but rather to enhance the difference between the prosodies […]
1.2.2. Suprasegmental difficulties and recurrent errors
Although most French EFL learners do not realize it, they have a number of problems with English rhythm and prosody (Mortreux, 2008), all the more as they often prefer to practise vowel production, thus producing full vowels only and not realizing vowel reduction naturally. Burgess and Spencer (2000) used questionnaires that they gave to EFL […]
1.2.1. Segmental difficulties and recurrent errors
As is specified in Avery and Ehrlich (1992), many English words were borrowed from French after the Norman Conquest. Still today, the two languages share many vocabulary items, at least orthographically. As regards pronunciation, the difficulty encountered by French speakers is noticeable, and it partly originates in too great an influence of spelling (Burgess & […]
1.2. Phonological difficulties for French speakers
It is not rare to hear French students say that English pronunciation is “too difficult”, “too irregular”, or “too different”, hence very bad results in phonetics exams – the mean mark of students doing an English degree is sometimes around 5 out of 20. In this respect, Abercrombie (1967: 20) evokes the idea that a […]
1.1.2. Segments vs. suprasegments in EFL pronunciation teaching
Regarding English pronunciation teaching per se when it is taught, segmentals appear to be studied at the expense of prosody. Vowels and consonants are the basis for English pronunciation learning in French schools, however slight the teaching may be. Usually, it consists in the same repetitive exercises, that is, minimal pair drills (e.g. beat vs. […]
1.1.1. The place of pronunciation in EFL classes
As Abercrombie (1967) puts it, spoken language and written language can be defined as two different yet complementary mediums of one and the same language. The learning of a language should include both of them equally, even if they may be taught separately in school context. In our view, the teaching of English pronunciation in […]
1.1. The status of English pronunciation teaching in France
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CHAPTER 1. ENGLISH PRONUNCIATION AND FRENCH LEARNERS
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INTRODUCTION
In everyday speech, it is very common to come across such phrases as it’s not what you said but the way you said it, or a situation in which a mother disapproves of her child’s tone (Wells, 2006). These simple instances seem to provide some evidence that not only phonemes, but the global structure of […]
ACKNOWLEDGEMENTS
First of all, I would like to thank Maarten Lemmens for supervising this work and enabling me to explore a field that I truly like. I am very thankful to his help in every way. His constant good mood and kindness made this research very pleasant. I am also very grateful to the French speakers […]
UTILISATION DES SCRIPTS POUR LE DEVELOPPEMENT DES COMPOSANTS COM ADAPTABLES
UTILISATION DES SCRIPTS POUR LE DÉVELOPPEMENT DES COMPOSANTS COM ADAPTABLES
Auteur : Mr Ouanes AISSAOUI
Année de publication : 2011
UNIVERSITE BADJI MOKHTAR-ANNABA
FACULTE DES SCIENCES DE L’INGENIEUR
DEPARTEMENT D’INFORMATIQUE
Domaine : Mathématiques, Informatique et Applications aux
Sciences
Filière : Informatique
Spécialité : Ingénierie des Logiciels Complexes
Jury d’évaluation
UNIVERSITE BADJI MOKHTAR-ANNABA
FACULTE DES SCIENCES DE L’INGENIEUR
DEPARTEMENT D’INFORMATIQUE
UTILISATION DES SCRIPTS POUR LE DEVELOPPEMENT
DES COMPOSANTS COM ADAPTABLES
Président Mr Djamel MESLATI (MC A) Badji Mokhtar-Annaba
Rapporteur Melle Fadila ATIL (MC A) Badji Mokhtar-Annaba
Examinateur Mr Toufik BENOUHIBA (MC B) Badji Mokhtar-Annaba
RESUME
Le travail présenté dans ce mémoire traite le problème de l‟adaptation dynamique dans le modèle de composants COM. Dynamique signifie la possibilité d‟introduire des modifications dans une application en exécution sans l‟arrêter. Certains systèmes sont critiques et à haute disponibilité. Ils ne peuvent pas être arrêtés et doivent être maintenus en exécution. Dans la première […]
ANNEXE A Structure d’un composant ScriptCOM
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GLOSSAIRE
ACEEL (self-Adaptive ComponEnts modEL) : modèle de composants auto-adaptatifs et réflexif. AOKell : est une implémentation en Java du modèle de composant Fractal. elle utilise la programmation Orientée Aspect. Le but d’AOKell est de fournir quelques mécanismes à haut niveau pour mettre en application la sémantique de contrôle d’un composant Fractal. API (Application Programming Interface): […]
BIBLIOGRAPHIE
[APA 11] Apache Software Foundation, “Tuscany”; http://incubator.apache.org/Tuscany; Consulté le (15/04/2011). [BAK 99] Mark Baker & Rajkumar Buyya.” High performance cluster computing: Architectures and systems”, chapitre Cluster Computing at a Glance. Prentice Hall PTR, New Jersey, 1999. Chap. 1. [BAR 00] Barron D.W., “The World of Scripting Languages”, John Wiley & Sons, 2000, Livre, ISBN 0-471-99886. […]