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Les émotions dans le discours- Emotions in Discourse

Peter Blumenthal, Iva Novakova and Dirk Siepmann

Comment les mots permettent-ils d’appréhender ces objets obscurs que sont nos emotions ? Diverses langues européennes offrent-elles les mêmes perspectives sur cette réalité mouvante, explorée aussi par plusieurs disciplines appliquées (didactique, lexicographie, traitement automatique des langues) ? Le volume tente de répondre à ces questions en mettant en relief certaines innovations théoriques et méthodologiques en sémantique lexicale et en analyse du discours.
How do words allow us to understand these obscure objects that are our emotions? Do various European languages offer the same perspective on this changing reality, when explored by several applied disciplines (language teaching, lexicography, natural language processing)? This volume offers answers by highlighting theoretical and methodological innovations in lexical semantics and discourse analysis.
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L’intensification comme outil didactique dans l’enseignement/apprentissage des collocations d’une langue étrangère : le cas de l’arabe moderne – Faten Hobeika-Chakroun

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L’intensification comme outil didactique dans l’enseignement/apprentissage des collocations d’une langue étrangère: le cas de l’arabe moderne

Faten Hobeika-Chakroun*

Abstract

Intensive collocations in the learning of a foreign language seem to be of particular interest: they are quite numerous in discourse, linguists use them as a typical example of collocations, and they are meaningful to the learner and so are easily exploitable by the teacher. We offer ways to design some exercises for French-speaking learners of Arabic as a foreign language (intermediate level). We chose four bases – ghadab (‘anger’), hubb (‘love’), raghba (‘desire’), ghayra (‘jealousy’) – and four collocates intensifying them. We developed exercises of progressive difficulty which facilitate the acquisition of these collocations, allow the enrichment of the combinatorial profile of their bases and collocates, and inform their combinatorial behaviour in context. We propose the use of authentic documents which are easily accessible to teachers through electronic corpora. The teacher can revise the exercises according to needs. The proposed exercises allowed us to highlight some features for the expression of intensity in Arabic.

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