By installing this extension, you agree to the Terms of Service at https://chrome.google.com/extensions/intl/en/gallery_tos.html continuous variables, i.e. a parameter that can be measured such as a frequency or percentage, for example the number of adverbs per 1000 words. DeepL Translate is the go-to translation app for text, speech, images, and files supporting more than 30 languages. Millions of people use it every day to communicate across language barriers. Start using it today for free, fast, and highly accurate translations. Language and the society it encodes are entirely entwined. Firstly, language is as varied as the society that produces it. In simple descriptive terms, an accurate picture of language, or a “grammar”, must be sensitive to this variation. How can we scientifically include the effects of social variation on linguistic structure in its description? Secondly, language is a social vehicle and instrument of social expression which can, therefore, be studied as the basis for understanding society per se. Can we identify hidden structures in our society through such analysis? By revealing these structures, can we improve our society? This course is concerned with each aspect, both the Variationist Linguistics and Critical Discourse Analysis. The course will have a practical component, and students will be required to submit individual original projects.

Tone of translations: Automatically adjust your translations to a formal or informal tone of voice, based on your audience (for Pro users) Students will learn to test 2-variable hypotheses involving a predictor-variable (a.k.a. “independent variable”) and an outcome-variable (a.k.a. “dependent variable” or “response variable”). The predictor will typically be the languages under investigation (English vs. French), and the outcome will often be the frequency of a syntactic construction. For example:Translation history: Automatically save translations so you can easily find, edit, and reuse your previous translations This thesis analyses the profile of advanced learners of French and Italian as foreign languages within the institutional environment of the high school (Bartning, 1997). The study consists in an analysis of the procedures according to which textual information is organised during the production of an oral narrative, and fits into a framework of research on verbal production (Levelt, 1989; Klein & Von Stutterheim, 2002). A speaker must do several things in the performance of a communicative task. First, he selects the information he wants to impart. Then, he organizes this information, resulting in what is called the linearization of the content. This information is then formulated into language clause by clause, producing a coherent and cohesive text that it is understandable to the interlocutors. This study will examine the textual skills involved in these processes in relation to the acquisition of the means for syntactic cohesion, in particular competence with connectors. To analyse these skills, a corpus of learners was assembled, consisting of Italian-speaking high school students learning French, and their French-speaking, Italian-learning counterparts. Oral responses to a video, « Quest », were elicited. The subjects were asked to give their recollections of the video immediately after viewing and again after approximately seven days. This allowed certain hypotheses in cognitive psychology concerning the existence of a story schema and the relationship between time passed and the cohesion of recollections (Mandler & Johnson, 1977; Stein and Glenn, 1979) to be tested. The results confirm the existence of a difference between the productions of learners and those of native speakers, in respect of employed syntactical means and the repertoire of connectors for certain semantic relations. It is possible to speak about the « traitement prototypique » (Watorek, 1996) of the verbal task, especially for the group of Italian-speaking learners of French. The learners structure the information to give a direct answer to the « quaestio » asked by the text. Furthermore, we noticed that the difference between learners and native speakers is rather small, especially as regards the repertoire of connectors employed and the syntactical structures in which they appear. We may therefore conclude that even the native speakers operate employ only those means strictly necessary to settle the task which they are set. Furthermore, analysis of the recollections verified that there is an appeal to a schema which reactivates only the essential information during the ideal progress of a recollection but which does not result in an increase in the number of connectors used Notre travail vise a confronter certains paradigmes informatiques aux problemes que pose le traitement automatique de la construction du sens. Le probleme a resoudre consiste a definir les comportements qu'il est possible d'attacher aux mots dans le cadre d'un analyseur a mots. Il s'agit d'une part de determiner ces comportements et d'autre part de les representer. La langue evolue en permanence et les resultats acquis par la description linguistique sont toujours remis en question. Il en va de meme pour les comportements lexicaux: les savoirs associes aux mots ne sont pas donnes une fois pour toutes. On utilise donc le prototype (dans le cadre de la programmation a prototypes) comme un outil de representation de certains faits linguistiques dans la mesure ou nous pensons qu'il peut repoemes que posent ces faits de langue. Cet outil de representation conduit a construire des structures de representation simples et ajustables pour rendre compte justement des problemes d'ajustements qui sont a l'oeuvre dans la construction du sens dans le langage naturel. Ce modele de representation permet de construire progressivement les entites informatiques suivant les connaissances dont on dispose sur le domaine vise: si de nouvelles connaissances sont mises au jour, on peut affiner le processus de representations deja amorce en tenant compte de ces nouvelles informations sans avoir a reconstruire entierement de nouvelles structures. L'evaluation de connaissances representees prealablement comme prototypiques permet d'envisager une classification hierarchisee des savoirs represente meme si celle-ci reste evolutive. La pap encourage une approche de representation faite de petits sauts successifs qui ameliore la qualite de la representation produite. Cette demarche s'accorde aussi avec la necessaire approche artisanale que constitue le travail du linguiste dans sa volonte de decrire les comportements des faits de langue

How do we understand each other? How do we know what words mean? How do we shape the experienced world? Meaning, or the symbolic representation of thought, is arguably fundamental not only to language but to all human society and civilisation. Semantics, is the scientific study of the structure of meaning in langauge. Where semantics focuses on the meaning in our mind, pragmatics turns to how we use that meaning inter-personally. Instead of a conceptual structure, meaning is understood as a device, a communicative tool. This course examines the different ways that linguists try to answer fundamental questions in semantics and pragmatics. Rather than focusing on the theories, the course seeks to encourage the students to ask questions themselves about how meaning is structured and how that structure is employed. To these ends, the course asks the students to preform their own analyses and collect their own data.

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The examples given in Vinay & Darbelnet and Chuquet & Paillard are typically translation pairs, i.e. an original “source-text” in one language and the corresponding translation or “target-text” in the other language. Research has shown, however, that English-translated-from-French and French-translated-from-English have characteristics that are different from original English and French: interlinguistic influence or “shining through” when English-translated-from-French imitates French and vice versa, and interlinguistic interference or “translationese” as when translators use a contrived paraphrase to overcome a translation difficulty. We will therefore use corpora of original texts in both languages to determine whether the claims about supposed differences between English and French really describe general tendencies that characterize these languages, or rather something related to the process of translation. Dans la partie oeuvre originale de ce mémoire d'habilitation, la validité de deux analyses phonologiques synchroniques sont testée par des comparaison avec des données historiques. Les deux analyses concernent l'alternance schwa/zéro en allemand et le r intrusif en anglais britannique.