Les Actes des Journées de linguistique sont associés au colloque éponyme organisé annuellement par l’Association des étudiantes et étudiants diplômé(e)s inscrits en linguistique (AÉDIL) en collaboration avec le Département de langues, linguistique et traduction de l’Université Laval. Les Actes permettent aux étudiantes et aux étudiants participant au colloque de publier un article à partir de leur communication, dans des domaines relatifs à la linguistique, à la didactique des langues et à la traduction.
AÉDIL (Association des étudiantes et étudiants diplômé(e)s inscrits en linguistique)
Échéancier éditorial du projet de publication des actes
Copyright (c) 2025 Gabriel Frazer-McKee (Auteur-e) https://creativecommons.org/licenses/by/4.0
Copyright (c) 2026 Gabriel Frazer-McKee (Auteur-e) https://creativecommons.org/licenses/by/4.0
Copyright (c) 2026 Linda Wong, Gabriel Frazer-McKee (Auteur-e) https://creativecommons.org/licenses/by/4.0
Traduire la littérature inuit en contexte postcolonial : courte revue narrative à partir de l’inuktitut du Nunavik
Cette courte revue narrative examine les conditions linguistiques, historiques, éthiques et politiques qui encadrent la traduction de littérature inuit à partir du cas de l’inuktitut du Nunavik. Elle vise à mieux comprendre les difficultés associées à la traduction de cette langue ainsi que les principales postures et approches mobilisées par les traducteurs non-inuit et les auteurs autochtones en contexte postcolonial. Cette recension des écrits s’appuie sur des sources documentaires en français et en anglais issues des domaines de la traductologie, de la linguistique et de l’anthropologie publiées entre 1987 et 2025, repérés au moyen des moteurs de recherche Google Scholar et Sofia. L’analyse adopte une approche postcoloniale attentive aux asymétries entre langues et cultures en traduction. La recension met en évidence les difficultés linguistiques et culturelles associées à la traduction de l’inuktitut du Nunavik, notamment en raison du caractère polysynthétique de la langue, de son ancrage dans une tradition orale et des écarts conceptuels entre l’inuktitut et les langues majoritaires. Elle montre également que les pratiques contemporaines de traduction privilégient de plus en plus les démarches collaboratives et les initiatives de retraduction afin de limiter les biais coloniaux et de préserver la voix des auteurs autochtones. Enfin, trois postures récurrentes face à la traduction émergent dans la littérature : le refus souverain de la traduction, l’intraduisible stratégique et la traduction comme outil d’affirmation culturelle et de circulation des savoirs. La traduction de littérature inuit dépasse ainsi largement le simple transfert linguistique et constitue un acte profondément politique traversé par des enjeux de représentation, d’autodétermination et de préservation linguistique. Ces résultats soulignent l’importance des approches collaboratives et de la prise en compte des perspectives autochtones dans les pratiques contemporaines de traduction.
Copyright (c) 2026 Catherine F. Girouard (Auteur-e) https://creativecommons.org/licenses/by/4.0
Homophonie et erreurs sur les formes verbales en /E/ : étude exploratoire de la neutralisation de l’opposition /e/-/ɛ/ en français méridional
Cette étude exploratoire porte sur les erreurs commises sur les formes verbales en /E/ dans un corpus de productions écrites d’élèves de 14 ans. La collecte de données a été menée dans un contexte régional particulier : celui du français méridional, qui neutralise l’opposition /e/-/ɛ/ en finale de mot. L’objectif est d’examiner dans quelle mesure la distribution des erreurs reflète les effets de ce phénomène phonétique. L’analyse des 26 copies du corpus révèle que 40% des erreurs verbales impliquent les formes en /E/, et que la majorité d’entre elles relève de l’homophonie et de la marque de personne – deux types d’erreur qui impliquent une ambiguïté phonologique. Parmi les erreurs d’homophonie, un sous-ensemble correspond à des confusions entre des désinences telles que -ai, -er et -é, particulièrement attendues dans un système où ces formes sont réalisées de manière identique à l’oral. Ces erreurs représentent un quart des erreurs d’homophonie relevées, ce qui suggère que la neutralisation de l’opposition vocalique modifie les repères disponibles pour la sélection des désinences verbales à l’écrit. En production écrite, le lien perçu entre représentation phonologique, réalisation graphique et valeur grammaticale semble fragilisé, rendant difficile la sélection du morphème approprié en contexte syntaxique. Ces observations, faites dans un contexte spécifique où les repères phonologiques sont insuffisants, permettent de discuter de la façon dont un enseignement explicite des morphèmes pourrait soutenir la sélection des désinences verbales homophones.
Copyright (c) 2026 Camille Puel (Auteur-e) https://creativecommons.org/licenses/by/4.0
Grammaticalisation probable de termes désignant des parties du corps en dioula : une étude synchronique de leur sémantique et de leur syntaxe
Cette étude synchronique examine la grammaticalisation probable de six termes désignant des parties du corps en dioula véhiculaire de Côte d’Ivoire : kúŋ̀ « tête », ɲã́ « œil », cɛ́ « taille », kɔ́ « dos », kɔ̀nɔ̀ « ventre » et bóɾó « bras ». Alors que des travaux antérieurs, notamment ceux de Boutin (2006) et de Creissels (2020), avaient déjà signalé le rôle des noms de parties du corps dans la formation de postpositions en dioula et dans les langues mandingues, la présente contribution propose une mise à l’épreuve plus systématique de cette hypothèse à partir d’une batterie explicite de diagnostics sémantiques et syntaxiques. L’analyse repose sur un corpus d’environ une centaine d’occurrences issues à la fois de travaux publiés et de données de terrain recueillies auprès de deux locuteurs natifs. Sur le plan sémantique, les formes étudiées ont été évaluées selon quatre valeurs : concrète, spatiale, temporelle et relationnelle. Sur le plan syntaxique, l’étude examine plusieurs indices de décatégorialisation, notamment la compatibilité avec les déterminants, le pluriel, l’anaphore, certains schémas non nominaux et la compatibilité avec d’autres relateurs. Les résultats mettent en évidence une convergence générale des trajectoires sémantiques, toutes les unités conservant un emploi concret tout en développant des usages spatiaux et relationnels, l’extension temporelle demeurant plus restreinte. Les diagnostics syntaxiques révèlent par ailleurs une perte inégale des propriétés nominales selon les formes, ce qui suggère que ces termes suivent des trajectoires distinctes de grammaticalisation malgré leur appartenance à un même champ lexical. Dans une perspective strictement synchronique, l’étude ne permet pas de confirmer définitivement leur statut grammaticalisé, mais elle apporte des indices empiriques convergents en faveur d’une grammaticalisation probable, tout en précisant le degré variable d’avancement du processus selon les unités considérées.
Copyright (c) 2026 Yaya Konaté (Auteur-e) https://creativecommons.org/licenses/by/4.0
Enseigner l’oral en milieu francophone minoritaire : étude exploratoire des croyances de futures enseignantes en formation initiale en Ontario
Depuis les deux dernières décennies, la didactique de l’oral bénéficie d’un regain d’intérêt chez les chercheurs francophones à travers le monde (De Pietro et al., 2017; Dumais, 2014, 2015). Malgré cette reconnaissance croissante de l’oral comme compétence fondamentale en didactique du français, les recherches se sont principalement concentrées sur les pratiques et enjeux en milieu majoritaire, laissant un vide en ce qui concerne les croyances des futur.e.s enseignant.e.s quant à l’enseignement de l’oral, particulièrement dans les contextes francophones minoritaires (Colognesi et Deschepper, 2019; Lafontaine et Messier, 2009; Stordeur et al., 2023). Comprendre ces croyances est crucial, car elles influencent directement les pratiques pédagogiques et la prise en charge de l’oral en classe (Colognesi et al., 2022; Colognesi et Hanin, 2020). C’est dans cette perspective que notre contribution vise à combler cette lacune en explorant spécifiquement les croyances de futures enseignantes francophones en formation initiale, concernant l’oral et son enseignement, dans un milieu francophone minoritaire comme l’Ontario. La présente étude, qui exploite des données secondaires d’un projet pilote de recherche sur l’environnement d’apprentissage edstudiO, vise à explorer les croyances de 12 étudiantes en formation initiale à l’enseignement du français à l’Université d’Ottawa. Les résultats préliminaires à la suite de nos analyses révèlent une ambiguïté persistante des représentations concernant l’enseignement de l’oral, perçu comme plus complexe à mettre en œuvre que l’enseignement de l’écrit (Colognesi et Deschepper, 2019). Les principaux obstacles identifiés incluent les difficultés inhérentes au contexte linguistique minoritaire, où l’anglais domine (Lory, 2023; Gérin-Lajoie, 2004). Cette étude souligne donc l’importance cruciale de renforcer la formation didactique de l’oral auprès des futur.e.s enseignant.e.s pour qu’ils et elles puissent répondre aux besoins spécifiques des élèves francophones en milieu minoritaire. Les résultats permettront aux formateur.rice.s et conseiller.ère.s pédagogiques d’élaborer des stratégies d’accompagnement plus ciblées, favorisant une prise en charge efficace de l’oral en salle de classe et contribuant ainsi au développement des compétences linguistiques et de l’identité francophone des élèves (Gérin-Lajoie, 2001).
Copyright (c) 2026 Ornella Ngaah, Amal Boultif, PhD (Auteur-e) https://creativecommons.org/licenses/by/4.0
Préparer un résumé scientifique informatif et bien structuré : un facteur clé pour être accepté·e en colloque
This text presents a concise and operational guide to writing informative and well-structured scientific abstracts in the context of the student conference Les Journées de linguistique. It constitutes a synthesized version of a support protocol that was implemented and progressively stabilized by the organizing committee between 2022 and 2026. The guide describes a structure based on the IOMRD sequence (Introduction, Objectives, Methods, Results, Discussion/Conclusion), which is widely attested across scientific disciplines, and offers recommendations derived from a retrospective examination of several hundred student abstracts (2006–2025). By making explicit the expected content, its ordering, balance, and degree of informativeness, this document aims to render typically implicit expectations visible and to reduce inequalities stemming from uneven familiarity with the implicit norms of scientific writing.
Le créole comme vecteur d’haïtianité au sein de la diaspora : étude des discours de sa valorisation dans les chansons populaires et auprès des membres des communautés haïtiennes de Montréal et Miami
Although Creole is now recognized as an official language in Haiti, it was long devalued within a sociolinguistic context dominated by the prestige of French. Within the Haitian diaspora, however, it has gradually emerged as a key resource for identity construction and community cohesion. In recent years, an increasing movement toward the valorization of Creole has become evident, particularly through diasporic discursive practices and popular music — an area that remains underexplored in the scholarly literature. This article examines the role of popular music in contemporary processes of Creole revalorization, its representations within the diaspora, and the symbolic significance attributed to it in transnational spaces. Drawing on a triangulated methodology that combines linguistic analysis of popular songs with semi-structured interviews and focus groups conducted among members of the diaspora, the study shows that Creole is widely perceived as a legitimate and central language in the affirmation of haitianity, thus revealing a process of symbolic requalification of the status of Creole-speaker within Haitian communities.
Copyright (c) 2026 Nazaire Joinville (Auteur-e) https://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The publication of student conference proceedings represents a significant challenge, both logistically and methodologically, and remains underdocumented in academic circles. This text draws on the editorial experience of the 2024 edition of the Journées de linguistique (JDL), whose proceedings were published in approximately 13 months–a timeframe comparable to those observed between 1987 and 2011, which had ceased to be the norm in recent years due to structural challenges. After outlining specific issues inherent to student-led editions (lack of training, team turnover, absence of a lasting framework), we offer a synthetic post mortem of the evolution of the JDL proceedings from 1987 to 2024. Building on this experience, we outline a concrete editorial model, tested in 2024, structured around feasibility and four interdependent pillars: people (roles and responsibilities), processes (planning, evaluation, coordination), products (editorial tools and standardized templates), and technologies (collaborative platforms, tracking systems). While not claiming to provide a universal solution, this approach seeks to share adaptable and reproducible guidelines that may support future JDL student teams or other comparable editorial projects.
Copyright (c) 2025 Gabriel Frazer-McKee, Nicolas Gignac, Linda Wong (Auteur-e) https://creativecommons.org/licenses/by/4.0
Symbolisme phonétique dans les noms propres inventés pour des contes français : à la recherche du niveau auquel se situe la relation son-sens
Introduction: The hypothesis of phonetic symbolism, which seeks to characterize the motivational link between a signifier and its signified, remains controversial—particularly regarding the linguistic level at which the relationship between sound and meaning occurs. Objectives: To identify correlations between the phonological composition of character names from French folktales and certain semantic characteristics, using three phonemic classification models of increasing complexity. Method: The analysis focuses on 50 invented proper names drawn from the publications of Paul Delarue, as well as the tales of Marie-Catherine d’Aulnoy, Henriette-Julie de Castelnau de Murat, and other authors. The phonemic classification is based on three models of increasing complexity: Model 1 (two categories): voiceless vs. voiced consonants; Model 2 (three categories): oral stops, nasals, constrictives; Model 3 (five categories): voiceless oral stops, voiced oral stops, nasal stops, voiceless constrictives, voiced constrictives. The semantic variables considered include the characters’ gender, size, and agreeableness. A chi-squared test, followed by post hoc analyses, was used to evaluate the significance of associations between the phonemic models and the semantic variables. Results: The results vary depending on the classification model used, but only the significant findings from the more fine-grained Model 3 remain robust under post hoc testing. Conclusions: The variation in results across models does not allow for a definitive determination of the level at which a stable relationship between sound and meaning might exist. Furthermore, the small size of the corpus (50 names) calls for caution and underscores the need for a larger-scale study to explore these observations further.
Copyright (c) 2025 Katia Djidi (Auteur-e) https://creativecommons.org/licenses/by/4.0
L’écriture abrégée dans la prise de notes d’étudiant·e·s postsecondaires au début du 21e siècle : comparaison d’échantillons de notes manuscrites et dactylographiées
Introduction: In an academic context, abbreviations allow students to compensate for the difference between talking speed and writing speed (handwritten or typed) while taking notes. The difference between talking speed and writing speed (handwritten or typed) suggests that handwritten notetaking may require more abbreviation strategies to compensate for its slower speed. Objectives: This study aims to compare the use of abbreviated writing in typed and handwritten notes, and to analyze the frequency of different types of abbreviations in these two notetaking modes. The main hypothesis is based on the idea that handwritten notes have a higher rate of abbreviations than typed notes because of the greater time constraint. Method: The corpus is composed of twenty-two samples of post-secondary lecture notes in French, of which eleven are handwritten and eleven are typed. Four types of abbreviations were analyzed: logograms, siglas/acronyms, aphereses/apocopes, and syncopations. Welch’s t-tests were used with and without outliers to determine the significance in differences in abbreviation frequency according to the notetaking mode. Results: Statistical tests indicate a significant difference between both notetaking modes for total abbreviation frequency (p=0.043, d=0.97 with outliers, d=1.15 without outliers). Excluding outliers reduces the mean deviation of abbreviations but reinforces the significance of the difference. T‑tests show that aphereses/apocopes are used significantly more frequently in handwritten notes (p=0.019, d=1.25), while the respective frequencies of syncopations and logograms approach significance (p=0.056 and p=0.061). Conclusions: Handwritten notes show a higher proportion of abbreviations than typed notes, probably due to a more marked time constraint. The results also confirm strong inter-individual variability.
Copyright (c) 2025 Brigitte Leahy (Auteur-e) https://creativecommons.org/licenses/by/4.0
Étude contrastive sur l’emploi à valeur d’inférence auditive : les verbes d’audition involontaire entendre et kikoeru en français et en japonais contemporains
Issue: The verb entendre in French denotes comprehension but can also represent comprehension embodied through auditory perception. This usage, referred to as auditory inference, is generally associated with simulation, a form of fictivity, and parallels a specific construction in Japanese where the verb of involuntary audition kikoeru is combined with a grammatical element expressing metaphorical comparison (e.g., yōni, mitaini). Objectives: This study aims to highlight, through a comparison between French and Japanese, a novel characteristic of perceptual inference: namely, that the verbs entendre in French and kikoeru in Japanese do not directly express perceptual inference, but rather do so within constructions incorporating specific linguistic markers. Method: The analysis draws on the corpus Frantext (17,836 occurrences of the verb entendre) for French and the Balanced Corpus of Contemporary Written Japanese (500 out of 9,151 tokens of the verb kikoeru) for Japanese. Two analytical methods were applied: multidimensional scaling was performed using the statistical software KH Coder 3, while manual analysis characterized the uses of involuntary audition and auditory comprehension. Results: Auditory inference is more frequent with the verb kikoeru in Japanese than with entendre in French. However, in French, subordinate clauses introduced by the conjunctive construction comme si tend to be used more frequently to express auditory inference compared to those introduced by que. Conclusions: This study demonstrates that, despite the higher frequency of auditory inference with kikoeru in Japanese, similarities exist with entendre in French, particularly through subordinate clauses introduced by comme si. These findings suggest a shared cognitive mechanism between the two languages for the expression of perceptual inference, contributing to a better understanding of the relationship between perception, simulation, and linguistic constructions from a contrastive perspective.
Copyright (c) 2025 Daiki Yoshitake (Auteur-e) https://creativecommons.org/licenses/by/4.0
Attitudes envers le langage inclusif au Québec en 2022 : associations avec le genre, l’âge et le contact universitaire selon une analyse multivariée des données d’un sondage en ligne
Introduction: The province of Quebec (Canada) is often considered to be at the vanguard of language feminization in the francophone world (Elchacar, 2019). However, even in Quebec, there is no consensus on gender-inclusive language, with public opinions and even official approaches varying considerably (Dumais, 2007; Elchacar, 2019; Moreau, 2023; Rioux, 2020; Niosi, 2017). Objectives: This study aims to provide an up-to-date picture of attitudes towards inclusive language in the French-speaking population of Quebec, particularly how these attitudes relate to sociodemographic characteristics. Methods: An online, 15-item Likert-scale survey conducted in Spring 2022 gathered complete responses from 193 French-speaking adult Quebecers (M=36; F=146; Other=11) regarding their attitudes towards gender-inclusive language, while also recording the following sociodemographic characteristics: (1) age (18-30; 31-50; 51;-65; > 65), (2) gender (male, female, other), and (3) university affiliation (having worked or studied at a university previously). An overall attitude score was computed for each participant by averaging their responses to the survey items. Results: Results of a PERMANOVA show that while attitudes towards inclusive language are generally positive (especially amongst younger and non-male-identifying participants), significant disagreements persist, notably along sociodemographic lines, with age and gender accounting for approximately 20% of the variance in the overall attitude score (R² = 0.195). University affiliation was not a significant factor (p > 0.05). Conclusion: Overall, the study confirms that attitudes towards gender-inclusive language in Quebec remain heterogeneous and are associated with age and gender, though only partially accounted for by them. This study provides a foundation for future research using larger, more representative samples and will facilitate cross-regional comparisons of attitudes towards gender-inclusive language in the francophone world.
Copyright (c) 2025 Paula Blaschke (Auteur-e) https://creativecommons.org/licenses/by/4.0
La formalisation de la notion de défectivité chez les grammairiens de l’Antiquité grecque et latine : étude en contexte des termes ellipês [ἐλλιπής] et defectiuus
Context: Defectivity is generally defined as a grammatical phenomenon that refers to the morphological categorization of terms whose inflection is lacking with regards to their paradigm. In modern grammar, it is especially associated with "defective verbs". The Latin etymon of the term "defective" – defectiuus – and its Greek equivalent – ellipês [ἐλλιπής] – were found in the work of ancient Greek and Latin grammarians. However, these terms do not seem to have been studied in depth, despite numerous works on ancient grammatical terminology. Notably, the contributions of Greek grammarians to the phenomenon remain underexplored. Aims: (1) To determine the extent to which ancient Greek grammarians recognized and treated defectivity as a grammatical phenomenon (2) To determine whether ancient Greek and Latin grammarians applied defectivity to grammatical categories other than the verb. Method: 64 instances of the term ellipês (n=26) and defectiuus (n=38) extracted from the Thesaurus Linguae Graecae and the Library of Latin Texts were analyzed for several parameters, including: (1) the meaning of the terms in context - distinguishing between "non-technical" usage, where the term does not refer to defectivity in a grammatical sense, and "technical" usage, where it does (2) the grammatical categories and characteristics designated by these terms. Results: The Greek corpus contained only 3 technical instances of the term ellipês; the other instances (n=23) referred to either the rhetorical device named "ellipsis" or other more common referents. In contrast, a large majority (n=35) of the instances of the term defectiuus in the Latin corpus were technical. Across both corpora, the technical usage of the terms referred mainly to verbs but also included references to substantives. Conclusions: In the work of both Greek and Latin grammarians, defectivity is designated via a lexicalised term, which suggests a certain degree of formalization of the phenomenon. While the state of the Greek corpus does not allow for the same level of confidence in the results as the Latin corpus, the analyses show that the grammatical formalization of defectivity was similar. Defectivity was applied to verbs as well as substantives, which indicates that the phenomenon became restricted to verbs only at a later period.
Copyright (c) 2024 Lucie Cordier (Auteur-e) https://creativecommons.org/licenses/by/4.0
Influence des langues premières sur l’acquisition du français L3 : une étude exploratoire de l’association entre la dominance langagière et le positionnement adjectival chez les enfants
The phenomenon of language transfer involves the replication of linguistic structures from a pre-acquired language onto a target language. In the context of L2 acquisition, the only source of transfer is the L1. However, in L3 acquisition, both L1 and L2 can influence L3. An understudied mechanism possibly involved in determining L3 transfer source is language dominance. This article presents a preliminary study testing language dominance in two L1s (English and Egyptian Arabic) to see if it could explain the source of transfer to beginner-level L3 (French). An influence of dominance on the source of transfer to an L3 was predicted. Unlike other studies, in this study, language dominance was tested by more than one measure and using simultaneous bilinguals. Language dominance was tested by measures of morphosyntax and vocabulary obtained from oral production tasks and by a background questionnaire providing information on the input (language exposure) and output (language use) of each pre-acquired language. The source of transfer was measured by a preference task testing concrete and evaluative adjective placement in 21 children aged 7 to 10 years old. The preliminary results of this study suggest that language dominance of pre-acquired languages does not play a role regarding the source of transfer to L3, which is in agreement with some previous studies (e.g. Lloyd-Smith et al., 2021; Ramos Feijoo & García Mayo, 2023).
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
L’utilisation de ChatGPT 3.5 pour la rétroaction corrective écrite interactive en enseignement-apprentissage du français langue seconde : une étude exploratoire
Generative artificial intelligence (GenAI) tools are becoming increasingly accessible, which makes it imperative to critically examine their potential impact in the educational environment, as well as the ways in which they can be integrated to enable learners to benefit from them. ChatGPT (OpenAI, 2022) is a conversational GenAI tool with which users can interact. The interactive nature of this tool seems to suggest affordances in language teaching and learning, specifically for textual revision. This exploratory study focuses on the use of ChatGPT for interactive written corrective feedback (WCF) in French as a second language. Participants (n=22) were French as a second language learners in a second-year university course. They first answered a questionnaire about their self-corrective practices for French writing tasks. Then, during a one-off intervention, they interacted with ChatGPT to solicit interactive WCF during synchronous exchanges. Finally, the participants answered a questionnaire about this experience and their perceptions of AI. A taxonomic analysis (Bilmes, 2009) within the framework of a qualitative content analysis (Selvi, 2019) was undertaken to develop typologies to classify the messages in the collected discussion threads. The quality of ChatGPT’s responses was also analyzed. The results show that many different types of prompts were created, but there were discrepancies in the degree of participant engagement. That said, the vast majority of participants claim to have benefited from this experience. ChatGPT’s responses were largely correct and appropriate, but the quality of the prompt was found to affect the quality of the response it solicits. The results of this study seem to demonstrate that ChatGPT could be a useful tool for interactive WCF in French language learning, however, more research is needed.
Copyright (c) 2024 Taegan Holmes (Auteur-e) https://creativecommons.org/licenses/by/4.0
Langues et musique populaire : étude des choix et représentations linguistiques des acteurs du Konpa dans la diaspora haïtienne à partir d'entrevues semi-dirigées
Konpa, Haiti's popular music of choice, reflects the country's multilingual reality, being sung frequently in several different languages, including French and Creole. Building on this observation, this study examines the linguistic attitudes of Konpa industry participants and their views on the language choices in Konpa songs. Based on semi-structured interviews conducted with eight individuals highly involved in the Konpa scene in Montreal and Miami, the findings reveal a largely unfavourable perception of French, Haiti’s co-official language mainly spoken by the country’s elite. In contrast, Creole, the mother tongue of most Haitians, is revealed to be not only the preferred language in the participants' Konpa songs but to also be considered to resonate deeply with the identity of both diaspora musicians and the broader Haitian community. Konpa thus reflects Haitian reality, especially its linguistic conflicts, which have been prevalent for more than two centuries.
Copyright (c) 2024 Nazaire Joinville (Auteur-e) https://creativecommons.org/licenses/by/4.0
Association de variables fonctionnelles avec les fonctions discursives du hedged performative : une étude sur corpus du discours parlementaire britannique
Context: Hedged performatives (HPs), first discussed by Fraser (1975), result from the combination of a (semi-)modal and a performative verb (I have to say, I must confess, I can tell,…). Even though they are often mentioned in the literature, the lack of empirical studies into the phenomenon is apparent on both the quantitative and the qualitative side. Indeed, their frequency of use in English and its varieties has never been analysed, nor has the way they function in context. Objectives : To examine the co(n)textual parameters that determine the function and use of hedging particles in British parliamentary discourse from the Hansard corpus. Methodology: Five co(n)textual parameters were examined and explained to have a role in the function and the use of the prototypical HPs I must x, I have to x, and I can x. HPs’ two main functions, downtoner and emphasizer, are investigated. As explained by Holmes (1984), to hedge and to emphasize the illocutionary force of an utterance are two complementary strategies that can be expressed by the same linguistic element; and HPs are one of them. The approach taken in this article thus differs from, for example, Lakoff’s (1972) approach, which is mainly focused on the impact of the modal on the performative verb, while the present study analyzes the construction and its functions in context. Results: Both functions can emanate from the combination of co(n)textual parameters, especially the thematic orientation of the proposition on which the HP has scope (speaker, addressee, third person, situation), and the semantic valency of that proposition (positive, negative, neutral) (Depraetere et Kaltenböck, 2023). We also find that about 9% of uses fall somewhere between these two functions. Finally, we show, that HPs have an important role to play in facework (Brown et Levinson, 1987), either by threatening the speaker’s or the addressee’s face, or by preserving it. Conclusions : This explanatory study will be expanded upon in my doctoral thesis, in which the two main functions of HPs —downtoner and emphasizer— will be investigated. The additional discourse marker use of HPs will also be examined in more detail.
Copyright (c) 2024 Lucie Latouche (Auteur-e) https://creativecommons.org/licenses/by/4.0
Étude exploratoire des réflexions métasociolinguistiques des étudiants internationaux universitaires au Saguenay–Lac-Saint-Jean sur leur intégration linguistique
Context: The remarkable increase of international college and university students in Quebec in recent years highlights the province's growing appeal as an international educational destination. This trend underscores the importance of successful integration, which is often facilitated by a strong social network and which has a positive impact on academic achievement (Bikie Bi Nguema et al., 2020). However, students' experiences and perceptions of communication challenges and exposure to Quebec French varieties can affect the success of their integration. Previous research suggests that language and accent barriers may impede quality of integration into the host society (Gallais et al., 2020; Bérubé et al., 2021; Bikie Bi Nguema et al., 2022). Objectives: This study explores the metasociolinguistic reflections of international university students, aiming to better understand their experiences as migrants navigating Quebec's French. It also examines the discomfort and anxiety caused by linguistic insecurity, investigating how their perceptions of Quebec French—compared to their own French varieties—affect their communication and interactions. Methodology: For exploratory purposes, five semi-structured individual interviews were conducted with international students from different countries, both native and non-native French-speakers (M=2; F=3; mean age=27.6 years, σ=7.5 years). Results: All five of the participants reported various manifestations of linguistic insecurity, including the avoidance of certain expressions and a fear of speaking due to concerns of being misunderstood. They also noted difficulties understanding the Quebec accent, particularly outside the university environment. Conclusions: This study sheds light on the language challenges faced by international students in the Saguenay-Lac-Saint-Jean region of Quebec. Socio-cultural factors such as the languages spoken, duration of stay in Quebec, and long-term goals may influence how different Quebec French varieties are perceived, as well as the students' own linguistic practices. These factors will be further examined in a larger follow-up study.