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The study deals with the French verb of perception entendre (to hear) and its translation from the source language French into the target language Slovak. L'emploi du temps written by Michel Butor was used as research sample, since in this type of prose the incidence of lexemes of the verb entendre is quite frequent. We proceed by identifying verb forms in the source text, detecting their past forms and searching for Slovak translation equivalents created by prefixation, since this is a frequent wordformation procedure when translating verbs from French into Slovak. The aim of the study is to find out how the well-known and experienced translator Michaela Jurovská dealt with this issue in the context of this difficult text. The Slovak translator has to tackle the grammatical-lexical category of verb aspect when translating the novel into Slovak. We found out that the most common translation solutions comprised the verbs počuť and začuť. The contrastive-linguistic issue is closely related to the grammatical category of tense in French and the opposition in its semantic shades that exists between the tenses passé composé and imparfait. [ABSTRACT FROM AUTHOR]

This paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants' communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts. [ABSTRACT FROM AUTHOR]

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Lingüística Hispánica is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Pays Riverains du Mékong is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Romanica Cracoviensia is the property of Jagiellonian University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The usage of passe compose and imparfait is one of the most challenging topics in French grammar for anglophone learners. Based on the aspect hypothesis formulated by Andersen and Shirai (1994), this study explored the patterns of errors made by higher-ability as opposed to average-ability students and male vs. female students with different abilities in the acquisition of the two French tenses. A model for predicting the difficulty of test items related to passe compose and imparfait was previously devised by Nikolova (2009). The current article further develops the ideas in the above-mentioned study and examines similar data from a more pedagogical point of view. It brings forth evidence that female students scored better than males on prototypical usage of the tenses and females of high ability outperformed all other groups on instances of their nonprototypical usage. The study discusses these results in light of findings on giftedness, gender, and second-language acquisition. It suggests ideas for differentiating instruction for various groups of students attempting to master this grammatical topic. [ABSTRACT FROM AUTHOR]

Copyright of Petroleum - Gas University of Ploiesti Bulletin, Philology Series is the property of Petroleum - Gas University of Ploiesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)