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Copyright of Vox Romanica: Annales Helvetici Explorandis Linguis Romanicis Destinati is the property of Narr Francke Attempto Verlag GmbH & Co.KG 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 Anaquel de Estudios Árabes is the property of Universidad Complutense de Madrid 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 Argentine 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.)

This paper analyses morpho-syntactic interference errors committed by learners of French as a foreign language in four Tanzanian universities: UDSM, UDOM, DUCE and Makumira. The paper has three specific objectives: (i) to identify morpho-syntactic interference errors, (ii) to account for their sources and (iii) to recommend a corrective treatment. The study included a total of 61 respondents. The data was collected through learners’ written texts in French from which a corpus was developed. The study was guided by the interlanguage theory and the error analysis approach. Data analysis was qualitative. The findings reveal that errors included the use of nouns with English origins (18.87%), omission of prepositions (36.79%) and absence of determiners (44.34%). The findings further show that these errors are due to previously acquired or learned languages: Swahili, ethnic community languages and English. Different recommendations are given following the findings. As regards the use of definite and indefinite articles in French, teachers should provide a guided reading of different French texts through which learners will be able to understand how articles are used. To master the use of prepositions, teachers should encourage learners to read a variety of texts in French as this can make them understand and internalize the different prepositions. Moreover, through regular exercises on word formation in French, learners may be able to familiarize themselves with French nouns, hence internalizing their forms. Finally, the learning of French nouns should be done in context.

Learning a new language means making use, more or less consciously, of the sphere of proximity between the target linguistic system and the other learned languages. This proximity stimulates some transfers between the linguistic systems, thus acquiring either a positive or a negative value within interlanguage. The interlanguage is considered the third language system developed by the learner, being different from the source language and the target language. In this paper we focus on the positive transfers and on their influence over interlanguage, in the case of the Romanian learners studying French as a foreign language, but also Italian and Spanish. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia 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 Algérie 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 Psychologie Française is the property of Elsevier B.V. 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 focus of my research is to analyse, to describe and to explain the interference errors in the area of morphosyntax that occur in the written works of the Macedonian students who are studying German as a foreign language at the Faculty of Philology, the University "Goce Delčev" in Štip, as well as to describe the learning difficulties in studying and acquiring German as a foreign language (GFL). The work consists of two main parts, a theoretical part and a practical part. In the theoretical part, the basic terms and definitions that are closely connected to the subject of this paper are discussed in details. Since the focus of this work lies in particular on the interference at morphosyntactic level, we will ignore the spelling errors, although there were a number of them in the examined texts. Above all, the process of intralingual transfer is brought to the foreground. The results of this paper can serve as a basis for the preparation of teaching materials and GFL-techniques that will facilitate the Macedonian students‟ acquiring German language. In the practical part, the results of the analyzed interference errors in the written paper of the students, were described and explained. A main focus is laid on the morphosyntactic differences between the Macedonian and the German language system and the interference errors in the written works of GFL-students during the foreign language acquisition process.

Copyright of Revue Generale de Droit is the property of Universite d'Ottawa, Section de Droit Civil 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.)

Cet article présente l'ensemble des études de compatibilité électromagnétique qui ont été menées sur les terminaux de télécommunication afin que le réseau de télécommunications ne soit pas perturbé par leur introduction et que la qualité de service soit maintenue même en présence de perturbations radioélectriques extérieures. This paper presents the work being carried out in the Emc field for the new telecommunication terminals so that the french telecommunications network should not be disturbed and a good service quality could be maintained even in presence of high level radio frequency ambients. [ABSTRACT FROM AUTHOR]

The translation is a process that goes beyond linguistic transformations and demands cross-cultural awareness. However, mistakes resulting from apparently similar linguistic structures in the source and target language as well as narrow cultural views can compromise the quality of the translated text. Therefore, the target audience may lose the thread of the text line or be completely misled. The goal of this paper is to discuss the concepts of the first language and cultural interference in the translation process as well as to bring forward some examples of frequent loan translations resulting from this phenomenon. Attempts to translate culture-specific patterns will be illustrated and the applied translation strategies analysis will confirm or refute their efficiency in bringing the source culture closer to the target audience.

Copyright of Études Caribéennes is the property of Etudes Caribeennes 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.)

For a very long time, fretted assemblies have been made, in particular to provide wooden wheels with a more resistant running surface. Today, shrinking is an operation which consists in making a connection between two cylindrical parts with any material. In this paper, we’re going to apply it for functionally graded materials. This work focuses on the analytical development of the residual stresses when the two assembled parts are circular cylinders and elastic deformation under plane strain condition. Both cylinders are made of functionally graded materials whose volume fractions are power functions of the radius. In order to simplify the calculations, we assume the Poisson’s ration constant. We obtain the theoretical solutions by assuming a uniform strain field within the representative volume element and Von-mises criterion.

In Algeria, linguistic diversity has been the subject of several studies. The resulting sociolinguistic facts identify the degree of contact and mixing of languages in Algeria. The languages presented in this area, and which coexist with each other, do not share the same importance or the same prestige. The coexistence of two or more languages implies that they are used in different contexts, regions and even interlocutors, by members of the company to fulfill various functions. The Algerian speaker uses all the available language resources in his linguistic landscape, which has fostered the creativity of the subject speaking Algerian in French. The language practices of French by Algerian speakers are constantly changing. This innovation “is distinguished in its form and content in a clear difference from the exogenous norm of the standard French.” (Derradji, 1999:71). Based on the observation of the complexity related to the coexistence of languages in Algeria, the symbolic values that these languages convey and the particular use of French in Algeria, we are interested in what Algerians call the “broken French”. It is a phenomenon resulting from contacts between the French and the languages or language varieties, including their performances, which are presented in the Algerian linguistic landscape. This is an incorrect implementation of the French language related, it seems, to all the images and representations of the language. Therefore, it is about a particular use of French by Algerian speakers. This linguistic practice forms the peculiarity of the spoken French in Algeria. It is about the use of the French language in which many phenomena are present: interference, calque, neologisms, borrowing...etc. During this work, we wanted to investigate in an area that connects the linguistic fact to sociolinguistics. This is a study of the manifestations of the “broken French” used in Algeria. This usage results from contact between the French and Arabic (with its varieties). This is an incorrect implementation of the French language related, it seem, to all the images and representations of the language and dynamics of linguistic systems that are present in various contexts. This usage is also a feature of spoken French in Algeria. Our contribution is a part of an investigation of the peculiarities of the “broken French” used in Algeria. Our work is the description and analysis of the manifestations of this phenomenon. We offer a qualitative approach through the analysis of 20 young Algerians productions. Based on the principle of contrastive analysis, we will see how the interference is one of the peculiarities of this use. This study attempts also to see if the linguistic interferences constituting the use of French called “broken” are related to extra-linguistic factors and / or specific representations. Our research was conducted in two Algerian cities: Chlef and Tlemcen. We asked 20 young people to comment on a number of images that deal with topics related to Algerian youth using what they call the “broken French”, using recording process. Depending on this technique of investigation, we aim an analysis of language data while observing the peculiarities of the phenomenon of “broken French”. After listening to the recordings of the young respondents, we sought the mistakes made by young people. In order to group them into different types, we performed several plays. First, we tried to identify then we classified them for interpretation. The constitution and the observation of the corpus were possible because of the transcription of recorded productions.After the analysis of errors committed by youth during the recordings, it appears that the incorrect use of French in what they call the “broken French” is due to the phenomenon of interference. In this paper, we do not report all kinds of errors but only those involving the interference of the two languages: Arabic and French. The errors revealed by the corpus allowed us to distinguish three types of interference: phonetic, lexical-semantic and syntactic. Data analysis has shown that interference is the basis of what the Algerian young people call the “broken French”. While using the French, Algerian speaker refers to the structure and function (phonetic, lexical, syntactic and semantic) of his language, that its structures are incompatible with that of the French. Thus, the socio-cultural factors are certainly indicative in the production of interference but do not forget the role of representational implication of the speaker, which could also cause interference during the use of French making our case: “broken”.

This study aims to determine the type of Indonesian interference found in English language among class VIII SMPK 2 Harapan Untal-Untal students. This research is done by analyzing the result of simple text translation done by the students of class VIII SMPK 2 Harapan Untal-Untal, then from the translation result will be analyzed what kind of interference that appeared. Methods of data collection in this study using observational research methods and literature. The data that have been collected in the form of simple translations from the students will be analyzed descriptively using related theories to find out what kind of interference found in the analysis. Further, in relating to interference, it will find a way out to reduce and even eliminate Indonesian interference itself. The results to be achieved in this research is recognize the level of Indonesian language interference in the use of English among the junior high school students, then find the practical efforts to be done so that interference does not increased. So, the use and English understanding can be done as much as possible. The finding of the paper found that 6 interference such as grammar structure, subject pronoun, adjectives, auxiliaries, preposition and word order.

Introduction: The explanation of translation errors is a very important area of study in teaching translation, especially due to the emotional and psychological impact it has on students. Method: This paper presents exploratory research on this topic. Although subjective it includes quantitative data from the comparative analysis of several semi-structured interviews that were applied to two groups of translation professors in two different universities, one Canadianand the other Colombian. Results: The research highlighted how important it is to recognize students’ translation process in explaining their errors and how the academic and global context of each country influences the teaching method of the professors involved in the study. Discussion: The different conditions of teaching in each group are discussed as related to these results ; hypotheses and recommendations for teaching are proposed at the end of the article.