Introduction…………3

CHAPITRE I : L’approche par compétences dans l’enseignement…………5
1.1. La notion de compétence. L’origine de l’approche par compétences………………5
1.2. L’étude de la classification des compétences pédagogiques ……………………………9
1.3. La compétence d'apprendre à apprendre…………………………………………………….13

CHAPITRE II : L’étude de la compétence d'apprendre à apprendre dans le développement de la métacognition……17
2.1 Qu’est-ce que la métacognition ?.........................................................17
2.2 La métacognition et l’éducation cognitive…………………………………………………….21
2.3 L’importance de la compétence d'apprendre à apprendre dans le développement de la métacognition………24

Conclusions………………………………………………………………32
Bibliographie……………………………………………………………33
Annexes……………………………………………………………………35

Résumé en anglais ..........................................................3
Résumé en roumain ........................................................4
Introduction....................................................................5

CHAPITRE 1. CONSTRUIRE LE SENS – DU SIGNE AU DISCOURS…………...7
1.1. Les mots et leur sens……………………………………………………….7
1.2. La diversité des approches du sens………………………………………13
1.2.1 Les théories du signe (Saussure, Peirce)…………………………………15
1.2.2 Une approche du sens, de la signification et de la signifiance……19
1.3. La connotation vs. la dénotation en linguistique..................22
Conclusions............................................................................30

CHAPITRE 2. LES MOYENS LINGUISTIQUES D’EXPRESSION DES CONNOTATIONS SOCIALES………31
2.1. Description du corpus de recherche……………………………………………...31
2.2. Les moyens de désambiguïsation des connotations…………………………..…34
2.2.1. Le contexte – lieu de matérialisation du sens……………………………………41
2.3. Les fonctions et les valeurs sémantiques………………………………………...45

Conclusion................................................................................47
Conclusions générales................................................................48
Bibliographie.............................................................................50
Annexe 1. Glossaire terminologique……………………………………………………55
Annexe 2. Corpus…………………………………………………………………….…..59

1 Introduction 1

Chapter I
2 History of Advertising 4
3 Ways of Advertising 7
4 Advertising Techniques 8
5 Techniques of Persuasion 11
6 The Language of Advertising Claims 12

Chapter II Some Recent Theories On Translation 21
Types of Translation 24
Techniques and Methods of Translation 28
Demands to a Translator 30
Translating Consumer-Oriented Texts 31

Chapter III. Samples of Advertisements 34
a) Advertisements Proper 34
b) Slogans 42
Translation Analysis 50
a) Translation Analysis of Advertising Claims 50
b) Translation Analysis of Advertisements 51
c) Translation Analysis of Slogans 62

Conclusion
Bibliography 65

Introduction

CHAPTER 1. THEORETICAL APPROACH OF TRANSLATION
1.1. Development of translation notion in linguistics
1.2. Equivalence in translation
1.3. Types of translation
1.4. General overview of advertising
1.5. Types of advertisements by purpose
1.6. Advertising ways and techniques

CHAPTER II. USAGE OF LEXICAL AND GRAMMATICAL PECULIARITIES IN TRANSLATION OF ADVERTISEMENTS IN ENGLISH AND ROMANIAN
2.1. English peculiarities in advertisements
2.2. Structural analysis of advertisements
2.3. Morphological analysis
2.4. The Outcome of Morphological Analysis
2.5. Lexical and grammatical peculiarities in translation advertisements into Romanian

Conclusion
Bibliography
Appendix

1. INTRODUCTION ................................................6

2. THEORETICAL PART ..........................................8
2.1 YOUNG LEARNERS ...........................................8
2.1.1 Characteristics of young learners ...................8
2.1.1.1 Children under seven years old ...................9
2.1.1.2 Children of seven to twelve years old .......... 9
2.1.2 Cognitive development .................................10
2.2 TEACHING ENGLISH TO YOUNG LEARNERS..........11
2.2.1 Teaching English through English ....................11
2.2.2 Choosing the right activity .............................12
2.2.2.1 Variety of activity ......................................12
2.2.2.2 Variety of organisation ...............................13
2.2.2.3 Routines ..................................................13
2.2.3 Students’ involvement .................................14
2.3 TEACHING PRONUNCIATION ..................................................... 16
2.3.1 When to start teaching pronunciation? ........................................ 16
2.3.2 Why teach pronunciation? ............................................................ 17
2.3.3 Factors affecting pronunciation learning .................................... 17
2.3.3.1 The age factor ........................................................................... 17
2.3.3.2 Exposure ................................................................................... 18
2.3.3.3 Mother tongue .......................................................................... 18
2.3.4 Techniques and activities for teaching pronunciation ................. 19
2.3.4.1 Balance of productive and receptive skills ............................... 19
2.3.4.2 Listening activities .................................................................... 20
2.3.4.3 Drilling ..................................................................................... 20
2.3.4.4 Minimal pairs activities ............................................................ 21
2.3.4.5 Chants, rhymes and songs ........................................................ 21
2.3.4.6 Further suggestions for pronunciation teaching ....................... 22

3. PRACTICAL PART .............................................................................. 23
3.1 TOPIC 1: /æ/ vs. /ʌ/ ............................................................................. 25
3.1.1 Lesson plan ................................................................................... 25
3.1.2 Comments and evaluation ............................................................ 26
3.2 TOPIC 2: /v/ vs. /w/ ............................................................................. 27
3.2.1 Lesson plan ................................................................................... 27
3.2.2 Comments and evaluation ............................................................ 28
3.3 TOPIC 3: /θ/ vs. /ð/ ............................................................................. 29
3.3.1 Lesson plan ................................................................................... 29
3.3.2 Comments and evaluation ............................................................ 30
3.4 TOPIC 4: WORD STRESS ................................................................ 31
3.4.1 Lesson plan ................................................................................... 31
3.4.2 Comments and evaluation ............................................................ 32
3.5 TOPIC 5: RHYTHM .......................................................................... 33
3.5.1 Lesson plan ................................................................................... 33
3.5.2 Comments and evaluation ............................................................ 34

4. CONCLUSION ....................................................................................... 35

Works Cited ...................................................................................................... 36
Appendixes ........................................................................................................ 38

1 Introduction ...................................................................7

2 Theoretical Part .............................................................9
2.1 Features of Pronunciation .............................................9
2.1.1 The most problematic sounds for Czech learners...........11
2.2 Why to teach pronunciation ...........................................14
2.2.1 Intelligibility ...............................................................16
2.2.2 Model .......................................................................17
2.3 Teaching and learning pronunciation................................17
2.3.1 Pronunciation teaching.................................................18
2.3.2 Teacher’s role ...........................................................20
2.3.3 Student’s role............................................................21
2.4 Factors influencing pronunciation learning .......................22
2.4.1 Age factor..................................................................22
2.4.2 The role of the mother tongue ....................................24
2.4.3 Motivation .................................................................25
2.4.3 Learner’s attitude and sense of identity ........................26
2.5 Consonants...................................................................27
2.5.1 Production of voiced and unvoiced consonants “th” ........30
2.6 Summary of the theoretical part.....................................31

3 Practical Part ..................................................................33
3.1 Introduction to the Practical Part ......................................33
3.2 Activities focused on pronunciation of “th” sounds ..............35
3.2.1 Introducing TH fricative consonants ................................35
3.2.2 Minimal pairs ................................................................38
3.2.3 Tongue twisters ............................................................41
3.2.4 Oral reading..................................................................43
3.3 Introduction of the students..............................................45
3.4 Recordings .....................................................................47
3.4.1 Assessing recordings.......................................................48
4.4.2 First recording ..............................................................48
3.4.3 Second recording..........................................................51
3.4.3 Third recording.............................................................55
3.4.5 Summary of the recordings...........................................60

4 Conclusion ........................................................................62

5 References.......................................................................64

6 Appendix..........................................................................67
6.1 Appendix 1: reading text.................................................67
6.2 Appendix 2: TH fricative consonatns.................................68
6.3 Appendix 3: table of consonatnts ....................................69

Introduction page 5

Importance of teaching pronunciation in secondary school page 7
Goals of pronunciation teaching page 9
Factors that affect pronunciation learning page 12
Pronunciation teaching page 15
Teacher’s and Student’s role page 19
Description of the sound system of English page 21
Teaching techniques page 38
Assessment page 44
Information and communication technology page 46
Pronunciation teaching materials in the future page 50

Conclusion page 51
Bibliography page 52

Introduction

CHAPTER I. Theoretical approach related to pronunciation in primary school
1.1. Background of the sound system of English
1.2. Main goals of teaching pronunciation
1.3. Factors that affect learning pronunciation
1.4. Importance of teaching pronunciation in secondary school
1.5. Spelling and pronunciation
1.6. Technique for teaching pronunciation

CHAPTER II. Presentation techniques in teaching pronunciation in the 5th grade
2.1. Presentation
2.2. Practice
2.3. Testing

CHAPTER III. Experimental analysis of teaching pronunciation

Conclusion
Bibliography
Appendix

INTRODUCTION .......................................................................9
I. THEORY ...............................................................................10

1 THE NECESSITY OF TEACHING ENGLISH PRONUNCIATION ON THE INTERNATIONAL GROUND...........11
1.1 English as a Lingua Franca (ELF) ...........................................13
1.1.1 English as a Lingua Franca Development ............................15
1.2 What Kind of English to Teach? .............................................16
1.2.1 Standard English and Received Pronunciation......................17
1.2.2 Lingua Franca Model.........................................................19
1.2.3 Teaching Production and Teaching Comprehension...............23
1.2.4 An Overview of Teaching Models .......................................24
1.3 Why to Teach Pronunciation? ...............................................25

2 FACTORS INFLUENCING PRONUNCIATION................................27
3 INCLUDING PRONUNCIATION INTO THE CLASSROOM....................29
3.1 When to Teach Pronunciation ...................................................29
3.2 What Pronunciation Aspects to Teach.........................................30
3.2.1 Phonemic Chart ...................................................................30
3.2.2 Examples of Pronunciation Areas ..........................................30
3.3 Pronunciation Problems of Czech Speakers ...............................39
3.3.1 Vowel Sounds.......................................................................39
3.3.2 Consonant sounds ................................................................39
3.3.3 Stress and Intonation ...........................................................40

II. ANALYSIS ................................................................................41
4 INTRODUCTION TO THE ANALYTICAL PART ..................................42

5 FREQUENCY OF PRONUNCIATION ACTIVITIES IN ENGLISH COURSE BOOKS .....43
5.1 Pronunciation Activities in the Course Book New English File ...........................43
5.1.1 Number of Pronunciation Activities for Practising Vowel Sounds................45
5.1.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........46
5.1.3 Number of Pronunciation Activities for Practising Consonant Sounds .........47
5.1.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......49
5.1.5 Comparison of the Most Frequently Practised Phonetic Features..................50
5.1.6 Types of Pronunciation Tasks ................................................................51
5.2 Pronunciation Activities in the Course Book New Headway................................57
5.2.1 Number of Pronunciation Activities for Practising Vowel Sounds................58
5.2.2 Number of Pronunciation Activities for Practising Diphthong Sounds .........60
5.2.3 Number of Pronunciation Activities for Practising Consonant sounds..........61
5.2.4 Number of Pronunciation Activities for Word Stress and Sentence Stress ......63
5.2.5 Comparison of the Most Frequently Practised Phonetic Features..................64
5.2.6 Types of Pronunciation Tasks ........................................................................65
5.3 Pronunciation Activities in the Course Book Maturita Solutions .........................67
5.3.1 Number of Pronunciation Activities for Vowels, Diphthongs and Consonants .....68
5.3.2 Number of Pronunciation Activities for Word Stress and Sentence Stress .......68
5.3.3 Comparison of the Most Frequently Practised Phonetic Features..................69
5.3.4 Types of Pronunciation Tasks ........................................................................70
5.4 Comparison of Pronunciation Activities in the Three Course Books ...................71
5.4.1 Differences in Number of Pronunciation Sections .........................................71
5.4.2 Differences in Number of Pronunciation Activities .......................................71
5.4.3 Differences in Number of Pronunciation Tasks .............................................72

6 RESULTS OF PRACTISING PRONUNCIATION EXERCISES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB.......74
6.1 Analysis of Recordings..........................................................................................74
6.1.1 Speaker 1 Recording 1....................................................................................75
6.1.2 Speaker 2 Recording 1....................................................................................76

7 COMPLETION OF PRONUNCIATION ACTIVITIES FROM NEW ENGLISH FILE PRE-INTERMEDIATE SB AND WB......79
7.1 Comparison of Teaching Methods for Vowel Sounds ..........................................80
7.1.1 Comparison of the Two Methods for Practising /i:/, /u:/, /i/ and /u/ ..............81
7.1.2 Comparison of the Two Methods for Practising /ə/ and /Ǭ:/ ..........................84
7.1.3 Comparison of the Two Methods for Practising /Ǥ:/ and /Ǣ/..........................85
7.1.4 Comparison of the Two Methods for Practising /e/ and /æ/...........................87
7.1.5 Comparison of the Two Methods for Practising /Ȝ/ and /ǡ:/..........................88
7.2 Comparison of Teaching Methods for Diphthong Sounds ....................................89
7.3 Comparison of Teaching Methods for Consonant Sounds ....................................91
7.3.1 Comparison of the Two Methods for Practising /s/, /z/, /ȓ/, /ʒ/, /f/ and /v/........91
7.3.2 Comparison of the Two Methods for Practising /θ/ and /ð/ sounds ...............93
7.3.3 Comparison of the Two Methods for Practising /p/, /b/, /k/, /g/, /t/, /d/, /ȷ/, /ȴ/......94
7.3.4 Comparison of the Two Methods for Practising /w/, /j/, /m/, /n/, /ŋ/, /h/, /l/, /r/.....96
7.4 Comparison of the Two Methods for Word and Sentence Stress.......................98
7.5 Comparison of the Two Methods Summary....................................................99

8 RESULTS OF PRACTISING PRONUNCIATION EXERCISES ACCORDING TO THE INTRODUCTION TO TEACHING PRONUNCIATION WORKSHOP .......101
8.1 Speaker 1 Recording 2.........................................................................101
8.2 Speaker 2 Recording 2.........................................................................103
8.3 Summary of the Analysis .....................................................................105
8.4 Analysis of the Questionnaires ..............................................................105
8.5 Student’s Exposure to English Language.................................................106
8.6 Comparison of the Methods from Students’ Point of View.........................109

9 SUMMARY OF THE ANALYTICAL PART .......................................................110

CONCLUSION ...........................................................................................111
BIBLIOGRAPHY..........................................................................................113
APPENDICES.............................................................................................119

1. INTRODUCTION -1-

2. PRONUNCIATION -2-
2.1 What kind of pronunciation to teach and goals of pronunciation -3-
2.2 Aspects and features of pronunciation -4-
2.2.1 Other aspects of connected speech -8-
2.3 Factors affecting pronunciation learning -9-

3. YOUNG LEARNERS -12-
3.1 Who the young learners are and how they develop -12-
3.1.1 Cognitive development of young learners -13-
3.1.2 Personal and social development of young learners -15-
3.1.3 Psychomotor development of young learners -16-
3.2 Language acquisition -18-
3.3 Second language acquisition -19-

4. TEACHING PRONUNCIATION -22-
4.1 How to teach pronunciation -24-
4.2 How to teach and develop pronunciation -25-
4.3 The role of the teachers and learners in teaching and learning pronunciation -26-
4.4 Pronunciation techniques and activities -29-
4.4.1 Activities and techniques based on recognition -29-
4.4.2 Activities based on production -31-
4.5 The use of games for teaching pronunciation to young learners -36-

5. MISTAKES AND CORRECTION -38-
5.1 Learners’ mistakes in spoken English -38-
5.1.2 Czech learners and their errors in English pronunciation -40-
5.2 Feedback and correction during accuracy work -41-

6. CONCLUSION OF THE THEORETICAL PART -42-

7. RESEARCH -43-
7.1 Introduction -43-

8. RESEARCH METHODOLOGY -43-
8.1 The research aim and questions -44
8.2 The research plan -45-
8.3 Background information -46-
8.4 Research methods -47-
8.4.1 Observations -47-
8.4.2 Interviews -48-

9. RESEARCH RESULTS OF COLLECTED DATA -49-
9.1 The use of pronunciation activities for young learners -49-
9.1.1 The use of pronunciation activities in the third grade -49-
9.1.2 The use of pronunciation activities in the fourth grade -52-
9.1.3 The use of pronunciation activities in the fifth grade -55-
9.1.4 The summary of observations -57-
9.2 Young learners’ pronunciation mistakes and correction techniques -59-
9.3 Results of the interview with teachers -64-
9.4 Data interpretation and conclusion of the practical part -68-

10. CONCLUSION -72-

11. RESUMÉ -74-

12. BIBLIOGRAPHY -80-

13. LIST OF APPENDICES -84-

Intoduction
1. Evolution of the Sound System

2. The Evolution of English
2.1. Vowels and current English
2.2. Stress
2.3. Unstressed Vowels

3. Kinds of Sound Change
3.1. Assimilation: Sounds Become Less Alike
3.2. Dissimilation: Sounds Become Less Alike
3.3. Elision: Sounds are Omitted
3.4. Metathesis: Sounds are Reordered

4. Causes of sound change

5. The Phoneme

6. Differing transcriptions

7. Early modern English pronunciation and spelling
7.1. Pronunciation change and the Great Vowel Shift
7.2. Spelling: general principles
7.3. Spelling: particular words
7.4. The stabilization of spelling

8. Preliminary Remarks
8.1. Word stress in Middle English and Early New English
8.2. Diversity of pronouns
8.3. Ambiguity of Modern English in different dialects
8.4. Spelling and pronunciation in the South
8.5. South – Western dialects
8.6. Nothern dialects

9. Vowel changes in Middle English and Early New English

10. Quantitative vowel changrs in Early Middle English
11. The Great Vowel Shift
11.1. Some Interpretation of the Great Vowel Shift
11.2. Changes of Short Vowels in Early New English
11.3. Growth of Long Monophthongs and Diphthongs in Early New English due to Vocalisation of Consonants

12. The Early Modern English

13. The Late Modern English

Conclusion
The list of using literature

Introduction………14

Chapitre I Le conte philosophique et ses grandes caractéristiques………5
1.1 Le conte philosophique - un genre composite……………5
1.2 Le conte philosophique - un genre parodique……………9
1.3 Le conte philosophique - un genre satirique………………11
1.4 Le conte philosophique - un genre argumentatif…………14

Chapitre II La réalité étrange et ironique dans les contes philosophiques de Voltaire……18
2.1 Quelques donnés biographiques sur la vie et la création de Voltaire………18
2.2 Analysé comparée des contes philosophiques de Voltaire……20
2.3 Étude détaillée de Candide……………………………………………………….22
2.3.1 Candide - un conte qui tient du roman…………………………………………22
2.3.2 Les procédés d’écritures, une argumentation au service de la satire………25
2.3.3 La critique voltairienne de la société……………………………………27

Conclusions………………30
Bibliographie……………31
Annexe………………………33

Introduction………3

Chapitre I : Le paratexte dans les études linguistiques modernes………………4
1.1. Le texte et son paratexte……………………...…………………………….4
1.2. Les types de paratextes……………………..……………………………...7
1.3. Les particularités du paratexte……………………..……………………..11
1.3.1. Les traits formels……………………...………………………………...11
1.3.2. Les traits sémantiques………………...………………………………...13
1.3.3. Les traits fonctionnels……………...………………………………...…14

Chapitre II : Le cadre théorique dans le texte dramatique……...21
2.1. Modes d’écritures dramatiques…………...………………………………21
2.2. Les enjeux scéniques……………...………………………………………24

Chapitre III : Les défis traductologiques dans les œuvres dramatiques...……..25
3.1. La description du corpus………...………………………………………..25
3.2. Les difficultés de traduction du paratexte……...……………….27

Conclusions……………………………………………………………37
Bibliographie……………………………………………………………...38
Annexes………………………………………………………………………40

Introduction

CHAPTER I. A LINGUISTIC APPROACH TO LANGUAGE OF ADVERTISING
1.1. Evolution and notions of publicity
1.2. Language of advertising
1.2.1. Lexical aspect of advertising
1.2.2. Grammatical aspect
1.2.3. Stilistic aspect
1.3. Linguistic features of slogans and its functions

CHAPTER II. ANALYSIS OF ENGLISH SLOGANS CONCERNING COSMETIC PRODUCTS

Conclusions
Bibliography
Appendices

Introduction i

CHAPTER 1- Advertising: An Overview 1
1.1. What is Advertising? 1
1.2. The Evolution of Advertising 1
1.3. Means of Communication in Advertising 4
1.3.1. Media 4
1.3.2. Indirect Advertising 4
1.3.3. New Media and Advertising Approaches 5
1.4. The Mission of Advertising Nowadays 7

CHAPTER 2-The Discourse of Advertising 12
2.1. Advertising and Communication 12
2.2. Types of Advertising Discourse 13
2.3. Techniques of Advertising 14
2.4. The Syntax of the Advertising Discourse 17
2.5. The Semantics of the Advertising Discourse 20
2.6. The Rhetoric of the Advertising Discourse 21
2.6.1. Iconic Rhetoric 22
2.6.2. Linguistic Rhetoric 24
2.7. The Elaboration of the Advertising Discourse 26

CHAPTER 3-The Advertising Message 28
3.1. Specific Words and Phrases 28
3.1.1. Words, Text layout and Fonts 28
3.1.2. Novel Words – Breaking the Rules of Normal Language 31
3.2. Intertextuality 32

CHAPTER 4-The Language of Advertising Dictating Identities 34
4.1. The Construction of Postmodern Identity 34
4.2. The Influence of Language from Beauty Ads on Identities (case study) 36

Conclusion 45
Bibliography 47
Appendices 50
Rezumat 51
Résumé 56

TITLE .............................................................................................i
DECLARATION ................................................................................ii
ATTENTIVE COUNSELOR NOTES ....................................................... iii
STATEMENT OF CERTIFICATION ....................................................... iv
MOTTO ...........................................................................................v
DEDICATION ..................................................................................vi
ACKNOWLEDGEMENTS .....................................................................vii
ABSTRACT ......................................................................................ix
TABLE OF CONTENT .........................................................................x

CHAPTER I INTRODUCTION
A. Background of the Study .................................................... 1
B. Preview Research .............................................................. 5
C. Limitation of Problem ........................................................ 6
D. Problem Statement ............................................................ 6
E. Object of the Study ............................................................ 7
F. Classification of Term ........................................................ 8
G. Thesis organization ............................................................ 10

CHAPTER II THEORITICAL REVIEW OF ELECTRONIC PRODUCTS
A. Concept of Pragmatics ...................................................... 10
B. Implicature ........................................................................ 19
C. Context of Language …………………………………… . 22
D. Linguistic forms…………………………………………… 23
E. Lexical meaning…………………………………………... 28
F. Slogan ……………………………………………………. 29

CHAPTER III RESEARCH METHOD
A. Types of Research ........................................32
B. Object of the Research ..................................33
C. Types of the data source…………………………………. 33
D. Methods of the Research ………………………………… 34
E. Technique of data Analysis……………………………….. 35

CHAPTER IV ANALYSIS AND RESEARCH FINDING
A. Data Presentation ............................................................... 39
B. Data Analysis ..................................................................... 41
1) Linguistic Forms of Electronic Products ..................... 41
2) Lexical Meaning of Electronic Products ..................... 68
3) Implicature of Electronic Products .............................. 90
C. Data Finding ....................................................................... 112

CHAPTER V CLOSURE
A. Conclusion……………………………………………........ 119
B. Suggestion……………………………………………….... 120

BIBLIOGRAPHY
APPENDIXES

ABSTRAKT ............................................................................................................. 3
ABSTRACT.............................................................................................................. 4
PREFACE................................................................................................................. 5
CONTENTS.............................................................................................................. 6
LIST OF PICTURES AND GRAPHS ....................................................................... 8
LIST OF SYMBOLS AND ABBREVIATIONS ....................................................... 9
INTRODUCTION............................................................................................11

1 DEFINING THE CONCEPT OF ADVERTISING...........................................13
1.1 Definitions of advertising and advertising slogan ......................................13
1.2 History of advertising................................................................................14
1.3 Types of advertising..................................................................................15

2 ADVERTISING AS KIND OF COMMUNICATION ......................................17
2.1 The process of communication..................................................................17
2.2 Verbal and non-verbal communication in advertising................................19
2.3 Public versus word-of-mouth communication of advertising .....................20

3. TEXT OF ADVERTISING AND ITS STRUCTURE .......................................21
3.1 Cohesion of advertising text......................................................................21
3.2 Informational structure within the text – theme and rheme ........................23

4 LINGUISTIC MEANS USED IN ADVERTISING LANGUAGE....................26
4.1 Phonological aspect...................................................................................27
4.1.1 Rhyme...............................................................................................27
4.1.2 Rhythm .............................................................................................27
4.1.3 Alliteration........................................................................................28
4.1.4 Assonance .........................................................................................28
4.1.5 Graphic aspect of the text ..................................................................28
4.1.6 Transliteration...................................................................................29
4.1.7 Homophones .....................................................................................29
4.2 Lexical and morphological aspect .............................................................30
4.2.1 Verb phrase .......................................................................................30
4.2.2 Noun phrase ......................................................................................30
4.2.3 Adjectives .........................................................................................31
4.2.4 Numerals...........................................................................................32
4.2.5 Foreign words ...................................................................................32
4.2.6 Intertextuality....................................................................................32
4.2.7 Formation of new words and phrases.................................................34
4.2.8 Idiomatic constructions .....................................................................36
4.2.9 Collocations ......................................................................................37
4.3 Syntactic aspect.........................................................................................37
4.3.1 Sentence types...................................................................................37
4.3.2 Sentence structure .............................................................................40
4.3.2.1 Schematic pattering .......................................................................40
4.3.2.2 Ellipsis ..........................................................................................41
4.3.2.3 Incomplete sentences.....................................................................43
4.4 Semantic aspect.........................................................................................43
4.4.1 Personification ..................................................................................44
4.4.2 Simile................................................................................................45
4.4.3 Hyperbole .........................................................................................45
4.4.4 Metaphor...........................................................................................45
4.4.5 Metonymy.........................................................................................47
4.4.6 Antithesis ..........................................................................................47
4.4.7 Polysemy and homonymy..................................................................48

5 RESEARCH PART ..........................................................................................49
5.1 The aims of research .................................................................................49
5.2 Hypotheses and questions of the research..................................................49
5.3 Research sample .......................................................................................50
5.4 Research methods and process of research ................................................50
5.5 Results of the research ..............................................................................72

6 CONCLUSION ................................................................................................77

BIBLIOGRAPHY....................................................................................................79
SUPPLEMENT A Review of print advertisements
SUPPLEMENT B Table of attributes
ADDITIONAL MATERIAL - CD

1 INTRODUCTION 8

2 NOMS DE SENTIMENTS 10
2.1 Définitions des noms de sentiments 10
2.2 Référent des noms de sentiments 15
2.3 CONCLUSION 16

3 DOUBLETS ÉTYMOLOGIQUES 17
3.1 Définition 17
3.2 Dichotomie diachronique – partie savante et populaire du lexique de la langue française 19
3.2.1.1 Du latin vulgaire au français moderne 21
3.3 CONCLUSION 24

4 CHANGEMENTS DE SENS - THÉORIE 25
4.1 Causes internes des changements de sens 26
4.1.1 Changements de sens et figures rhétoriques 27
4.1.1.1 Changement de sens dû à la synecdoque 27
4.1.1.2 Changement de sens dû à la métaphore 29
4.1.1.3 Changement de sens dû à la métonymie 29
4.1.2 Changements de sens dus à la ressemblance formelle 30
4.1.2.1 Changement de sens dû à la contagion 31
4.1.2.2 Changements de sens dus à l’attraction lexicale, à l’étymologie populaire et à la fausse étymologie savante 31
4.1.3 Changements de sens et contamination 33
4.1.4 Changements de sens et dédoublement de mots 34
4.2 Causes externes des changements de sens 35
4.2.1 Disparition de mots 35
4.2.2 Néologie 36
4.3 CONCLUSION 36

5 THÉORIE DES ONDES 37
6 MÉTHODOLOGIE 40
6.1 Choix des mots 40
6.2 Éléments de l’analyse 41

7 CONFIANCE – nom de sentiment relationnel 45
7.1 Causes de la bifurcation morphologique 45
7.2 Changements sémantiques 46
7.2.1 Étape initiale 46
7.2.2 Étape intermédiaire 1 46
7.2.2.1 Confiance 46
7.2.2.2 Confidence 49
7.2.2.3 Représentation graphique des acceptions des doublets considérés à l’étape intermédiaire 1 51
7.2.2.4 Commentaire 52
7.2.3 Étape intermédiaire 2 52
7.2.3.1 Confiance 52
7.2.3.2 Confidence 56
7.2.3.3 Représentation graphique des acceptions des doublets considérés à l’étape intermédiaire 2 59
7.2.3.4 Commentaire 59
7.2.4 Etape pré – moderne 60
7.2.4.1 Confiance 60
7.2.4.2 Confidence 61
7.2.4.3 Représentation graphique des acceptions des doublets considérés à l’étape pré-moderne 62
7.2.4.4 Commentaire 63
7.2.5 Étape finale – sens moderne(s) 63
7.2.5.1 Confiance 63
7.2.5.2 Confidence 67
7.2.5.3 Représentation graphique des acceptions des doublets considérés à l’étape finale 69
7.2.5.4 Commentaire 70
7.3 Représentation graphique de la bifurcation sémantique diachronique 70
7.4 Conclusion 71

8 RESPECT – nom de sentiment relationnel 73
8.1 Causes de la bifurcation morphologique 73
8.2 Changements sémantiques 75
8.2.1 Étape initiale 75
8.2.2 Étape intermédiaire 1 76
8.2.2.1 Respect 76
8.2.2.2 Répit 77
8.2.2.3 Représentation graphique de sens ou des acceptions des doublets considérés à l’étape intermédiaire 1 81
8.2.2.4 Commentaire 81
8.2.3 Étape intermédiaire 2 81
8.2.3.1 Respect 81
8.2.3.2 Répit 85
8.2.3.3 Représentation graphique de sens ou des acception des doublets considérés à l’étape intermédiaire 2 92
8.2.3.4 Commentaire 93
8.2.4 Étape intermédiaire 3 94
8.2.4.1 Respect 94
8.2.4.2 Répit 99
8.2.4.3 Représentation graphique de sens ou des acceptions des doublets considérés à l’étape intermédiaire 3 102
8.2.4.4 Commentaire 103
8.2.5 Étape pré-moderne 103
8.2.5.1 Respect 103
8.2.5.2 Répit 108
8.2.5.3 Représentation graphique de sens ou des acceptions des doublets considérés à l’étape pré-moderne 110
8.2.5.4 Commentaire 110
8.2.6 Étape moderne 111
8.2.6.1 Respect 111
8.2.6.2 Répit 116
8.2.6.3 Représentation graphique de sens ou des acceptions des doublets considérés à l’étape moderne 119
8.2.6.4 Commentaire 120
8.3 Représentation graphique de la bifurcation sémantique diachronique 121
8.4 Conclusion 122

9 CONCLUSION GÉNÉRALE 123

10 ABRÉVIATIONS 125

11 GLOSSAIRE 127

12 ALPHABET PHONÉTIQUE « DES ROMANISTES » 128

13 RÉFÉRENCES BIBLIOGRAPHIQUES 129
13.1 Dictionnaires consultés 129
13.2 Ouvrages consultés 131
13.3 Bases et ressources informatiques 134

14 ANOTACE 135
15 ABSTRACT 136

INTRODUCTION……………3

CHAPITRE I : Les doublets étymologiques : l’importance dans la formation et la structure du vocabulaire français…………5
1.1. Le phénomène des doublets. Concept, définitions et typologie des doublets étymologiques………5
1.2. Le fonctionnement de function étymologique dans le dictionnaire ………7

CHAPITRE II : Le fonctionement des doublets étymologiques dans la langue spécialisée ……13

CHAPITRE III : Les doublets étymologiques et leur rôle dans la formation multilingue – étude pratique…………20
3.1 L’analyse pratique de quelques doublets étymologique………………………………20

CONCLUSIONS…………………………………………………………………………….28
ANNEXE……………………………………………………………………………………..29
BIBLIOGRAPHIE…………………………………………………………………………..39

Введение …………3

I. Когнитивный подход к изучению фактов языка

II. Актуальные вопросы современной французской лексикологии
2.1. Le mot en français moderne …………………………….
2.1.1. Questions à étudier …………………………………..
2.1.2. Devoirs à faire ……………………………………
2.2. L’évolution sémantique des mots ………………………
2.2.1. Questions à étudier …………………………………..
2.2.2. Devoirs à faire ……………………………………
2.3. La formation des mots en Français Moderne ………….
2.3.1. Questions à étudier …………………………………..
2.3.2. Devoirs à faire ……………………………………
2.4. Les groupements phraséologiques ………………….
2.4.1. Questions à étudier …………………………………..
2.4.2. Devoirs à faire ……………………………………
2.5. Séries lexicales du Français Moderne ……………….
2.5.1. Questions à étudier …………………………………..
2.5.2. Devoirs à faire ……………………………………
2.6. Les emprunts …………………………………………
2.6.1. Questions à étudier …………………………………..
2.6.2. Devoirs à faire ……………………………………
2.7. La différenciation stylistico-fonctionnelle du lexique …..
2.7.1. Questions à étudier …………………………………..
2.7.2. Devoirs à faire ……………………………………

III. Контрольные и итоговые тесты. Перечень примерных контрольных вопросов и заданий для самостоятельной работы студентов

Приложение 1. Тренировочные задания по пройденным темам для подготовки к экзамену …………………………………..

Приложение 2. Примерные вопросы к экзамену ………….

Ключи к тестам