• Cross-Cultural Studies
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• v.19
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• pp.205-232
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• 2010

The purpose of this paper is to examine the possibility of application of some French and German movies to teaching of multi-culture in elementary, middle and high schools. Three different films are selected. (2005), a French animation film directed by B?n?dicte Galup and Michel Ocelot, is appropriate for the education of understanding cultural relativity and improving multi-cultural sensitivity in elementary school. is a French short film directed by Walter Salles and Daniela Thomaso and included in omnibus style film (2006). This short film relating a story of an immigrated woman who leaves her baby in a cr?che and travels through Paris to work for a bourgeois mother can be used for developing a bond of sympathy between natives and immigrants. It is recommended for the class of junior high school. Finally (2007), a German film directed by Fatih Akin, provide a learning model for the education of multi-culture in high school classrooms. The cinematographic aesthetic of this film is focused on a process of reconciliation with others over the cultural, racial, national and generational differences. Analyzing the structure of the film and being guided by teachers the students can understand better in improving abilities to understand others.

• Cross-Cultural Studies
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• v.28
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• pp.67-86
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• 2012

Metaphors were conceived of as a figure of speech whose role consisted in merely ornamenting the language. However, with their seminal book Metaphors we live by (1980), Lakoff and Johnson have revolutionized the conception of metaphors by placing them as central to human language, thought and action. Cognitive linguists argue that humans tend to conceptualize abstract concepts, such as time, through more experiential and tangible concepts. For instance, it has been observed that the abstract concept of time is conceptualized as space in several unrelated languages. According to the Conceptual Metaphor Theory (CMT), TIME AS SPACE metaphor covers two more specific metaphors: (1) The MOVING TIME metaphor wherein the observer is conceived as a stationary entity, as in The end of the academic year is getting closer; and (2) The TIME AS A LOCATION metaphor wherein times are conceived as stationary points and the observer is conceived as moving relative to these locations, as in We are first approaching the end of the year. This paper aims at probing the validity of the CMT representations of time on the basis of an analysis of time metaphors in two languages: English and French. This analysis is conducted within the framework of CMT. The results corroborate the CMT representations of time, suggesting that in both languages the abstract concept of time is expressed in spatial terms. In English, as in French, time is conceptualized as a moving entity and as having extension in space. In both languages, time can be seen as bounded; therefore, one can perform actions within defined limits of time.

• Korean Journal of Environmental Agriculture
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• v.24 no.2
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• pp.159-163
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• 2005

This study was conducted to investigate the effect of simulated acid rain (SAR) on growth and antioxidant system in french marigold (Tagetes patula L.). Plants were subjected to four levels of SAR (pH 5.6, 4.0, 3.0, 2.0) in the growth chambers for 2 weeks. SAR decreased both plant height and plant dry weight of french marigold. As the pH levels decreased from 5.6 to 2.0, the content of MDA highly increased linearly. The ratios of dehydroascorbate/ascorbate and oxidized glutathione/reduced glutathione were significantly increased with decreasing pH levels. The enzyme (superoxide dismutase, ascorbate peroxidase etc.) activities of the plant affected by SAR were increased as the pH decreased. Based on the results, SAR caused oxidative stress in french marigold and resulted in significant reduction in plant growth. Biochemical protection responses might be activated to prevent the plant from damaging effects of oxidative stress generated in SAR.

• Cross-Cultural Studies
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• v.25
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• pp.107-129
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• 2011

This article aims to observe the role of Arabic and analyze the future of Arabic in France under the base of the Al-Sabhan Rabina Baldhawe's article, published in mettre l'importance sur University Paris 8 in 2007. In the first part, we have focus into the historical analysis: in France, with a few Arabic and French policy has been settled for what were examined. Also enable the use of Arabic in France with regard to trends of Maghreb countries and other Arab countries, is being led by noted. In the second part, we put on the importance about the situation of Arabic in the France's educational institution. And we have analysed the reasons why Arabic became the most important reason for learning the target language: - in order to faciliate the children of immigrants living in Maghreb able to speak French - Due to differences in culture and language experience to relieve the psychological insecurity above sea - By using the Arabic language at home among family members, strengthen solidarity and resolve heterogeneity In the third part, we have recognized that the French education system was looked at in the Journal of Arabic teaching elementary, middle and high school courses, separated by a learning Arabic as the target language. Finally, we have tried to find a way to revitalize Arabic in France in connection with Sabhan Rabina Al-Baldhawe concrete example of the paper were based on a survey. France and the Arab countries' relationship has been long enough to prove the historic aspects and economic cooperation have maintained a relationship even tighter. Arabic, many of the French people also need education and children to learn Arabic in the French educational institution that has shown a positive stance. French students learning Arabic as a future career in choosing the width of the wider benefits it helps to have. Learning Arabic in the course need to be addressed is also true that a lot of points. But the Arabic and various aspects of internal organization is considered a minority in the popular Arabic language training in France has become more competitive in research and analysis to be active stance is required externally, such as the increase of trade agreements and economic systems side at the level of cultural exchange and international co-operation system, strengthening its position as the Arabic language in France.

• Korean Journal of Cognitive Science
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• v.25 no.4
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• pp.417-433
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• 2014

This research examined whether Korean-learners of French were sensitive to discourse structure in anaphoric pronoun resolution. In the experiments, participants read three-sentenced stories and made judgements about how the last sentence of each story makes sense in relation to previous two sentences on a 7-point Likert scale. The stories differed in whether the subject of the last sentence continued the subject of the preceding sentence, and whether the subject of the last sentence was mentioned with a pronoun or a proper noun. The results from French participants replicated the patterns shown in previous studies. In contrast, Koreans exhibited greater difficulty in interpreting pronoun-subject sentences than noun-subject sentences regardless of subject continuity. These findings are discussed within the context of developmental perspective, which suggests the processing of co-referential interpretation may interact with language proficiency.

• SUVANNABHUMI
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• v.14 no.1
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• pp.109-131
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• 2022

This paper compares the French Gustave Flaubert (1821-1880) and the Vietnamese Vũ Trọng Phụng (1912-1939), and explores transformations of their aesthetic experiences that led to the autonomization of French literary field in the nineteenth century and Vietnamese in the early twentieth century. Inspired from the term "archive" coined by Michel Foucault, this article argues that Flaubert, in abandoning the bourgeois tastes, contested realism and built his own writing ideology and style, which is called subjective realism. On the other hand, it also argues that Vũ Trọng Phụng, through the popular report genre, he gained success and evolved his own novel writing style, aptly called the realism of speech. It is ostensible that the transformation in the two authors' writing style and aesthetic experience was derived from the way they distanced themselves from their contemporaries' common tastes while making use of free indirect speeches, all with the aim of granting readers the autonomy of reading.

• Cross-Cultural Studies
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• v.44
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• pp.283-314
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• 2016

The purpose of this study is to explore the diversity of French learning materials and suggest a learning method to increase the efficiency of learning. In the first part, we explore the linguistic characteristics of the proverb. In the second part, we present the examples that can be utilized in actual learning. In terms of teaching methods, sharing a common cultural consciousness is important for language and communication between interlocutors. In view of this point, the proverb has an extremely important value in the linguistic dimension. It means that the proverb can serve as a very useful material for the comparison of the morphology and phonetics of French. The efficiency of learning can be increased if we can apply an adequate learning plan using proverbs in accordance to the learner's level and the learning contents.

• Cross-Cultural Studies
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• v.50
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• pp.453-482
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• 2018

This study is about the French preposition de. This preposition is considered to have no meaning in the French language, and to have only the grammatical function in its use. This study begins with doubts about such views regarding this preposition. We organize and classify general descriptions of the uses of this preposition. The uses are classified as 'expressing starting point,' 'giving characteristics' and 'performing grammatical functions' and this data is analyzed in terms of the associated cognitive grammar. In the case of expressing the starting point, it is assumed that the trajector moves from the starting point, to the destination point, in the domain of space and in the domain of time. Therefore, it is noted in this case that the preposition de has a dynamic concept. On the other hand, it is significant to understand that the preposition of the 'giving characteristics' defines an outline of a particular class by giving the class's characteristics. The preposition de has a static concept in this case. For the preposition de which introduces the infinitive, all of these dynamic and static concepts are faded and extremely grammaticalized.

• Nuclear Engineering and Technology
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• v.54 no.2
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• pp.589-600
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• 2022

Investigations on the molten-pool sloshing behavior are of essential value for improving nuclear safety evaluation of Core Disruptive Accidents (CDA) that would be possibly encountered for Sodium-cooled Fast Reactors (SFR). This paper is aimed at synthesizing the knowledge from our recent studies on molten-pool sloshing behavior with solid particles conducted at the Sun Yat-sen University. To better visualize and clarify the mechanism and characteristics of sloshing induced by local Fuel-Coolant Interaction (FCI), experiments were performed with various parameters by injecting nitrogen gas into a 2-dimensional liquid pool with accumulated solid particles. It was confirmed that under different particle-bed conditions, three representative flow regimes (i.e. the bubble-impulsion dominant, transitional and bed-inertia dominant regimes) are identifiable. Aimed at predicting the regime transitions during sloshing process, a predictive empirical model along with a regime map was proposed on the basis of experiments using single-sized spherical solid particles, and then was extended for covering more complex particle conditions (e.g. non-spherical, mixed-sized and mixed-density spherical particle conditions). To obtain more comprehensive understandings and verify the applicability and reliability of the predictive model under more realistic conditions (e.g. large-scale 3-dimensional condition), further experimental and modeling studies are also being prepared under other more complicated actual conditions.

• Cross-Cultural Studies
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• v.52
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• pp.417-446
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• 2018

The culture of memory in France regarding slavery and slave trade has slowly been expanding its horizons: from limited perspective focusing on abrogation of slavery to inclusion of discussion on real experiences and suffering of African slaves. This change has been particularly noticeable since the 150th anniversary of abrogation of slavery in France in 1998. It was the year that citizens of French overseas territories that had internalized this painful and shameful history of suffering formed a visible social movement. For the last two decades, the French government has also demonstrated consistent, proactive and prompt response to discussions of issues rooted in slavery in overseas territories, wherein slavery is the root of fundamental problems. In particular, when the Taubira Law (2001) was passed in the Senate, the Committee for the Memory of Slavery was established. This committee has since contributed to better assessment and understanding of French history of slavery and slave trade. Such was the profound as well as significant change in public perception as well as in legal and social aspects that culminated in the 2015 establishment of $M{\acute{e}}morial$ ACTe, Caribbean Centre of Expression and Memory of Slavery and the Slave Trade in Guadeloupe. Reflecting on those historic moments in recent French history, this paper examines major debates in French society regarding establishment of the $M{\acute{e}}morial$ ACTe. It assesses how Aleida Assmann's "cultural memory" was created with the establishment of $M{\acute{e}}morial$ ACTe and how it has contributed to the new cultural identity of French overseas territories.