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Le négateur ħba du jijélien (Kabylie orientale, Algérie) : utilisations et processus de grammaticalisation
No full textPrésentation donné à la séance du GLECS (Groupe Linguistique d'Études Chamito-Sémitiques) du 20/02/25 à ParisInternational audienc
‘VP + go/come/walk/give’ constructions in Tangwang and language contact’
No full textInternational audienceTangwang (唐汪话) is a Chinese variety spoken in southern Gansu in China that has undergone significant structural transformation due to prolonged contact with Mongolic languages—particularly Dongxiang—spoken in the same region. Drawing on recent fieldwork data, this study investigates the use of deictic directional in imperative sentences in Tangwang. I will describe the VP + ‘go’/ ‘walk’/ ‘come’/ ‘give’ constructions found in this variety and will try to establish if they can be analysed in term of an imperative system by focusing on their complexity and divergence from other Chinese varieties in the area. Special attention will be given to potential contact-induced changes and parallels with Mongolic patterns.In some North-western Chinese varieties, the hortative (‘let’s do this’) is typically expressed in VP+ZOU 走 ‘walk’ (but also VP+LAI来 ‘come’ or VP+QULAI去来 ‘come-go’) constructions and are bound to first-person plural inclusive subjects, while VP + QU去 ‘go’ is used with all other persons (Lamarre, forthcoming 2025). Tangwang, however, presents a more elaborate paradigm: deictic directionals used for the imperative mood seem to be distributed according to the first, second, and third persons, in both singular and plural forms, e.g. (Lefort fieldwork 2024): (1)我觉睡走 wɔ ʂʷitɕʲɔ ̃ tsʉ1SG sleep walk‘I go to sleep’(2)我格人地玩来wɔ kʷɤʐə tɕi wɛ̃n lɛ1SG own MAN play come‘I go play on my own !’(3)你睡觉去ni ʂʷitɕʲɔ tʂʰi2SG sleep go‘Go to sleep’(4)那家格人地玩给nətɕʲa kʷɤʐə tɕi wɛ̃n ki3SG own MAN play give‘Let him play on his own’ VP + ‘go’ constructions are similar to other North-western Chinese varieties when they are used with second persons (‘do this’) as in (3); VP + ‘walk’ (1) and VP + ‘come’ (2) constructions are both found with first persons (‘I wish to do this’ and ‘let’s do this’), but VP + ‘come’ conveys a more emphatic tone. Additionally, VP + ‘give’ (4) is found with third persons (‘have him do this’). This paradigm seems to be closer to what is found in Mongolic languages which features imperative suffixes for first person (desiderative/voluntative), second person (optative) and third person (permissive). Formally speaking, only the ‘permissive’ marker ki给 ‘give’ resembles to a Mongolic marker and has been hypothesised to be a direct loan from Dongxiang -gie (Min 2018: 372-373). On the other hand, VP + ‘go’/ ‘walk’/ ‘come’ constructions would be result of reanalysis or a calquing process at an earlier stage of contact. As pointed out by Yang Yonglong (2012) the multiplicity of this kind of constructions in Yuan and Ming dynasties literature favour the result of language contact with Middle Mongolian. Although comparable constructions are attested in neighbouring Chinese varieties such as Lanzhou, Linxia, Gangou, and Zhoutun for the hortative (Lamarre, forthcoming 2025), the complete three-person paradigm appears to be unique to highly restructured contact varieties like Tangwang and Wutun, spoken in Qinghai, in intense contacts with Mongolic and/or Bodhic languages, which suggest secondary influence and later developments.This paper will also explore the possible Mongolic origins of the imperative markers and the stratification of Mongolic influence on Tangwang’s imperative system. Two developmental scenarios will be discussed: (1) the full paradigm was originally introduced through contact with Middle Mongolian, with only certain varieties such as Tangwang preserving the third-person permissive due to continued contact; or (2) VP + deictic marker constructions emerged independently, with the third-person permissive developing later under more localized Mongolic influence
How to (better) analyse archaeological textiles ? A guide to scientific approaches
No full textInternational audienc
Backformation in Turkic: The Role of Coverbs in Word Derivation. Workshop “‘Coverb’ as a cross-linguistically valid category”
No full textInternational audienc
Boris Isaevič BELENKIN, Marina GOLUBOVSKAJA, Anatolij Borisovič GOLUBOVSKIJ, Aleksandr Jul´evič DANIEL´, Elena Borisovna ŽEMKOVA, Aleksej MAKAROV, Nikita Vasil´evič PETROV, Nikita Pavlovič SOKOLOV et Irina Lazarevna ŠERBAKOVA, Ob´´ekt nabljudenija. KGB protiv Saharova [Objet d’observation : Le KGB contre Saharov]
No full textInternational audienc
Sufism, authority, and state: Mīrzā Āqāsī’s political thought in Qajar Iran
No full textInternational audienceThis article analyses the contribution of Mīrzā Āqāsī (1197–1265/1783–1849) to the political theology literature of the Qajar period and, consequently, to the dynamics and tensions between Sufism and power in Iranian Shi‘i society. Āqāsī was the first minister of the Qajar king Muḥammad Shāh (r. 1250–1264/1834–1848) and the author of an important political treatise titled Chahār-i faṣl-i sulṭānī va shīam-i farūkhī (The Four Royal Discourses and the Nobles’ Principles of Conduct). This treatise presents several original features, particularly regarding the classical views on the spiritual and political hierarchy in Islam, as well as within the context of the culture of authority in a Shi‘i setting. These views are expressed by Āqāsī in a partially initiatory mode, which renders their interpretation complex and open
Photographie de Françoise Robin | Enquête sur la diaspora tibétaine en France | Enfants de l'école tibétaine du samedi, Metz
No full textLes personnes apparaissant sur les clichés ont accepté d'être photographiées dans le cadre d'une enquête de terrain. Elles ont le droit de demander le retrait d'une image en nous contactant.Enfants scolarisés dans la classe de tibétain du samedi, Metz. Photo prise par Françoise Robin dans le cadre d'une enquête sur la transmission de la langue et de la culture tibétaines en France
La guerre pourrait provoquer le réveil du nationalisme et du patriotisme des Iraniens
No full textL'attaque israélienne contre l'Iran a provoqué un sursaut nationaliste sans pour autant faffaiblir les critiques contre le gouvernement islamique
Amazonian Crossroads: Multilingual Practices in the Caquetá- Putumayo Area
No full textInternational audienc
L'intégration des rétroactions basées sur l’IA dans l'enseignement en ligne de la production écrite pour les apprenants francophones débutants en coréen
No full textThis thesis draws on a teaching experience conducted within the Education Section of the Korean Embassy in France, in the context of online Korean classes for beginner-level French-speaking learners. This hands-on experience allowed me to independently design and teach courses for middle school, high school, and university students, while exploring the integration of artificial intelligence in writing instruction. Among the challenges encountered, the most significant was providing effective feedback on written production in a distance learning context. To address this, I introduced ChatGPT as a feedback tool for students’ writing. The aim was to offer immediate, low-pressure feedback while encouraging learner autonomy. The study applies a hybrid feedback model based on Tran (2025), in which the AI tool handles surface-level corrections (grammar and vocabulary), while the teacher provides deeper-level feedback focused on discourse structure and cultural appropriateness. Analysis of students’ texts and questionnaire responses revealed improvements in linguistic accuracy and a notable increase in metacognitive strategies. This paper discusses the potential and limitations of such a system, and offers practical recommendations for its implementation in online Korean language instruction for beginner learners.Ce mémoire présente une expérience d’enseignement du coréen langue étrangère menée au sein de la Section Éducation de l’Ambassade de Corée en France. Cette mission consistait à dispenser des cours en ligne à des collégiens, lycéens et étudiants universitaires francophones de niveau débutant. Conçue de manière autonome, cette expérience m’a permis de mettre en œuvre des stratégies pédagogiques variées centrées sur l’oral, la production écrite et l’interaction. L’une des principales difficultés rencontrées concernait l’accompagnement des apprenants dans les activités de production écrite, notamment en raison des contraintes liées à l’enseignement à distance. Face à cette problématique, j’ai expérimenté l’intégration de ChatGPT comme outil de rétroaction écrite. Ce dispositif visait à fournir aux apprenants un retour immédiat et répétable, tout en diminuant l’anxiété souvent associée à l’écriture. La recherche s’appuie sur un modèle hybride inspiré des travaux de Tran (2025), combinant la rétroaction générée par l’IA pour les erreurs linguistiques et celle de l’enseignant pour les aspects discursifs et contextuels. L’analyse qualitative des textes produits par les apprenants ainsi que des questionnaires a permis d’évaluer les effets de cette approche. Les résultats montrent une amélioration significative des compétences linguistiques, une activation des stratégies d’autorévision et une réception globalement positive de la rétroaction. Ce mémoire met ainsi en évidence les apports et les limites d’un tel dispositif, tout en proposant des pistes concrètes pour son application future dans l’enseignement du coréen langue étrangère, notamment auprès des publics francophones débutants.본 논문은 주프랑스 한국교육원(Section Éducation de l’Ambassade de Corée en France)에서 진행된 1 년간의 온라인 한국어 수업 실습을 바탕으로, 프랑스어권 초급 학습자를 대상으로 한 쓰기 수업에서 ChatGPT 기반 피드백을 적용하고 그 효과를 분석한 연구이다. 본 연구자는 수업 기획, 운영, 과제 관리, 피드백 제공까지 전 과정을 주도적으로 설계하고 수행하였으며, 특히 학습자 수준의 이질성과 온라인 환경이라는 제약 속에서 효과적인 쓰기 지도 방안을 고민하게 되었다. 실제 수업에서는 쓰기 활동의 과제 제출률 저조, 반복되는 문법 오류, 개별 피드백의 한계 등이 지속적으로 관찰되었고, 이를 보완하고자 ChatGPT 를 활용한 피드백 실험을 진행하였다. Tran(2025)의 하이브리드 피드백 모델을 토대로, 표면적 오류는 인공지능이, 고차원적 오류는 교사가 맡는 구조를 채택하였고, 4 주간 총 25 명의 학습자를 대상으로 피드백 수용 방식과 쓰기 결과의 변화를 분석하였다. 그 결과 ChatGPT 피드백은 문법과 어휘 수준의 정확성을 향상시켰으며, 일부 학습자에게는 반복적이고 비판 없는 수용의 경향이 나타났으나, 다수의 학습자들은 자신의 글쓰기 의도에 따라 피드백을 비판적으로 수용하거나 거부하는 전략을 보였다. 또한 ChatGPT 피드백 이후 교사 피드백에 대한 신뢰와 수용성이 증가하는 정서적 안정 효과도 나타났다. 이러한 결과는 인공지능 피드백이 학습자의 자율성과 메타인지 전략을 촉진하는 데 긍정적인 영향을 줄 수 있음을 시사한다. 그러나 문맥 해석, 문화적 적절성 판단 등에서는 여전히 교사의 중재가 필수적이며, AI 의 전면적 대체가 아닌 ‘보완적 협력자’로서의 위치 설정이 필요하다. 본 연구는 향후 한국어 쓰기 교육에서 GPT 기반 피드백을 보다 효과적이고 윤리적으로 활용하기 위한 수업 설계 방향과 교사 역량 강화 방안을 제시하였다