In general the pronunciation of French is not easy to learn, especially for beginners. The students of secondary education have much difficulty pronouncing French words which often creates fear, deters students and even makes them give up to practice French language. Our purpose is to present a phonetic system for the French novice not only to encourage communication in language but also which helps to learn easily and with interest. So we examined what is the norm for the pronunciation of French and analyzed the text books used in schools and the teaching materials for “FLE” in France. As a result, we found that seven oral and three nasal vowels are considered sufficient for communication. For the consonants there are almost no variations according to the standard or standardized French pronunciation.

The purpose of this paper is to investigate Korean learners' request strategies. To this end, 30 Korean French learners participated in this study. For data collecting method, the Discourse Completion Test (DCT) was used and twelve DCT situations on request were provided for the learners. They were asked to read the description and write down the answers in each situation. Modified CCSARP(Cross-Cultural Speech Act Realization Patterns) coding scheme was used for the written responses of request sequences. This study analyzed the use of request head act, supportive moves, downgraders, alerters and perspectives of speaker. Learners dominated in 'query preparatory', 'mood derivable' and 'want statement' for head act. The frequency of the rate, however, is quite different in head acts. They used downgraders far less frequently and this made their request formulas more direct and less polite than ones used by native speakers. As for supportive moves, learners dominated in 'justification' and 'recognition of load'. In types of alerter, most of learners are heavily skewed to the 'attention getter' and 'term of honor' as main strategies, which may lead learners to lack of pragmatic competence. In these three perspectives, hearer-oriented is much stronger than other two perspectives. These results imply that teachers and textbook developers should consider various pragmatic factors in teaching French language

압력별(760, 560, 360, 160 mmHg)에 따른 감자튀김의 품질변화를 호화도, 수분ㆍ지방 함량 변화, Texture 측정, 관능평가를 통해 알아보았다. 압력별(760, 560, 360, 160 mmHg)에 따라 감자튀김의 호화도는 각각 60.0, 60.0, 60.0 및 58.0%로 유의적인 차이가 없었다. 수분 함량은 네 압력 조건에서 모두 감소하는 반면, 지방 함량은 약 2.5배 이상 증가하는 경향을 나타내었다. 조직감에서는 경도(Hardness)가 5.5 N으로 160 mmHg가 가장 좋았으며, 상압인 760 mmHg가 3.3 N으로 가장 낮은 값을 나타내었다. 점착성(adhesiveness)과 탄력성(springiness)에서는 네 압력 모두 유사한 값을 나타내었지만, 부서짐성(fracturability)에서는 160 mmHg가 3.64값으로 다른 압력과 비교해 큰 차이로 높은 값을 나타내었다. 관능검사 결과에서는 색(갈색도), 맛, 바삭한 정도의 조직감에서 160 mmHg가 가장 높은 값을 나타내었으며, 전체적인 기호도는 압력이 낮을수록 높은 값을 나타내었다. 이상에서 살펴본 것과 같이 감압 상태로 감자를 튀김 조리하였을 때, 튀김의 호화 정도나 수분ㆍ지방 함량에 있어서는 일반 상압 조건 하의 튀김과 유사하면서 관능적인 측면에서 기호도가 높기 때문에 제품으로 적용할 가능성이 있다고 사료된다. 이를 위해서는 영양적인 성분 변화에 대한 연구도 더 진행되어야 하고, 경제적인 측면도 고려되어야 할 것이다.

The issue of languages used in Algeria has been addressed by the government through Arabization and is therefore marked by nationalism. The struggle for linguistic independence vis-à-vis French is still ongoing. In addition, the Berber language isn't officially recognized. However, recent economic and social changes have affected the country with the opening of the free market economy and the changes in political landscape and culture. As a result, there has been the emergence of a more objective and pragmatic approach to the question regarding the many different languages spoken in the country. Such changes can be seen, somehow, as the product of the history of Algeria, fueled by large socio-cultural influences that have marked the Mediterranean and the French presence. Here, the Berber language is as important as French in terms of understanding the culture and mentality of Algeria. In fact, the Algerian government is now working hard to better take into account all the different parameters (political, social, educational, economic and historical) for new language policies. All these movements taking place, in turn, are bound to influence adherence to the Francophonie.

In schools, foreign language is not only a means of communication but also a tool used in order to create a whole man in terms of as a student and as an individual as well. French education in high schools has always aimed to develop useful communication skills in students. However, by the end of schooling, students have not obtained the capacity of communication nor the satisfaction of learning the language. The fictional dialogs and the repetitive exercises were not the ideal solutions. According to the new 2009 Official Instructions for French as Second Language, French education in high schools has practical, cultural, and educational objectives. It also strives to find balance between the three. Yet French classes will not improve: the practical objective is always overcharged, the cultural goal is always subjected to communication, and the educational one, vaguely defined as the development of knowledge and personality, leads the teachers to be free to do as they want. This study examined the new direction of French education in schools and redefined three objectives of French education in a way that it ensures the link with the entire education system.

This research aims to demonstrate the sociocultural significance of architectural journals produced in the 1970s during which a fundamental reconsideration of architectural discipline has been made. To this end, we established a method of analysis adapted to the characteristics of architectural journals of that period. In this formulation, the relative autonomy of architectural journal with regard to various actors and institutions involved in its production emerged as a major criterion for the analysis of a journal. From this methodological reflection, we analyzed two French architectural journals, AMC published between 1973 and 1981 and l’Architecture d'Aujourd'hui between 1974 and 1977, which were produced both in close relation with parisian architectural schools (UPA) in the context of reestablishment of architectural education and beginning of architectural research in France after the events of May 1968. If these journals reflected and strengthened the architectural reality and especially the social network of their protagonists, it is equally important to note that they have transformed it into cultural network, and this by the mechanism proper to their preparation and their textual organization.

The main goal of this study is to provide the educational contents of French grammar by means of English grammar. As one of their strong points, English has simplified the verbal and nominal inflections, but French has done the regular shape of its pronunciation. As a matter of course, they differ in the pronunciation, words, and expressions. Nevertheless, French and English have shared so many things through their history: their vocabulary and grammar on the Greco-Roman legacy have had mutual influences through Norman Conquest(1066) and the industrial revolution. So these two languages have grammatical common concepts, which are not at all: for example, the parts of speech, word order, modes, tense, passive voice, relative clauses, etc. There is not only grammatical similarity but also difference between these two languages. Basically, they have the word order SVO but French has the case SOV that contains clitic pronouns. They also show subtle disparities in the mood, the tense, the frame of verbal sub-categorization, the hiatus, etc. Though they broadly have common concepts of the article, its ordinary uses are not same. In the passive voice and the relative clauses, there is a little subtle distinction. But English grammar helps students to understand French grammar. In consequence, students who have knowledge of the former can easily acquaint the latter. Professors may lead students to reach to a higher level of French grammar by explaining common concepts and emphasizing different ones between these two languages

This paper examines the current states of French education in Korea and proposes the future prospect by analysing the causes of a change. The number of students who choose French as a foreign language (FFL) subject decreased in the secondary school education for years. One reason is that the French language is not included as one of the second foreign language subjects in the baccalaureate exam. In the case of secondary school education, there is not much we can do about it unless the government changes the policy about foreign language subjects. At university level education, I propose that students should go further with their education, not only to the French territories, but also to French speaking countries, particularly Africa. Then, we may plan to change a curriculum to include the African culture, for instance. According to students' specific objectives, the department can offer various curricula; the programs and teaching methods of FFL should be defined according to learners' goals. The collaboration with the Embassy of France in Korea is also necessary to overcome the current crisis.

The present study aims to examine the realization of language immersion education for FLE (Français Langue Étrangère) and CLE (Coréen Langue Étrangère). Foreign Language teachers’ role has been recently concerned as to find out the interaction between a teacher and a learner in language immersion education. The success of language immersion education depends on the learners’ attitudes and motivation. The learners’ motivation can be enhanced through the electronic sources online made by the nonnative language teachers or through the extra-curricular language activities. The findings of the present study are summarized as follows. First, the teachers must perceive learners’ first language and culture to accomplish a successful interaction. Second, the foreign language policy should favor not only English, but also other various languages as well. Third, the feedback through the self-evaluation should be followed by its purposes and types.

본 논문은 종래 공교육이 평등주의나 평준화와 거의 동일시되어온데 대해 의문을 품고, 과연 공교육과 평등은 어떤 이념적 혹은 실체적 연관성을 갖고 있는 것인지를 구명하고자 하였다. 이를 위해 먼저 근대적 공교육의 모국인 프랑스의 공교육 제도가 대혁명 이후 앙시앵 레짐(Ancien Rgime)를 극복하고 공화국이념을 전파하는 보통교육을 설립해나가는데 있어서 평등이념은 중요한 역할을 해왔다는 것을 확인할 수 있었다. 그러나 프랑스의 공교육을 단순히 형식적 평등의 잣대로만 볼 수 없게 하는 대표적인 예가 그랑제꼴이다. 이는 일반대학과는 별도의 선발과 교육 등을 통해 프랑스를 이끌어나가는 각 분야의 실무엘리트들을 거의 독점적으로 보급하는 기능을 맡고 있는데, 이러한 제도가 200년간 굳건히 존속해온 프랑스 공교육을 단순히 평등 하나의 잣대로 개념화하기에는 무리가 있다고 보고, 그보다는 국가(state)가 원칙적으로 교육제도를 형성하는 책임을 맡고 있는가를 통해 사교육에 대비되는 공교육의 개념요소를 추출하고자 하였다. 이러한 이론적 작업을 통해 우리 헌법적 현실에서 가능한 교육모델을「공교육 / 평준화」,「공교육 / 비평준화(혹은 개별화)」,「사교육 / 비평준화(혹은 개별화)」의 세 가지로 정리하고, 이는 국가와 개인에게 공동의 책임을 부과하며 자유와 평등의 균형적 발전을 추구하는 우리 헌법 및 교육관련법령의 정신에도 원칙적으로 어긋나지 않음을 보이고자 하였다. 그러나 구체적인 국면에서는 보통교육의 수준과 단계에 따라, 국가개입의 법치국가적 한계의 준수 여부 등에 따라 위헌의 문제가 발생할 수도 있다는 점을 지적하고, 따라서 공교육제도가 적절하게 구성되고 운용되기 위해서는 무엇보다 국가와 시장의 경계획정에 주목할 필요가 있다는 결론을 제시하고자 한다.

This paper examines four genre paintings on the subject of child education by Jean-Baptiste-Siméon Chardin(1699-1779). The Governess, The Diligent Mother, Saying Grace, and The Morning Toilette garnered critical attention after they were exhibited in the Salon from 1739 to 1741. After the exhibition, the paintings were made into prints and frequently sold to members of the bourgeois class in Paris. The iconographical details of Chardin’s genre paintings have, thus far, been compared to Dutch genre pictures of the seventeenth century. Further, most studies conducted on Chardin’s paintings focus on formal analysis rather than the historical and social contexts. Through attempting social-contextual readings of Chardin’s educational series, this paper argues that the significance of Chardin’s painting series of child education lies in his representation of the ideal French bourgeois family and the standard of early childhood education in the eighteenth-century French Enlightenment period. In each of the four child education paintings, Chardin depicted a mother with children in a domestic space. Even though this theme derives from traditional Dutch genre paintings in the seventeenth century, the visual motifs, the pictorial atmosphere and the painting techniques of Chardin all project the social culture of eighteenth century France. Each painting in the child education series exemplifies respectively the attire of a French gentlemen, the social view on womanhood and the education of girls, newly established table manners, and the dressing up culture in a ‘toilette’ in eighteenth century France. Distinct from other educational scenes in previous genre paintings, Chardin accentuated the naive and innocent characteristics of a child and exemplified the mother’s warmth toward that child in her tender facial expressions and gesturing. These kinds of expressions illustrate the newly structured standard of education in the French Enlightenment period. Whereas medieval people viewed children as immature and useless, people in the eighteenth century began to recognize children for their more positive features. They compared children to a blank piece of paper (tabula rasa), which signified children’s innocence, and suggested that children possess neither good nor bad virtues. This positive perspective on children slowly transformed the pedagogical methods. Teaching manuals instructed governesses and mothers to respect each child’s personality rather than be strict and harsh to them. Children were also allotted more playtimes, which explains the display of various toys in the backgrounds of Chardin’s series of four paintings. Concurrently, the interior, where this exemplary education was executed, alludes to the virtue of the bourgeois’s moderate and thrifty daily life in eighteenth century France. While other contemporary painters preferred to depict the extravagant living space of a French bourgeoisie, Chardin portrayed a rather modest and cozy home interior. In contrast to the highly decorated living space of aristocrats, he presented the realistic, humble domestic space of a bourgeois, filled with modern household objects. In addition, the mother is exceptionally clad in working clothes instead of fashionable dresses of the moment. Fit to take care of household affairs and children, the mother represents the ideal virtues of a bourgeois family. It can be concluded that the four genre paintings of child education by Chardin articulate the new standards of juvenile education in eighteenth century France as well as the highly recognized social virtues between French bourgeois families. Thus, Chardin's series of child education would have functioned as a demonstration of the ideal living standards of the bourgeois class and their emphasis on early childhood education in the French Enlightenment period.

This study was designed to : (a) analyze the menus of the French restaurant in tourism hotel using the menu analysis techniques of Kasavana & Smith and Pavesic, (b) compare the characteristics of the two analysis techniques. The calculations for the menu analysis were done using the MS 2000 Excel spreadsheet program. The menu mix % and unit contribution margin were used as variables by Kasavana & Smith and weighted contribution margins (WCM) and potential food cost % (PFC%) by Pavesic. In two cases, a four-cell matrix was created and menu items were located in each according they achieved high or low scores with respect to two variables. The items that scored favorably on both variables were rated in the top category (e.g., star, prime) and those that scored below average on both were rated in the lowest category (e.g., dog, problem). While Kasavana & Smith's method focused on customer's viewpoints, Pavesic's method considered the manager's viewpoints. Therefore, it is more likely to be desirable for decision-making on menus if the menu analysis techniques chosen is suited to its purpose.