{"id":432,"date":"2015-02-01T18:59:03","date_gmt":"2015-02-01T18:59:03","guid":{"rendered":"http:\/\/www.efolio.soton.ac.uk\/blog\/gc-ethnographic-encounters\/?p=432"},"modified":"2015-02-01T18:59:03","modified_gmt":"2015-02-01T18:59:03","slug":"les-mots-franglais","status":"publish","type":"post","link":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/2015\/02\/01\/les-mots-franglais\/","title":{"rendered":"Les mots Franglais"},"content":{"rendered":"

Last week (27th<\/sup> January 2015) I did one of my \u201ccours suppl\u00e9mentaires<\/em>\u201d with a 5e class (yes I willingly do more hours at work than I\u2019m employed to do, although to be fair, I am paid overtime and enjoy it), and I decided to work on reasons for learning English and on English in the French language.<\/p>\n

<\/p>\n

I started the activity by asking my pupils to tell me reasons why English is an important language to learn and why they have chosen to come to these extra classes (they are not obliged to come), to improve their English.<\/p>\n

Their response was very interesting. The very first pupil told me that English was important because it is \u201clangue universelle<\/em>\u201d, and \u201ceverybody speaks it<\/em>\u201d. The second pupil to raise her hand told me that she wanted to learn English so she would be able to speak it when she goes on holiday.<\/p>\n

I then asked the pupils about any music that they listened to and I sang (very badly I might add), a few lines of the recently famous \u201cAll About That Bass<\/em><\/a>\u201d by Meghan Trainor \u00a0\u2013 to which all of the girls sang the rest of the chorus, and even the boys hummed along. When I asked the girls if they understood the words to the song, they said that they understood the majority of the words but not all \u2013 so in the future lessons I hope to work more on songs and do a translation exercise where I will be able to really see how many of the words they actually understand \u2013 as I\u2019m not sure how accurate \u201ca majority of the words<\/em>\u201d actually is. I also asked them to name me some other singers that they liked and they mentioned \u201cOne Direction<\/em><\/strong><\/a>\u201d, \u201cAdele<\/em><\/strong><\/a>\u201d and \u201cRihanna<\/em><\/strong><\/a>\u201d\u00a0\u2013 all Anglophone singers.<\/p>\n

I also asked my students about which video games they liked to play and one pupil mentioned the game \u201cWatch dog<\/em><\/a>\u201d. I asked him what he thought it meant and he said \u201cbah, c\u2019est un chien qui regarde<\/em>\u201d, showing that he didn\u2019t really understand the other definition \u201cA person or <\/em>group<\/em> that <\/em>monitors<\/em> the practices of companies <\/em>providing<\/em> a <\/em>particular<\/em> service or <\/em>utility<\/em><\/a>\u201d\u00a0which the game<\/a> is about \u2013 it is not about an actual dog who watched a house or property.<\/p>\n

After asking these questions, I then showed them a PowerPoint with 10 reasons why learning English was a good idea. After going through the PowerPoint I gave each pupil a worksheet with 107 words that I had seen and heard used around school, town and in the college. I asked the students to put a tick or highlight any word which they recognized and would use in normal\/ everyday French when talking to their peers, family, teachers etc. I then asked them to either write for me French sentences with the word in it so I can see how they used it, or to write me a description of the word in either English or French.<\/p>\n

Unfortunately, as the class was only an hour long, the students didn\u2019t have time to finish the complete exercise, and most of them only managed to tick\/ highlight the words and write a few sentences \u2013 so I hope to finish the grid in my next lesson.<\/p>\n

Obviously there were two goals to this lesson. The first was to be able to show the students how many words they already understood in English without having studied or revised at all. When I pointed this out to the class, they all seemed surprised at how many words they already knew, and commented that they did recognise now that English is being used more and more in everyday French.<\/p>\n

The other goal of the lesson was for me to see if words I the words that I had heard around the school, town and house were often used amongst these pupils, which words these young students did use in English and how they used the word in their French sentences. To exemplify, it was interesting that the words \u201cairbag\u201d, \u201cbabysitter<\/em>\u201d and \u201cbarman<\/em>\u201d (along with many others in the grid), were used in the same way as English, whereas other words such as \u201cbrushing\u201d have been taken from English but are have other meanings in French i.e. in France, un brushing <\/em><\/a>= a blow dry<\/p>\n

Although the table below is not complete (I will endeavour to complete it in within the next few weeks) \u2013 it does show how many English words students recognise and what they think of the meanings of these words:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Words used in everyday\/ normal French <\/strong><\/td>\nFREQUENCY OF STUDENTS\u2013 i.e. no of people who agree that this word is used in everyday\/ normal French <\/strong><\/td>\nExtra notes <\/strong><\/td>\n<\/tr>\n
1) Airbag<\/td>\n*!@^ACDEF<\/td>\n\n
    \n
  1. A) C\u2019est dans la voiture quand on a un accident<\/li>\n
  2. C) C\u2019est le ballon qui gonfle dans la voiture pour amortir un choc<\/li>\n
  3. D) A airbag is on the car<\/li>\n
  4. E) There is a airbag in the car<\/li>\n
  5. F) A airbag is in the car<\/li>\n<\/ol>\n

    !) Pour les accidents de voiture<\/p>\n

    @) Quand on fait un accident sa prot\u00e8ge la t\u00eate du volant dans une voiture<\/p>\n

    ^) Cousin en cas d\u2019accident<\/p>\n

    *) Gros coussin<\/td>\n<\/tr>\n

2) Babysitter<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. A) C\u2019est garder un enfant<\/li>\n
  2. B) C\u2019est une nourrice<\/li>\n
  3. C) Looks after children<\/li>\n
  4. D) C\u2019est un garde d\u2019enfants<\/li>\n
  5. E) Looks after children<\/li>\n
  6. F) A babysitter looks after children<\/li>\n<\/ol>\n

    !) Elle garde les enfants<\/p>\n

    @)C\u2019est un nounou<\/p>\n

    ^) Garde des enfants<\/p>\n

    *) Garde enfant<\/td>\n<\/tr>\n

3) Barbecue<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. A) C\u2019est grilles de la norriture<\/li>\n
  2. C) Machine pour cuisiner la viande<\/li>\n
  3. D) C\u2019est ce que l\u2019on fait l\u2019\u00e9t\u00e9 dans le jardin<\/li>\n
  4. F) A barbecue is place in the garden, is chauffing<\/li>\n<\/ol>\n

    !) Pour cuire les aliments l\u2019\u00e9t\u00e9<\/p>\n

    @) On cuit les aliments en \u00e9t\u00e9<\/p>\n

    ^) Grille la viande<\/p>\n

    *) Grille viande<\/td>\n<\/tr>\n

4) Barman<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. A) Servir des boissons<\/li>\n
  2. B) C\u2019est une personne qui s\u2019occupe du bar<\/li>\n
  3. C) Personne qui s\u2019occupe du bar<\/li>\n
  4. D) A barman<\/li>\n
  5. F) A barman distribute product in bar<\/li>\n<\/ol>\n

    !) Dans les soir\u00e9e<\/p>\n

    @) C\u2019est dans des soir\u00e9 il distribute des verre avec du jus<\/p>\n

    ^) Bar<\/p>\n

    *) Serveure<\/td>\n<\/tr>\n

5) Base-ball<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. A) Jouer avec un ballon<\/li>\n
  2. B) C\u2019est un sport<\/li>\n
  3. C) Sport<\/li>\n
  4. D) C\u2019est un sport<\/li>\n
  5. E) Play with a ball<\/li>\n
  6. F) A base-ball is with sport<\/li>\n<\/ol>\n

    !) Sport<\/p>\n

    @) C\u2019est un sport<\/p>\n

    ^) Sport<\/p>\n

    *) Jeu avec une batte<\/td>\n<\/tr>\n

6) Baskets<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. A) Jouer a marguer de panier<\/li>\n
  2. B) Panier<\/li>\n
  3. C) Sports et chaussure<\/li>\n
  4. D) Ce sont des chaussures<\/li>\n
  5. E) I wear on the feet<\/li>\n
  6. F) A baskets is a sport<\/li>\n<\/ol>\n

    !) Panier\/ chausseur<\/p>\n

    @) Panier<\/p>\n

    ^) Chaussure<\/p>\n

    *) Chaussur<\/td>\n<\/tr>\n

7) Beefsteak<\/td>\n*!^ABCEF<\/td>\n\n
    \n
  1. A) C\u2019est de la viande<\/li>\n
  2. b) C\u2019est de la viande<\/li>\n
  3. C) Viande<\/li>\n
  4. E) It\u2019s a meat<\/li>\n
  5. F) A beefsteak is a meat<\/li>\n<\/ol>\n

    !) Viande<\/p>\n

    ^) Viande<\/p>\n

    *) Viande<\/td>\n<\/tr>\n

8) Best-of<\/td>\n*!@^ABCEF<\/td>\n\n
    \n
  1. A) C\u2019est un betisier<\/li>\n
  2. B) Meilleure musique<\/li>\n<\/ol>\n

    !) Les meilleurs<\/p>\n

    @) Le meilleur<\/p>\n

    ^) Le top des music<\/p>\n

    *) Meillure chose<\/td>\n<\/tr>\n

9) Boy band<\/td>\n*!@^D<\/td>\nApparently in France they say \u201cBoyS band\u201d so with the S<\/p>\n
    \n
  1. D) C\u2019est un groupe de mec<\/li>\n<\/ol>\n

    !) One direction<\/p>\n

    @) One direction<\/p>\n

    ^) One direction<\/p>\n

    *) groupe de garcon<\/td>\n<\/tr>\n

10) Brushing<\/td>\n*!@^ABCDEF<\/td>\nMeaning a \u201cblow dry\u201d in France, instead of having someone actually brush your hair<\/p>\n
    \n
  1. A) C\u2019est la coupe des cheveux<\/li>\n
  2. B) Coiffure<\/li>\n
  3. C) Coiffure<\/li>\n
  4. D) C\u2019est ce qu\u2019on fait au coiffeur pour les femmes<\/li>\n
  5. E) It\u2019s for hair<\/li>\n
  6. F) C\u2019est paru se coiffer<\/li>\n<\/ol>\n

    !) Pour les cheveux<\/p>\n

    @) Pour les cheveux<\/p>\n

    ^) Brushing<\/p>\n

    *) Coupe de cheveau<\/td>\n<\/tr>\n

11) Building<\/td>\n*^DEF<\/td>\n\n
    \n
  1. D) C\u2019est un immeuble<\/li>\n<\/ol>\n

    *) Grand immeuble<\/td>\n<\/tr>\n

12) Business<\/td>\n*^ABEFCD<\/td>\n\n
    \n
  1. C) Scord<\/li>\n
  2. D) Les affaires<\/li>\n<\/ol>\n

    F)C\u2019est le faite de se faire de la popularit\u00e9 et de l\u2019argent<\/p>\n

    *) Vendre chose<\/td>\n<\/tr>\n

13) Caddie<\/td>\n*!@^BCEFD<\/td>\n\n
    \n
  1. B) Chariot<\/li>\n
  2. C) Chariot pour faire les cours<\/li>\n
  3. D) Moyen de transports<\/li>\n
  4. E) For doing buy food<\/li>\n<\/ol>\n

    !) Pour les courses<\/p>\n

    @) C\u2019est pour mettre les course quand on va au magasin<\/p>\n

    ^) Transport pour les courses<\/p>\n

    *) Vendre les cources<\/td>\n<\/tr>\n

14) Camping<\/td>\n*!@^ABCEF<\/td>\n\n
    \n
  1. A) C\u2019est d\u2019aller en vacances<\/li>\n
  2. B) Terrain de campement<\/li>\n
  3. C) Lieu pour camping<\/li>\n<\/ol>\n

    !) Parcs pour les tentes<\/p>\n

    @) Pour les tente<\/p>\n

    *) Vacances<\/td>\n<\/tr>\n

15) Cameraman<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. B) Person tenant la cam\u00e9ra<\/li>\n
  2. C) personne tenant la camera<\/li>\n
  3. D) Filmeur<\/li>\n<\/ol>\n

    !) Pour la TV<\/p>\n

    @) C\u2019est selui qui film<\/p>\n

    *) Mec qui a un camera<\/td>\n<\/tr>\n

16) Casting<\/td>\n*!@^ABCDE<\/td>\n\n
    \n
  1. C) R\u00f4les<\/li>\n
  2. D) Audition<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
17) Challenge<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. C) Parie<\/li>\n
  2. D) D\u00e9fi<\/li>\n
  3. F) C\u2019est un d\u00e9fi<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
18) Cheeseburger<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. B) Sandwich<\/li>\n
  2. C) Sandwich<\/li>\n
  3. F) C\u2019est un hamburger avec du fromage<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
19) Chewing-gum<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. B) P\u00e2te \u00e0 m\u00e2cher<\/li>\n
  2. C) P\u00e2te \u00e0 m\u00e2cher<\/li>\n
  3. D) Bon bon<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
20) Cool<\/td>\n*!@^ABCDEF<\/td>\n\n
    \n
  1. B) Super<\/li>\n
  2. C) Bien<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
21) Corn-flakes<\/td>\n*!^ABCDEF<\/td>\n\n
    \n
  1. B) C\u00e9r\u00e9ales<\/li>\n
  2. D) C\u00e9r\u00e9ale<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
22) Cow-boy<\/td>\n*!^ADF<\/td>\n\n
    \n
  1. D) Justicier du far-ouest<\/li>\n
  2. F) C\u2019est une personne qui vit dans le far-west<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
23) Crash<\/td>\n*!@^ADF<\/td>\n\n
    \n
  1. F) C\u2019est un accident<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
24) Dealer<\/td>\n*!^AD<\/td>\n\n
    \n
  1. D) Vendeur de stup\u00e9fiants<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
25) D-J<\/td>\n*!@^AEF<\/td>\nF)C\u2019est une personne qui mix la musique<\/td>\n<\/tr>\n
26) E-mail<\/td>\n*!@^AEF<\/td>\n\n
    \n
  1. D) Message \u00e9lectronique<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
27) Fast-food<\/td>\n*!@^AEF<\/td>\n\n
    \n
  1. F) Mc Do, KFC, grec, kebab<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
28) Football<\/td>\n*!@^AEF<\/td>\n\n
    \n
  1. F) Sport avec un ballon<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
29) Gangster<\/td>\n*!^AEF<\/td>\n\n
    \n
  1. F) Rakui (racaille meant maybe?)<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
30) Globe-trotter<\/td>\n*AE<\/td>\n<\/td>\n<\/tr>\n
31) Goal<\/td>\n*!@AE<\/td>\n<\/td>\n<\/tr>\n
32) Handball<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
33) Hold-up<\/td>\n*!AE<\/td>\n<\/td>\n<\/tr>\n
34) Iceberg<\/td>\n*!^AE<\/td>\n<\/td>\n<\/tr>\n
35) Interview<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
36) Jackpot<\/td>\n*!^AE<\/td>\n<\/td>\n<\/tr>\n
37) Job<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
38) Jogging<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
39) Joystick<\/td>\n*<\/td>\n<\/td>\n<\/tr>\n
40) Ketchup<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
41) Kidnapping<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
42) Leader<\/td>\n*!@AE<\/td>\n<\/td>\n<\/tr>\n
43) Light<\/td>\n*@^A<\/td>\n<\/td>\n<\/tr>\n
44) Meeting<\/td>\n*!@AE<\/td>\n<\/td>\n<\/tr>\n
45) OK<\/td>\n*!@^AE<\/td>\nAlso use KO as in knocked ok<\/td>\n<\/tr>\n
46) Planning<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
47) Penalty<\/td>\n*!@AE<\/td>\n<\/td>\n<\/tr>\n
48) Pick-pocket<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
49) Ping-pong<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
50) Pin\u2019s<\/td>\n*AE<\/td>\nUsed to mean \u201cbadge\u201d<\/td>\n<\/tr>\n
51) Popcorn<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
52) Poster<\/td>\n*!@^AE<\/td>\n<\/td>\n<\/tr>\n
53) Prime time<\/td>\nE<\/td>\n<\/td>\n<\/tr>\n
54) Punching ball<\/td>\n*!AE<\/td>\nMeaning both a victim and the actual punching ball used in boxing<\/td>\n<\/tr>\n
55) Puzzle<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
56) Revolver<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
57) Roller<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
58) Rosbif<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
59) Rock & Roll<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
60) Rugby<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
61) Sandwich<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
62) Scoop<\/td>\n*!@^<\/td>\nIn France scoop means \u201csome new information\u201d \u2013 kind of gossip or des nouvelles<\/td>\n<\/tr>\n
63) Scooter<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
64) Score<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
65) Scotch<\/td>\n*!@^<\/td>\nScotch is used to mean what we call \u201cselotape\u201d in England \u2013 scotch for us in England is a drink<\/td>\n<\/tr>\n
66) Serial killer<\/td>\n*!^<\/td>\n<\/td>\n<\/tr>\n
67) Shopping<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
68) Short<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
69) Single<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
70) Skateboard<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
71) Sketch<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
72) SMS<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
73) Snob<\/td>\n*!<\/td>\n<\/td>\n<\/tr>\n
74) S.O.S<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
75) Star<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
76) Stop<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
77) Stress<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
78) Sweat-shirt<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
79) T-shirt<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
80) Talkie-walkie<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
81) Thriller<\/td>\n*!<\/td>\n<\/td>\n<\/tr>\n
82) Ticket<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
83) Top-model<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
84) Volley-ball<\/td>\n*!^<\/td>\n<\/td>\n<\/tr>\n
85) Walkman<\/td>\n@<\/td>\n<\/td>\n<\/tr>\n
86) Week-end<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
87) Zoom<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
EXTRA<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
1) Web<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
2) Basketball<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
3) Volleyball<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
4) Stretch<\/td>\n@<\/td>\n<\/td>\n<\/tr>\n
5) Reporter<\/td>\n*!^<\/td>\n<\/td>\n<\/tr>\n
6) Cool<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
7) Lol<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
8) Parking<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
9) Shopping<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
10) Has been<\/td>\n!<\/td>\n<\/td>\n<\/tr>\n
11) Fun<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
12) Fake<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
13) Goal average (in French goalav\u00e9rage)<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
14) Freeride<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
15) Freestyle<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
16) Melting pot<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
17) Cool<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n
18) Post<\/td>\n*!@<\/td>\n<\/td>\n<\/tr>\n
19) \u201cCustomizer\u201d<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
20) Shooter (verb-photograph)<\/td>\n*!@^<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

*!@^ = represent 4 different students who filled in whole survey<\/span><\/p>\n

\u00a0A\/B\/C\/D\/E\/F = represent students who didn\u2019t manage to fill out the whole sheet in given time<\/span><\/p>\n

NB: Not all students managed to finish filling out the table and writing sentences\/ definitions for words in English\/ French. Furthermore, where there are spelling errors\/grammatical errors, this is due to having copied exactly what the students write. I have also had to miss out some sentences written by students, as sadly their handwriting was illegible. However, I will try to ask them to re-write their sentences so I can add them to the table.<\/span><\/p>\n

Originally the \u201cquestionnaire<\/em>\u201d was solely for lesson purposes, and was meant to be used to show the pupils how many English words they knew and used daily with their friends without really thinking about it. However, after the lesson I decided that it would be interesting to hand the \u201cquestionnaire\u201d out to some different aged staff members to see if they used the same words as the younger generation, and to see if there were any general similarities or differences in the use of words between not only the children and the staff but also between the different staff members themselves.<\/p>\n

For instance, only one student mentioned that they knew the word \u201cprime-time<\/em>\u201d but didn\u2019t give a definition or an example of how they would use it in French (probably due to time issues). However all 3 teachers knew the word \u201cprime-time<\/em>\u201d and two gave definitions of it 1) TV 2) C\u2019est un primetime.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Words used in everyday\/ normal French <\/strong><\/td>\nFREQUENCY OF STUDENTS\u2013 i.e. no of people who agree that this word is used in everyday\/ normal French <\/strong><\/td>\nExtra notes <\/strong><\/td>\n<\/tr>\n
1) Airbag<\/td>\nT2\/T3<\/td>\n<\/tr>\n
2) Babysitter<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
3) Barbecue<\/td>\nT2\/T3<\/td>\nT1) On va faire un barbacue<\/td>\n<\/tr>\n
4) Barman<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
5) Base-ball<\/td>\nT2\/T3<\/td>\n<\/tr>\n
6) Baskets<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
7) Beefsteak<\/td>\nT3<\/td>\nT2) Biftek<\/td>\n<\/tr>\n
8) Best-of<\/td>\nT2\/T3<\/td>\nT1 le best of<\/td>\n<\/tr>\n
9) Boy band<\/td>\nT2\/T3<\/td>\nT1 Boysband<\/p>\n

T2 Boys band<\/td>\n<\/tr>\n

10) Brushing<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
11) Building<\/td>\nT3<\/td>\nT2 don\u2019t use in French<\/td>\n<\/tr>\n
12) Business<\/td>\nT2\/T3<\/td>\n<\/tr>\n
13) Caddie<\/td>\nT2\/T3<\/td>\nT1 Trolley (caddie c\u2019est la marque)<\/td>\n<\/tr>\n
14) Camping<\/td>\nT2\/T3<\/td>\n<\/tr>\n
15) Cameraman<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
16) Casting<\/td>\nT2\/T3<\/td>\n<\/tr>\n
17) Challenge<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
18) Cheeseburger<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
19) Chewing-gum<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
20) Cool<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
21) Corn-flakes<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
22) Cow-boy<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
23) Crash<\/td>\nT2\/T3<\/td>\nT1 Un gros accident I.e. il s\u2019est crach\u00e9\/ il se crache\/ il a eu un accident\/ il a rate qqch<\/td>\n<\/tr>\n
24) Dealer<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
25) D-J<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
26) E-mail<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
27) Fast-food<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
28) Football<\/td>\nT2\/T3<\/td>\n<\/tr>\n
29) Gangster<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
30) Globe-trotter<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
31) Goal<\/td>\n\/T3<\/td>\nT2 Au foot<\/td>\n<\/tr>\n
32) Handball<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
33) Hold-up<\/td>\nT2\/T3<\/td>\nT1 Il y a un hold-up<\/td>\n<\/tr>\n
34) Iceberg<\/td>\nT2\/T3<\/td>\nT1 Le titanic s\u2019est mange un iceburg<\/td>\n<\/tr>\n
35) Interview<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
36) Jackpot<\/td>\nT2\/T3<\/td>\nT1 J\u2019ai gagn\u00e9 le jackpot<\/td>\n<\/tr>\n
37) Job<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
38) Jogging<\/td>\nT2\/T3<\/td>\nT1 Je vais faire un jogging\/ Je vais porter un jogging<\/td>\n<\/tr>\n
39) Joystick<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
40) Ketchup<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
41) Kidnapping<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
42) Leader<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
43) Light<\/td>\n<\/td>\nT1 cola light\/ light cigarettes<\/p>\n

T2 For food or drink<\/td>\n<\/tr>\n

44) Meeting<\/td>\n<\/td>\nT1 m\u00e9tange (meeting written the same way as English but pronounced as m\u00e9tange\/ big meeting \u2013 not just a rendez-vous)<\/p>\n

T2 job\/ politics<\/td>\n<\/tr>\n

45) OK<\/td>\nT2\/T3<\/td>\nT1 use this like in English but also KO i.e. je suis K.O. = I\u2019m out of it<\/td>\n<\/tr>\n
46) Planning<\/td>\nT2\/T3<\/td>\nT2 What I have to do<\/td>\n<\/tr>\n
47) Penalty<\/td>\nT2\/T3<\/td>\nT2 Foot<\/td>\n<\/tr>\n
48) Pick-pocket<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
49) Ping-pong<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
50) Pin\u2019s<\/td>\nT2\/T3<\/td>\nT1 badge<\/td>\n<\/tr>\n
51) Popcorn<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
52) Poster<\/td>\nT2\/T3<\/td>\n<\/td>\n<\/tr>\n
53) Prime time<\/td>\nT2\/T3<\/td>\nT1 C\u2019est en primetime (9h le soir)<\/p>\n

T2 TV<\/td>\n<\/tr>\n

54) Punching ball<\/td>\nT2\/T3<\/td>\nT1 Object and person<\/td>\n<\/tr>\n
55) Puzzle<\/td>\nT3<\/td>\nT2 Jigsaw<\/td>\n<\/tr>\n
56) Revolver<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
57) Roller<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
58) Rosbif<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
59) Rock & Roll<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
60) Rugby<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
61) Sandwich<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
62) Scoop<\/td>\nT3<\/td>\nT3 J\u2019ai un scoop (i.e. something new to tell you)<\/td>\n<\/tr>\n
63) Scooter<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
64) Score<\/td>\nT3<\/td>\nSport<\/td>\n<\/tr>\n
65) Scotch<\/td>\nT3<\/td>\n<\/tr>\n
66) Serial killer<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
67) Shopping<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
68) Short<\/td>\nT3<\/td>\nT2 V\u00eatement<\/td>\n<\/tr>\n
69) Single<\/td>\n<\/td>\nT2 Un disque<\/td>\n<\/tr>\n
70) Skateboard<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
71) Sketch<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
72) SMS<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
73) Snob<\/td>\nT3<\/td>\nT1 Snobina<\/td>\n<\/tr>\n
74) S.O.S<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
75) Star<\/td>\nT3<\/td>\nT1 une star de t\u00e9l\u00e9<\/td>\n<\/tr>\n
76) Stop<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
77) Stress<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
78) Sweat-shirt<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
79) T-shirt<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
80) Talkie-walkie<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
81) Thriller<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
82) Ticket<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
83) Top-model<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
84) Volley-ball<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
85) Walkman<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
86) Week-end<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
87) Zoom<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
EXTRA<\/strong><\/td>\n<\/td>\n<\/td>\n<\/tr>\n
1) Web<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
2) Basketball<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
3) Volleyball<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
4) Stretch<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
5) Reporter<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
6) Cool<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
7) Lol<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
8) Parking<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
9) Shopping<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
10) Has been<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
11) Fun<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
12) Fake<\/td>\nT3<\/td>\nT2 certaines personnes<\/td>\n<\/tr>\n
13) Goal average (in French goalav\u00e9rage)<\/td>\nT3<\/td>\nT2 Yes to the French version<\/td>\n<\/tr>\n
14) Freeride<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
15) Freestyle<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
16) Melting pot<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
17) Cool<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
18) Post<\/td>\n<\/td>\nT2 La poste but not the English version<\/td>\n<\/tr>\n
19) \u201cCustomizer\u201d<\/td>\nT3<\/td>\n<\/td>\n<\/tr>\n
20) Shooter (verb-photograph)<\/td>\nT3<\/td>\nT3 Shooter for football<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Teacher grid<\/strong><\/span><\/p>\n

T1 = Teacher 1 = 60+<\/span><\/p>\n

T2 = Teacher 2 = 45+ (English teacher)<\/span><\/p>\n

T3 = Teacher 3 = 25+ (Sports teacher)<\/span><\/p>\n

NB: <\/strong><\/span><\/p>\n

    \n
  • Teachers\u2019 questionnaires were carried out in an informal manner in the staffroom with me approaching each staff member, explaining what the questionnaire was about, and then either them just filling it out as T3 did, or also having an informal chat with me, as with T1 and T2<\/span><\/li>\n
  • T1 only gave me definitions of how he would use certain English words in French\/ what they meant for him<\/span><\/li>\n
  • T2 Only ticked up to word 54 (punching ball) but did give some definitions and sentences with English words included or the French translation on both sides of the page to show she knew what they meant.<\/span><\/li>\n
  • T3 Ticked both sides of the paper provided and gave some explanations of how English words are used in French\/ what they mean to her<\/span><\/li>\n<\/ul>\n

     <\/p>\n

    From my results, it is clear to see that both the staff members and the students all knew a large variety of words on the list and were able to provide me with some sentences of how they are used in French, or of their understanding of the meaning of these words. It was also evident that the staff knew some different words to students and used them different ways \u2013 for example, the word \u201clight<\/em>\u201d was used by T1 in terms of cigarettes, whereas the pupils (although they didn\u2019t write any explanation), when spoken to mentioned that they used \u201clight<\/em>\u201d in terms of \u201ccola light\u201d.<\/p>\n

    Furthermore, the sports teacher was the only person to say that she would use the verb \u201cshooter<\/em>\u201d in English in \u201cfootball<\/em>\u201d terms, whereas when asked all the students said they would use it to mean taking a photo; showing that different jobs potentially have an impact on the type of English learnt and used as well as age being a factor. T2 also mentioned that \u201cshooter<\/em>\u201d could be drug related, which was also not picked up on by any of my young students.<\/p>\n

    I hope that within the next few week I will be able to get my pupils to complete their questionnaires and maybe hand out a few more to different aged students and teachers so that I will have more results and be able to get a more well-rounded idea of the knowledge and use of English words in French.<\/p>\n

    I am also hoping to start doing some formal interviews soon to get a more in-depth, qualitative view of English use in French, and then be able to compare it with my questionnaires.<\/p>\n

    (NB: All questionnaires given to and filled out by my pupils take place within the college, in school time (during either a normal lesson or during my cours suppl\u00e9mentaires), the recorded results in the table are all anonymous and I have informed the teachers about my use of the materials taken in class being used in my project. As it is completely anonymous it is no issue for them, and I am not aware that I need to get any protocol forms signed.)<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

    Last week (27th January 2015) I did one of my \u201ccours suppl\u00e9mentaires\u201d with a 5e class (yes I willingly do more hours at work than I\u2019m employed to do, although to be fair, I am paid overtime and enjoy it), and I decided to work on reasons for learning English and on English in the French language.<\/p>\n","protected":false},"author":816,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,12],"tags":[],"class_list":["post-432","post","type-post","status-publish","format-standard","hentry","category-eep-2014-2015","category-english-and-social-media-in-france","column","threecol"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/posts\/432","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/users\/816"}],"replies":[{"embeddable":true,"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/comments?post=432"}],"version-history":[{"count":0,"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/posts\/432\/revisions"}],"wp:attachment":[{"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/media?parent=432"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/categories?post=432"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/wp-json\/wp\/v2\/tags?post=432"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}