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The purpose of this study is to analyze the phenomenon known as “anglicism”: a loan made to the English language by another language. Anglicism arose either from the adoption of an English word as a result of a translation defect despite the existence of an equivalent term in the language of the speaker, or from a wrong translation, as a word-by-word translation. Said phenomenon is very common nowadays and most languages of the world including making use of some linguistic concepts such as anglicism, neologism, syntax, morphology etc, this article addresses various aspects related to Anglicisms in French through a bibliographic study: the definition of Anglicism, the origin of Anglicisms in French and the current situation, the areas most affected by Anglicism, the different categories of Anglicism, the difference between French Anglicism in France and French-speaking Canada, the attitude of French-speaking society towards to the Anglicisms and their efforts to stop this phenomenon. The study shows that the areas affected are, among others, trade, travel, parliamentary and judicial institutions, sports, rail, industrial production and most recently film, industrial production, sport, oil industry, information technology, science and technology. Various initiatives have been implemented either by public institutions or by individuals who share concerns about the increasingly felt threat of the omnipresence of Anglicism in everyday life.

This article was retracted on 16 October 2019.

May 1968 was one of the mostimportant events in French after the Second World War. The movement began on 3may by the students and was able to invite other groups until June 1968. It wasmarked by the action of May 13, 1968, which involves workers to participate inevents with students. Success cannot be done without the pamphlets as a meansof communication to invite and mobilize the community to carry out thedemonstration and general strike. Yet, in the making of pamphlets we shouldtake care of the choice of words and sentences due to space limitations. Usingqualitative methods and literature study techniques, this article describes thesentential structure of calls to the corpus of action to pamphlets, based onQuerler‘s theory of sentence structure (1994). The freedom of the authorstowards space limitations led to structural differences in each pamphletbecoming corpus. However, the use of optional expansion, the compilation ofsentences and the use of punctuation significantly facilitated two groups ofsociety in the action of May 13, 1968 to understand the reasons for and theobjectives of the action to implement.

This article focuses on how Maghreb women are represented in the novel Kiffe Kiffe Demain of Faïza Guène. The theory used is theory of representation by Stuart Hall. The method used in this study is the study of literature. The results show that Maghreb women in this novel are not only of women under suppression due to the patriarchal system of the Maghreb culture, but in addition they break also the repression by being women who received an education who are represented by Yasmina and Doria. In this article, you can see that the problem of Maghreb women is women who have always been dominated by men, but also women who break patriarchal culture by having education.

At university, we need a strategy for learning French because we are not only learning French but also the courses in common. So we don’t have enough time to practice the conversation in the classroom. This is why teachers have to choose a relevant social media such as skype. This medium allows free access to students at long distance and at any time. Research called the Culture-Based Skype Oral Production Learning Model aims to analyze the manual’s oral production activities and plan them based on the culture needed. We observed the Alter Ego+1 manual that students use and we noted which themes existed, for example: identity, place (point the way), passion and leisure, everyday activities, family and life, travel, gastronomy and fashion. This research, which uses a qualitative approach and a method of research and development, is a plan for researching and developing the learning model. And then we make the prototype of the learning model of oral production through Skype based on culture. Here are some steps before producing this model: analyze the manual,

In the course of the written production, the teacher gives tasks for the students to practice their skill. The cultural contexts of tasks presented in FLE methods are sometimes far from the learner’s imagination. To reduce the problem of cultural xenicity, it is necessary for a teacher to modify these spots in order to encourage the learner to produce. To produce texts that represent the advanced level, the student must be directed in order to express ideas logically. In this context, the cognitive approach seems appropriate to apply in the course of written production. This article details the adaptation of the tasks of the written production of the cultural context of the French language to that of the language of the learner and also describes the application of the cognitive approach in the learning of the competence of the written production at the advanced level.