Lexique raisonné du français académique par Catherine Fuchs et Sylvie Garnier

Abstract

Reviewed by: Lexique raisonné du français académique par Catherine Fuchs et Sylvie Garnier Jessica L. Sturm Fuchs, Catherine, et Sylvie Garnier. Lexique raisonné du français académique. Tome 1. Ophrys, 2020. ISBN 978-2-7080-1555-5. Pp. 317. The focus on verb-noun pairs—which verbs can take which nouns as objects—makes this text an excellent reference for non-native speaking graduate students of French, as well as a pedagogical tool for advanced undergraduates. The authors rightly suggest that their work is useful for: students of French as a second language at the B2/C level; native speakers of French who wish to enrich their lexicon; teachers of French as a foreign language; translators/translation instructors. Lexique raisonnée du français académique is designed to help students avoid false cognates and overuse of generic verbs, and to help them refine their comprehension. In teaching, it can be used to help students observe the language in context, where they can analyze the conditions of use. Specifically, this text focuses on, and is divided into, three parts respectively labeled: verbs of starting, continuing, and finishing. Each Partie of the book, subdivided into commencer and faire commencer, begins with an introductory table of verbs and ends with a summary table and exercises (answers can be found at: <http://www.ophrys.fr/fr/catalogue-detail/2309/lexique-raisonne-du-francais-academique-tome-1.html>). In between, each Partie features a series of notes on individual verbs, followed by comparative notes on pairs of verbs such as se dégager/se faire jour. The individual notes are divided into two parts: Quelque chose [verb] and Ce qui [verb]. Each part gives a definition or precision of the verb's usage, along with several examples. The examples are organized by type: un objet intellectuel, un objet social ou institutionnel, un état, un processus, une période de temps. Symbols such as the warning triangle or magnifying glass call the reader's attention to particularities of each verb (and are defined before the introduction). The comparative notes begin with a table demonstrating which verb is appropriate for which (type of) noun, followed by elaborate examples. Exercises, found at the end of each Partie, explore the precisions and particularities of each pair of verbs. One could create an entire linguistics or academic writing course around this text or use specific notes and their affiliated exercises as independent units in a language, culture, or linguistics course. All of these tables, notes, and exercises combine to create a text that is an excellent resource for anyone using, learning, or teaching the French language. [End Page 287] Jessica L. Sturm Purdue University (IN) Copyright © 2021 American Association of Teachers of French