French Texts Research Articles

TEXTUAL CONCEPT DEVELOPMENT IN FRENCH LITERARY PROSE: MORPHOSYNTACTIC ASPECT

Introduction. Analysis of the texts belonging to the mid of the XXth century manifests the deviation from the formal characterization of textual phenomena. The paper suggests a newcomprehensive semantic and cognitive approach to textual concepts of French literary prose at semantic, metasemiotic and metametasemiotic levels.Purpose. The paper aims at revealing the morphosyntactic features of the textual concepts in French literary prosaic texts of the mid of the XXth century.Methods. The paper grounds on conceptual analysis, textual analysis, modelling the imaginary space theory, and narrative analysis.Results. Comprehensive semantic and cognitive approach allows to create a hierarchy of textual concepts and define their functions in the mid of the XXth century French novels. The research focuses on revealing the cognitive and communicative dynamics in the unfolding textual concepts viewed through textual implication and explication. Such approach allowsto create a hierarchy of the textual concepts and define their functions in the mid- XXth century French novels.Conclusions. Text forming function of textual concepts actualized in literary text is predetermined with the boundaries of metareality as total semantic space of the texts. Double nature of textual concepts is explained by interconnection of mental and lingual levels. It is approved the tendency of textual concepts development in morphosyntactic aspect (verbs, verbsconstructions, retrospective tense) at all levels of their hierarchy, and the functions of their integration, differentiation and individualization in the novels under consideration are determined. The paper proves that super categorization as ground feature of the textual concepts helps to construe the conceptual context that puts the text out of certain time and space.In interpreting the communicative dynamics of folding the textual concepts in French literary prosaic texts of the mid of the XXth century the paper reveals such lingual means of text formation, which coincide with the narrative structure of literary text. Morphological aspect of this process is predetermined by usage the verbs and grammar tenses, retrospective onein particular. Syntactic aspect is realized by rhetoric questions and author’s remarks.

FRENCH LITERARY PROSE TEXTUAL CONCEPTS THROUGH THE PRISM OF IMPLICATION AND EXPLICATION

Introduction. Analysis of the texts belonging to the mid of the XXth century manifests the deviation from the formal characterization of textual phenomena. The paper stresses upon the internal and external links between those that are actually verbalized in the text and thosethat are minded. The paper suggests a new comprehensive semantic and cognitive approach to the interpreting of the textual concepts in French literary prose at semantic, metasemiotic and metametasemiotic levels with special focus on revealing the cognitive and communicative dynamics of the unfolding textual concepts viewed through textual implication and explication.Purpose. The paper aims at revealing the implications and explications of textual concepts in French literary prosaic texts of the mid of the XXth century.Methods. The paper grounds on conceptual analysis, textual analysis, modelling the imaginary space, and narrative analysis.Results. Such approach allows to create a hierarchy of textual concepts and define their functions in the mid of the XXth century French novels. The tendency towards negativity of textual concepts at all levels of their hierarchy, and the functions of their integration, differentiationand individualization in the novels under consideration are determined.Conclusions. Text forming function of textual concepts actualized in literary text is predetermined with the boundaries of metareality as total semantic space of the texts. Double nature of textual concepts is explained by interconnection of mental and lingual levels.It is just mental level at which images, which embody cultural values and world understanding, are formed. Lingual level of textual concept mirrors the reality with the help of language and speech expressive means. Textual concepts objectivize the idea and message of the text. The paperproves that super categorization as ground feature of the textual concepts helps to construe the conceptual context that puts the text out of certain time and space.

Spelling Errors in French Elementary School Students: A Linguistic Analysis.

This study offers the first description of misspellings across elementary school using the Phonological, Orthographic and Morphological Assessment of Spelling (POMAS), a linguistic framework based on Triple Word Form theory, adapted for French (POMAS-FR). It aims to test the "universality" of POMAS and its suitability to track development in French spelling. One hundred ninety-four typically developing French children (Grades 1-5) produced a written narrative and words-to-dictation. These were analyzed for productivity and accuracy. Misspellings were then analyzed using POMAS-FR. Productivity and accuracy were better in the later grades. POMAS-FR provided a novel framework for tracking error types in our French sample. The data showed a linear trend for text production, whereby the proportion of phonological errors decreased rapidly in the early grades, while orthographic errors decreased and morphological errors increased throughout elementary school. Words-to-dictation showed a more stable pattern, with a steady decrease in phonological errors, and a stable proportion of orthographic and morphological errors. The specific error types found within each linguistic category are described for both tasks. The POMAS-FR allowed for the characterization of linguistic knowledge involved in learning to spell French across elementary school. Interplays between different types of linguistic knowledge were evident at all grades. In comparison with other writing systems, French text spelling competence relied heavily on morphological knowledge. These results suggest POMAS may be applied to other orthographic systems. It also highlights the importance of task and word selection for the qualitative evaluation of spelling. https://doi.org/10.23641/asha.20520774.

Development of writing abilities across languages and school-levels: Room descriptions produced in three languages at primary and secondary school

AbstractThis partially longitudinal study focussed on the ability of pupils to write descriptive texts in English and French as foreign languages and German as language of schooling. The teaching of two foreign languages from primary school onwards is compulsory in Switzerland, where this study is situated. The study responds to the urgent need for empirical research on cross-linguistic and cross-level development as a foundation for the improvement of language teaching. Current curricula do provide for the coherent fostering of the plurilingual repertoires of learners, across languages and school levels. But this still stands in sharp contrast to the multiple compartmentalisations and discontinuities induced by the educational system. Letters with spatial descriptions were collected in a quasi-experimental design in the canton of St. Gallen at the end of primary school (Year 6, N=185) and in the first year of secondary school (Year 7, N=218). The texts were analysed in terms of spatial organisation and text length. Moderate but statistically significant correlations between languages were found for both variables. The analysis revealed continuity of the development in the foreign languages, but stagnation in the language of schooling. The benefits of fostering transversally accessible textual patterns through a genre-based approach, in particular for the second foreign language (L3), are discussed.

French Translations and Lifetime Publications of Nikolai Goumilev: А Dialogue with the French reader. Part One

This article examines in detail the circumstances of the creation of all Gumilev’s French texts known today. The research focuses on Russian-French literary relations at the beginning of the 20th century, the chronological order of Gumilev’s Russian poems and their French versions, the textual features and particularities of the translations attributed to Gumilev and the history of their publication. Particular attention is paid to Gumilev’s desire to enter the circle of French writers, thanks to his acquaintance with René Ghil, and then to determine the perception of his work in France through his acquaintance, correspondence and subsequent cooperation with Jean Chuzeville. The article presents an analysis of the selection principle of poems, both those translated for the “Anthology” and those featured in Gumilev’s notebooks, as well as the approach to the translation of poems in verse or prose. In conclusion, possible explanations of why Nikolai Gumilev combined his (alleged) self-translations in a notebook just before his return from France to Russia are given.

Contest, Translation, and the Chaucerian Text

Contest, Translation, and the Chaucerian Text

Reversals and partings. Over the manuscripts for Włodzimierz Odojewski’s Nie można cię zostawić samego o zmierzchu and Jeżeli jeszcze kiedyś będę… (from the writer’s Poznań archive)

The study retraces and investigates Włodzimierz Odojewski’s (1930–2016) process of writing two short stories between 1976 and 1993 by interrogating the manuscripts (handwritten and typed) from the writer’s personal archive, maintained by the Faculty of Polish and Classical Philology of the Adam Mickiewicz University in Poznań. To document the genesis of the stories, the author draws on analytical methods proposed by French text geneticists (Pierre-Marc De Biasi, Jean Bellemin-Noël) and American scholar John Bryant (author of the fluid text concept). The investigation is focused on selected clusters of revisions made in Odojewski’s manuscripts – edits made to the title and the opening paragraphs, alongside various deletions, corrections, and additions. The investigation is premised on the argument that in the course of a long creative act, writers typically strive for compositions that most precisely reflect the nuances of their characters’ mental states and the settings of their stories. As performed by Odojewski, the creative act serves as an example of the inherent volatility of writing, which ultimately produces highly fluid characters.

Le lexique transdisciplinaire des écrits scientifiques dans les mémoires de diplôme des étudiants polonophones de français

The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA and MA theses written by Polish university students of French in Romance philology and applied linguistics faculties.The work progressed as follows. Firstly, the types of transdisciplinary collocations present in students’ theses were identified. They were then juxtaposed with the lexical resources gathered in the corpus of scientific texts in French (Corpus Écrits scientifiques en français). Finally, the manner in which students used the investigated collocations was analysed so as to identify the possible difficulties faced by non-native students of French. The objectives of this research are linguistic and didactic at the same time. Specifically, it aims to inventorystudents’ lexical resources, their scope and, as a result, to consider pedagogical solutions intended to enrich transdisciplinary vocabulary used in the process of writing scientific texts in university context. The analysis performed shows a weak presence of collocations containing scientific names. The students’ repertoire of lexical resources is relatively poor and not very varied. It is necessary to undertake more indepth work on the linguistic correction of the items mobilized.

Constructing a Utopia about Soviet Childhood in La Littérature internationale

This article expands existing studies of the institutional history of the La Littérature internationale magazine, the press organ of the International Organisation of Revolutionary Writers. The author analyses the second French issue from 1934 in comparison with similar English and German issue. The issue’s structure and themes are not typical of the literary-critical Marxist magazine, as it brings together literary and journalistic texts on children. Collections of this kind appeared in the magazine in all languages except Russian. This article aims to determine the place of the issue with the “children’s” selection in terms of the journal’s general concept. For the first time, La Littérature internationale is studied through the prism of a complex diachronic and synchronous comparative analysis of versions in different languages. The texts of the second French issue from 1934 is studied in detail because it contains the most material on children compared to other versions with “children” compilations. The analysis of the French texts shows some key themes, metaphors, and images used in the representation of Soviet childhood. The issue of La Littérature internationale is placed in the context of Soviet journalism of the 1930s in adult (Pravda) and children’s (Pionerskaya Pravda) periodicals. The research demonstrates that the set of agitational essays and interviews, positioned in the magazine as socio-cultural material about real Soviet childhood, is close to fiction written in the socialist utopia genre due to its genre and narrative features. By publishing this compilation in La Littérature internationale, the editors made the French version another showcase of Soviet propaganda for the Western French-speaking reader, where the main export product was the image of Soviet childhood. This research provides empirical support and development of some concepts worked out in the framework of Soviet studies on strategies for forming images of the USSR abroad and narratives about Soviet childhood.

From a Lexical Verb to a Pragmatic Marker: The Case of the French falloir ‘have to/must’

The paper seeks to present a semantico-functional analysis of the French verb falloir. The empirical data are obtained from a parallel corpus – the Corpus Parallèle de Textes Littéraires (CTLFR-LT), which is composed of French literary texts and their translations into Lithuanian. The paper uses quantitative, qualitative and comparative methods. It is based on the studies focusing on the polysemy of modal verbs (Chu 2010; Dendale 1994; Kronning 1988; Le Querler 2001; Rossari 2012) as well as on the development of discourse markers in language (Dostie 2004; Vold 2008).
 The findings show that the verb falloir, while maintaining its core meaning of necessity, can express conjecture. When it is used in patterns together with verbs of saying (verba cogitandi and dicendi) and verbs of visual perception, falloir no longer functions as a marker of necessity and becomes a pragmatic marker of connection and argumentation.
 The analysis of the translations of the French verb falloir into a typologically different language, Lithuanian, has also confirmed the entrenched use of the verb in question in the modal field of necessity and its rich functional potential in the French literary texts. The paper contributes to the existing contrastive studies between the French and Lithuanian languages, which are not numerous. The findings of the research could serve didactic purposes as well as add to the field of translation studies.

The Life of Saint Eufrosine: In Old French Verse with English Translation ed. by Amy V. Ogden

Reviewed by: The Life of Saint Eufrosine: In Old French Verse with English Translation ed. by Amy V. Ogden Joan Tasker Grimbert amy v. ogden, ed. and trans., The Life of Saint Eufrosine: In Old French Verse with English Translation. MLA Texts and Translations. New York: MLA, 2021. Pp. 192. isbn: 978-1-60329-505-5. $17. A new edition (and translation) of the Vie de sainte Eufrosine (VSE) was long overdue, and doubtless no one was in a better position to undertake it than Amy Ogden. Early in her graduate studies, she read Raymond T. Hill's 1919 edition of the poem (Romanic Review 10: 159–69 and 191–232) and eventually chose to write her dissertation on VSE's clerical and secular culture, a study she published in 2003 as Hagiography, Romance and La Vie de sainte Eufrosine (Princeton: Edward C. Armstrong Monographs). The VSE is contained in four manuscripts and Ogden based her edition on the oldest one, which is catalogued as Canon. Misc. MS 74 in the Bodleian Library at Oxford University (O). It contains anonymous saints' lives and other didactic texts, including the Vie de saint Alexis and the Vie de sainte Marie l'Egyptienne. Linguistic features suggest that the VSE was composed around 1200 in the West of France or Wallonia and copied in western Wallonia shortly thereafter. Although Ogden uses the same base manuscript as Hill, she has taken a considerably less interventionist approach. MS O presents stanza-laisses of variable lengths (nine to forty lines), an arrangement that Ogden preserves, whereas Hill had reordered them as a series of ten-line stanzas and filled in 'missing lines' based on the other three codices. Ogden limits her corrections to nonsensical words or phrases and preserves the text's linguistic idiosyncrasies. The goal of her 'single-manuscript edition' is to replicate as much as possible the experience of someone reading MS O around 1200. Given current interest in LGBTQ concerns, this new edition is quite timely because Eufrosine is one of a group of saints known as monachoparthenoi ('monk virgins'), women who, eschewing the traditional role reserved for young ladies of their time (marriage and motherhood), don men's clothing and leave their parents' home to pursue a religious vocation. The VSE poet, though anonymous, was clearly someone who was educated in clerical subjects but also conversant with secular culture and knew how to apply some of the poetic techniques of epic and romance to hagiography. Since Eufrosine chooses to enter a Benedictine monastery, the poet may have been a Benedictine monk, or even a nun. Speculation that the poet was a woman has been fueled by certain passages in the VSE, but since the text offers contradictory clues to authorial gender, Ogden suggests referring to the author as neither she nor he. By using they, she notes, 'we not only [End Page 107] acknowledge the indeterminacy of the anonymous poet's gender but also respect the poet's apparent efforts to convey an identity that exceeds binary gender categories' (p. xiii). Ogden's excellent translation is idiomatic but hews closely to the Old French text. She is scrupulous about respecting the poet's indications of gender. But, as she explains (pp. xlvi–vii), it's a tricky business: possessive adjectives in Old French are ambiguous since they agree with the gender of the noun they modify rather than that of the subject, and the subject pronoun is often omitted. Moreover, Eufrosine herself complicates matters. She presents herself at the abbey dressed as a knight and claims to have served at court as a eunuch. When the abbot gives her the name 'Emerald,' he notes that it is a name given to both men and women. Since everyone at the monastery sees the new recruit as a man (albeit so beautiful that Emerald must live isolated from the other monks lest their sexual desires be aroused!), Ogden follows the VSE poet in referring to Emerald as a woman only when conveying her private thoughts or when she finally reveals her identity to her father. There is no evidence for the historical existence of Eufrosine (or 'Euphrosyne'), but she has been celebrated as a model...

Extraction of Tumor Response Criteria in Semi-Structured Imaging Report.

In this study, we extracted information from 6,376 french CT scan semi-structured text reports evaluating the cancer treatment response using the RECIST methodology. We evaluated the performance against manual annotation of 100 reports and measured the evolution of the presence of information over time. The results show high performances of the extraction as well as trends.

Robson, Kathryn. I Suffer, Therefore I Am: Engaging with Empathy in Contemporary French Women’s Writing

Robson, Kathryn. I Suffer, Therefore I Am: Engaging with Empathy in Contemporary French Women’s Writing. Cambridge: Legenda (Research Monographs in French Studies, 56), 2019. 140 pp. £75.00 / $99.00 / €85.00. ISBN 978–1–7818–8675–5. Kathryn Robson’s excellent I Suffer, Therefore I Am appears very timely in the light of ongoing debates surrounding representative and existential ‘authenticity’, and the degree to which those of us with no knowledge or experience of particular life events can profess to have any (empathic) understanding of them. This study examines the representation of suffering in a range of contemporary female-authored texts in French and how readerly empathic responses to it ‘are shaped by constraints around the ways in which suffering can be articulated and framed’ (p. 2). It discusses the ethics of portraying suffering through the slippery prestidigitatory self of autofiction and the degree of readerly resistance and identification possible when interpellated within such a ‘personal’ account of pain. Robson examines the different political readings of empathy: does it incorporate a prosocial impetus or, rather, a solipsistic smugness that ‘there but for the grace of God...’? The work has four chapters dealing with narratives of anorexia, accidental child deaths, maternal filicide and autofictional accounts that self-reflexively lay bare the textual intricacies of the writer/reader relationship. I Suffer, Therefore I Am is striking in its nuanced approach to the emotional and linguistic semantics of empathy, in its refusal to accept easy answers or interpretations, even if there is an occasional sense of an overly contestatory or qualified stance vis-à-vis existent exegeses. This approach can also be attributed to Robson’s interest in ‘empathic unsettlement’ (p. 15), a term she borrows from Dominick LaCapra, and in what renders the readerly experience of a narrativized suffering uncomfortable – including that of her own readers. This assured study convincingly concludes by emphasizing that textual empathy is perhaps less about acts of bridging between two discrete individuals, than about ‘the relation between self and other founded in mutual woundedness and dispossession’ (p. 119), a relationship characterized by an incomplete and vulnerable opening-up of oneself to the other in order that they too may inhabit that space with their own lives/stories. [https://doi.org/10.1093/fmls/cqac014]

Multilingual Corpus on Migration and Asylum (COMMIRE)

In recent years, the world has faced an unprecedented migration crisis. "Mobilidades e contatos de línguas" (MOBILANG), a research group at the University of Brasilia focusing on the study of language in the context of migration and asylum, has identified that language is the most significant barrier migrants face in accessing essential services after arriving in Brazil. To mitigate this problem, the group envisioned the creation of a multilingual corpus-driven glossary on the subject aimed at translators, interpreters, those who work with migration, and migrants. The glossary is a partnership with the research group "Terminologia e Tradução Direcionadas por Corpus" (TermiTraDiCo), and has the support of the UNESCO Chair on Language Policies for Multilingualism. The initial stage consisted of compiling a robust electronic corpus to serve as the base for the glossary. This paper aims to describe the planning, compilation, and overall content of this corpus, named Corpus Multilíngue sobre Migração e Refúgio (Multilingual Corpus on Migration and Asylum) – COMMIRE, a medium-large corpus containing comparable (and some parallel) texts in Brazilian Portuguese, Spanish, French, and English.

La fabuleuse aventure des Bleus par Dominique Georges

Reviewed by: La fabuleuse aventure des Bleus par Dominique Georges Jessica L. Sturm Georges, Dominique. La fabuleuse aventure des Bleus. CLÉ International, 2019. ISBN 978-209-031717-6. Pp. 64. Teaching language through a specific context or cultural lens is an excellent way to get students engaged with the material, since it creates natural occasions for communication in the L2. La fabuleuse aventure des Bleus provides both a context for the presentation of new vocabulary and a cultural lens for students to compare French soccer, or sports in general, to their own country's focus on sports. With the immense worldwide popularity of soccer, and the sport's growing popularity in the United States, many students at the elementary, secondary, or university/college level would enjoy reading the story of the 2018 Men's World Cup Champions, les Bleus. Sports as a cultural lens is quite promising in the French language classroom. First, it is quite easy to draw parallels between the United States and France, in how their citizens practice and consume (watch) sports. Second, as teachers it is to our benefit to expand students' vision of French culture beyond food, fashion, art, architecture, etc. This book facilitates that expansion by recounting the team's path to the 2018 Men's World Cup while including mini-biographies of several players. Third, social issues such as immigration have a definite place in any discussion of sport. Talking and writing about soccer in the Francophone world and immigrant players in France is an approachable way to address a complicated topic in class. In addition, La fabuleuse aventure des Bleus is a highly accessible reading text, designed for the A2 level and accompanied by both a series of helpful footnotes and a soccer vocabulary list at the end. Students who are soccer fans or players will be able to intuit much of the vocabulary from reading in context, but the provided list will aid any with technical soccer terms. This book also contains a series of reading comprehension questions for each chapter, generally true/false, fill-in-the-blank, or multiplechoice. Beyond the reading activities and questions, this book can serve as a jumping-off point for class discussions, writing assignments, and making comparisons and connections between soccer or sporting culture in general in the students' community and in France. After reading this A2-level text on French soccer, students may feel better able to read authentic texts in French or Francophone newspapers on soccer. Another direction to take from this text is to investigate soccer in other Francophone countries, or to discuss immigration in the context of sports teams. Beyond being an appealing text on its own, La fabuleuse aventure des Bleus creates opportunities to explore numerous issues in France and the Francophone world, providing students with something to talk and write about, as well as a fascinating lens by which to examine the target culture(s) in French class. [End Page 275] Jessica L. Sturm Purdue University (IN) Copyright © 2022 American Association of Teachers of French

Romance of the Rose (Excerpt)

Romance of the Rose (Excerpt)

Multilabel classification of medical concepts for patient clinical profile identification

BackgroundThe development of electronic health records has provided a large volume of unstructured biomedical information. Extracting patient characteristics from these data has become a major challenge, especially in languages other than English. MethodsInspired by the French Text Mining Challenge (DEFT 2021) [1] in which we participated, our study proposes a multilabel classification of clinical narratives, allowing us to automatically extract the main features of a patient report. Our system is an end-to-end pipeline from raw text to labels with two main steps: named entity recognition and multilabel classification. Both steps are based on a neural network architecture based on transformers. To train our final classifier, we extended the dataset with all English and French Unified Medical Language System (UMLS) vocabularies related to human diseases. We focus our study on the multilingualism of training resources and models, with experiments combining French and English in different ways (multilingual embeddings or translation). ResultsWe obtained an overall average micro-F1 score of 0.811 for the multilingual version, 0.807 for the French-only version and 0.797 for the translated version. ConclusionOur study proposes an original multilabel classification of French clinical notes for patient phenotyping. We show that a multilingual algorithm trained on annotated real clinical notes and UMLS vocabularies leads to the best results.

Langue française dans le roman Guerre et paix de L. N. Tolstoï

The French text analysis in the novel by Leo Tolstoï allows us to see in the author not only a great master of words, but also an observer-linguist who provides valuable information about the linguistic situation in Russia in the second half of the 19th century.Over the course of the century, the proportion of the French language in the communicative space of educated Russian society was undergoing changes. Russian-French bilingualism was being replaced by a mixture of speech codes, which psychologists regard as a signal of weakening the functional power of the language.The author of the article shows the main ways of functioning of the French text in the novel. French is used to transmit the speech of the characters, both French men and Russians, revealing their psychological profiles, as well as to avoid the direct, frankly emotional expression of thoughts and feelings inherent in the native language.

LES GENRES DE TEXTES DE JOURNAUX FRANÇAIS

This article is about the fact that the newspaper style of narration is distinguished, on the one hand, by the presence of a “standard” like an abundance of cliché words and on the other hand, by various expressive means. After analyzing the lexical and stylistic features of French newspaper texts, we came to the conclusion that the standardization of newspaper texts lies in the presence of socio-political vocabulary and cliché words, and expressiveness - in the use of evaluative vocabulary, colloquial speech style and stylistic figures.

Une approche automatisée pour la recherche des figures de style de répétition

Stylistic figures have seen a renewed academic interest in the context of automated analysis pertaining to the fields of computational linguistics and philological analysis of the text and resulting as such from an interdisciplinary approach. The paper examines the problem of classifying and searching stylistic figures of repetition which belong to the basic means of rhythm creation in a fictional text. The aim of the research is thus seen in differentiating between rhythm figures as well as in identifying the peculiarities of their functioning in the French prose of the 20th century.A challenging area in this field is an absence of unified definition of the stylistic figures of repetition in different languages (English, French and Russian). It entails the need for their distinction to provide for the analysis of rhythm based on the repetition of certain units in different positions in the framework of comparative studies. Rhythm in prose received a lot of attention in the past decade, however current research has proved it an increasingly topical subject since it allows for implementing automated methods to its analysis. The authors propose a new approach to find and analyze stylistic figures of repetition in a text. The PRD (ProseRhythmDetector) tool searches and counts such stylistic devices as anaphora, epiphora, simploce, epanalepsis, epizeuxis, anadiplosis and diacope. The paper evaluates the results of their search in a number of 20th century French texts with a quantitative analysis of the data presented in tables and charts as well as the characteristics of idiolects of three French authors (Colette, A. de Saint-Exupéry and A. Camus).