
The acute accent (´: accent aigu) is used over é as in été. It often indicates that an s is used in the English equivalent:
échapper | école | écran | échauder |
escape | school | screen | scald |
The grave accent (`: accent grave) is used over à, è and ù. With è it tends to indicate a lengthened vowel :
Je me lève | problème | frontière | remède |
I get up | problem | border | cure |
With à and ù it tends to be used to differentiate between words, for example:
à | a | où | ou |
to | has | where | or |
The circumflex accent (ˆ: accent circonflexe) is used over any of the vowels. It can indicate a lengthened vowel:
théâtre | frêle | la vôtre |
theatre | frail | yours |
It can indicate that an s is used an English translation:
pâte | hâte | ancêtre | tempête |
paste | haste | ancestor | tempest |
Or it can be used to differentiate between words:
sûr | sur | mûr | mur |
sure | on | mature | wall |
The cedilla (ç: cédille) indicates that the c is pronounced like an s. It is only used before a, o and u:
ça | garçon | reçu | |
that | boy | received |
If there isn't a cedilla before these vowels the c will be hard:
car | comme | culture | |
coach | like | culture |
Diaeresis or two dots over a letter (¨: tréma) indicates that the vowel is to be pronounced separately:
Noël | Israël | haïr | |
Christmas | Israel | to hate |
The œ symbol is used to indicate a lengthened vowel similar to that in leur:
œuf | œuvre | ||
egg | work |
Mark | French | English |
---|---|---|
. | point | full stop |
, | virgule | comma |
; | point-virgule | semi-colon |
: | deux points | colon |
? | point d’intérrogation | question mark |
! | point d’exclamation | exclamation mark |
« » | guillemets | quotation marks, inverted commas |
entre guillemets | in inverted commas | |
ouvrir / fermer les guillemets | to open / close brackets | |
– | (within sentence) tiret | dash |
– | (within word) trait d’union | hyphen |
... | points de suspension | suspension marks |
( ) | parenthèses | brackets |
entre parenthèses | in brackets | |
Note also: | Une phrase | sentence |
Un paragraphe | paragraph | |
à la ligne | new paragraph |
French quotation marks are « », and not " ":
«Quand est-ce que vous partez à Rome?»
"When are you leaving for Rome?"
There is no need to use inverted commas on either side of a narrative break:
«Jeudi, dit-elle, à 10 heures»
"Thursday" she said, "at 10 o'clock"
Dashes are often used instead of quotation marks before separate dialogue utterances, which each occur on a new line:
Il la regarda:
- Quand est-ce que vous partez à Rome?
- Jeudi
He looked at her:
"When are you leaving for Rome?"
"Thursday"
Dialogue is introduced by colons rather than commas:
Il dit: «Quand est-ce que vous partez à Rome?»
He said, "When are you leaving for Rome?"
Suspension marks are often used as a replacement for etc.
Ils vendent des jupes, des robes, des vestes, des pantalons...
They sell skirts, dresses, jackets, trousers etc.
Note the differences in the French use of commas and stops with numbers:
Le taux de chômage est tombé à 7,8%, soit 2.400.000 chômeurs
The unemployment rate has fallen to 7.8%, making 2,400,000 people out of work
In spoken French syllable sounds tend to run into each other sounds ending one word are often linked to the following syllable if it begins with a vowel . Where the consonant sound is usually pronounced when the word is in isolation, this linking is called enchaînement.
Elle_est dans le jardin
She's in the garden
Where the consonant is usually silent, this linking is called liaison.
Les_enfants ont beaucoup aimé le film
The children really enjoyed the film
Elle est_allée en ville
She's gone into town
Nous_avons dîné chez_eux
We ate at their house
With most words ending d liaison is pronounced like a t:
Mon_oncle, c'est_un grand_amateur de vin
My uncle is a great wine lover
With most words ending x liaison is pronounced like a z:
On_est_allés au musée des beaux_arts
We went to the art gallery
Liaison occurs only with words which form part of a sense group. For example, in the sentence below there is liaison between vingt-six and élèves but not between élèves and au:
Le prof a emmené vingt-six_élèves au théâtre
The teacher took twenty-six pupils to the theatre
Liaison occurs before an unaspirated h:
Les_hôtels dans cette ville sont très chers
The hotels in this town are very expensive
But there is no liaison before an aspirated h:
J'aime beaucoup les haricots verts
I really like green beans
Va les chercher en haut
Go and look for them upstairs
Liaison occurs before the pronoun y:
Je les_y ai envoyés
I sent them there
Note the following cases where there is no liaison:
C'est où?
Where is it?
Vous et elle
You and her
Le onze de France
The French (football) team
Il est onze heures
It's eleven o'clock
Cent un
A hundred and one
In written French the final e or a of certain words is dropped and replaced with an apostrophe in front of vowels, an unaspirated h or the pronoun y. The final letter of the following words is elided:
Word | Example |
---|---|
je | j’étais |
ce | c’est |
me | il m’a dit |
te | tu t’installes |
se | elle s’habille |
le | l’acteur, je l’ai vu |
la | l’actrice, je l’ai vue |
de | d’habitude |
que | qu’est-ce? |
jusque | jusqu’ici |
The e is dropped from lorsque, puisque and quoique in front of il(s), elle(s), en, on, un(e):
Lorsqu’on a annoncé la nouvelle, il y a eu de vives acclamations
When the news was announced, there were great cheers
Puisqu'elle avait la grippe, elle n'est pas allée au bureau
Since she had flu, she didn't go into the office
Quoiqu'il soit né en France, il ne parle pas couramment le français
Even though he was born in France, he doesn't speak French fluently
The i of si is dropped only before il(s):
S'il vous plaît
Please
But
Si on gagne, si elle arrive
If we win, if she arrives
There is no elision where je, ce, le or la follow a verb:
Puis-je entrer?
May I go in?
Ton billet, montre-le au contrôleur
Give it to the inspector
English and French differ considerably in terms of their stress patterns, the way in which stress is distributed over the syllables of a given word or group of words. English is characterized by word stress, whereby words of more than one syllable contain stressed and unstressed syllables which remain the same whatever the context. For example, in the word government the first syllable is stressed and the final two syllables are unstressed.
French by constrast is characterized by group stress, whereby words of more than one syllable can have stress on the first or last syllable, depending on its position in a given word group. In most contexts stress is applied to the last syllable of a thematic group, making the vowel within that syllable slightly longer:
Il m’a dit qu’il serait là aujourd’hui
He said he’d be here today
However, where emphasis is required the first syllable of a given thematic group can be stressed:
Qu’est-ce qu’il fait froid!
My, it’s cold
In English many vowels are pronounced differently depending on whether they are stressed or unstressed. For example in the word government the final syllable –ment is unstressed and the vowel within it is pronounced [ ]. By constrast, in the word mentor, where the ment- is stressed, the vowel within it is pronounced [e]. Indeed, some unstressed vowels disappear altogether, as in police where the unstressed pol- is pronounced pl. This might be compared with policy where the stressed pol- is pronounced pol.
In French all vowels, whether stressed or unstressed, are pronounced with their full value. That is to say the pronunciation does not change, only the time taken to pronounce it and possibly also the tone. Thus the French word gouvernement has four syllables, each being pronounced with its full value.
Although French intonation patterns are not fixed (they can vary according to the speaker, the circumstances etc.) certain generalizations can be made about them.
In declarative sentences (those presenting a statement rather than a question or command) the basic intonation pattern is the rise-fall, whereby the intonation rises towards the middle of a sentence and then falls towards the end of the sentence. In shorter sentences this pattern will apply to the whole sentence:
The same can apply for longer sentences involving more complex structures:
Alternatively longer sentences can be divided into rhythmic groups, usually coresonding to a noun phrase , relative clause and so on. Here the initial rhythmic groups are characterized by rising intonation whilst the final group has a rise-fall pattern:
In interrogative sentences (those presenting a question) the basic pattern is rising intonation:
As with declarative sentences, longer interrogative sentences may be divided into rhythmic groups. These groups are usually characterized by the same rising intonation:
Imperative sentences can be soft or hard. In soft imperative sentences, where there is no overt command, the intonation usually follows a rise-fall pattern:
In hard imperative sentences where an overt command is given, there is a falling intonation:
All the above types of sentence may be expressed in an exclamative manner. In this case the same intonation patterns are used, only they are exaggerated by using greater pitch intervals and greater separation between syllables: