19世纪和20世纪初的精英语言是法语。它主宰了欧洲，被视为外交和教育领域的“超级大国”;然而，这已不再是事实，因为法国已经从一个超级大国转变为一个次要大国(奥克斯，2001，第154页)。随着一个国家超越法国，成为除语言之外最能显示繁荣和财富的国家，语言的力量和使用也发生了巨大的变化;美国(奥克斯，2001)。由于美国在经济、文化和政治等方面的发展，这反过来又帮助法国向使用英语迈出了自然的一步。联合国于1945年成立时，法语被视为官方语言，但自那以后，法语的地位就没那么突出了，目前法语的使用也没有英语那么频繁。更重要的是，法国已经采取行动反对使用英语，通过引入法律来保护和鼓励法国国民使用法语而不是英语。法国政府对五个关键领域实施了限制;商业、媒体、教育、工作和政府。这表明社会政治,英语的使用在法国可能被视为有害的因为法律和限制使用英语介绍了相反,法国人进行的一项调查显示,他们的态度学习和使用英语比政府更有利(亚当森,2007)。研究得出的结论是，98%的人认为有必要学习英语，86%的人认为应该从小开始教英语，这是法国政府反对的(Adamson, 2007)。尽管如此，他们确实一致同意，在法国存在英语的地方，往往有法语的对应词，但没有被使用。
澳洲墨尔本语言学作业代写:法语演变
The elitist language of the 19th and early 20th centuries was French. It dominated Europe and was seen as a ‘superpower’ in diplomacy and education; this, however, is no longer the case because France has transitioned from the superior global power to a minor power (Oakes, 2001, p. 154).This dramatic shift in power and use of language changed as one country surpassed France’s status as the most sort after language to show prosperity and wealth; The United States of America (US) (Oakes, 2001). Due to the US’ growth in aspects such as economics, culture and politics, this, in turn, helped a natural step towards the use of English This increased use of English has led France to discuss the idea that the French language is under threat by the Anglicisation of their language. French was recognised as an official language when the United Nations formed in 1945 but has since taken a less prominent role and is currently not used as heavily as English. Whatsmore, France has taken action against the use of English by introducing laws which protect and encourage French nationals to use French rather than English. The French government placed restrictions on five key domains; commerce, media, education, work and government. This shows that sociopolitically, the use of English in France could be regarded as harmful since the laws and restricted use of English were introduced Conversely, a survey conducted by French nationals revealed that their attitudes towards learning and using English are much more favourable than that of the governments (Adamson, 2007).The studied concluded that 98% thought it necessary to know English and 86% agreed that English should be taught from a young age which the French government advocated against (Adamson, 2007). That said, they did unanimously agree that where anglicisms exist in France, there are more often than not French equivalents but are not used.