Auswahl der wissenschaftlichen Literatur zum Thema „Capacité linguistique communicative“
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Zeitschriftenartikel zum Thema "Capacité linguistique communicative"
Koustas, Jane. „Zulu Time: Theater Beyond Translation“. Theatre Research in Canada 24, Nr. 1 (Januar 2003): 1–20. http://dx.doi.org/10.3138/tric.24.1.1.
Der volle Inhalt der QuelleValentine, Egan. „La communication dans les organisations internationales : perception et reconstruction du discours“. Meta 46, Nr. 4 (02.10.2002): 699–710. http://dx.doi.org/10.7202/004520ar.
Der volle Inhalt der QuelleSarrasin, Robert. „Problématique des interactions verbales entre élèves“. Revue des sciences de l'éducation 10, Nr. 3 (27.11.2009): 503–14. http://dx.doi.org/10.7202/900468ar.
Der volle Inhalt der QuelleLung, Rachel, und Jackie Yan. „Attitudes towards a literature-oriented translation curriculum“. Babel. Revue internationale de la traduction / International Journal of Translation 50, Nr. 1 (22.09.2004): 3–12. http://dx.doi.org/10.1075/babel.50.1.03lun.
Der volle Inhalt der QuelleSanvido, Linda. „Le locuteur et son énoncé : analyse sur corpus de je pense que et je dis que et leurs correspondants italiens“. SHS Web of Conferences 138 (2022): 11012. http://dx.doi.org/10.1051/shsconf/202213811012.
Der volle Inhalt der QuelleFarmer, Yanick. „L’usage de la parole pour surmonter les traumatismes personnels majeurs : pour une théorie des « mots qui font du bien »“. Canadian Journal of Communication 48, Nr. 1 (01.03.2023): 51–76. http://dx.doi.org/10.3138/cjc.2022-0051.
Der volle Inhalt der QuelleVincent-Durroux, Laurence, Karine Martel, André Guiheneuf und Adrienne Vieu. „Les structures verbales chez deux jeunes enfants francophones sourds profonds avec implant cochléaire“. Language, Interaction and Acquisition 9, Nr. 2 (31.12.2018): 226–55. http://dx.doi.org/10.1075/lia.17007.vin.
Der volle Inhalt der QuelleWerner, Riah, und Elka Todeva. „Plurilingualism and Multimodality: The Metanoia Within Reach“. TESL Canada Journal 38, Nr. 2 (10.03.2022): 214–27. http://dx.doi.org/10.18806/tesl.v38i2.1362.
Der volle Inhalt der QuelleLevanova, Albina. „Teaching English idioms to Russian learners of English : Cognitive approach“. Recherches anglaises et nord-américaines 36, Nr. 2 (2003): 49–55. http://dx.doi.org/10.3406/ranam.2003.1687.
Der volle Inhalt der QuelleΟικονομάκου, Μαριάνθη, Πέτρος Μανεσιώτης und Αντρέας Μουγγολιάς. „Η διδασκαλία του γλωσσικού γραμματισμού με την υποστήριξη των ΤΠΕ σε ενήλικες: μια διαθεματική εφαρμογή στα σχολεία Δεύτερης Ευκαιρίας“. Παιδαγωγικά ρεύματα στο Αιγαίο 6, Nr. 1 (19.08.2022): 82–90. http://dx.doi.org/10.12681/revmata.31131.
Der volle Inhalt der QuelleDissertationen zum Thema "Capacité linguistique communicative"
Arieli-Chai, Hagit. „La relation entre l'acquisition d'une langue et l'art visuel : amplification de la compétence communicative (linguistique, culturelle et pragmatique) et construction de l'identité de l'apprenant“. Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAC005.
Der volle Inhalt der QuelleLanguage and the acquisition of language are thoughts to connect communication and social processes within a social context. Vygotsky (1978) explains that psycholinguistic processes are the reconstructions of the individual’s mind based on the mediated social interaction the learner has experienced. Mediation occurs through visual, linguistic, and acoustic signs, and language emerges from social and cultural activity. Linguistic signs are created, interpreted, and manipulated by the learner to engage in action. The ‘Social Turn’ in Second Language Acquisition (SLA) claims that Second Language (L2) acquisition cannot be explained in purely cognitive terms. Poststructuralist theories (e.g., Bourdieu, 1986) and social theories such as Community of Practice Theory (Lave & Wenger, 1991) provided the constructs and tools for rethinking SLA as a primarily social phenomenon. The emergence of cognitive psychology in the 1960s caused a shift from behaviorist learning theory to cognitive learning theory. This shift characterized learning as an active and creative process. My qualitative research study employs narrative methodology to investigate the influence of Jewish and Israeli art, specifically paintings, on the development of communicative competences. This research is within the qualitative paradigm and draws on narrative study methodology by analyzing of four case studies, each offering insights. The research explores the reciprocal relationship between language learning and the development of learners' language competence, recognizing the symbiotic nature of language acquisition and sociocultural understanding. The research assesses the extent to which paintings amplify the learner’s ability to communicate, considering ideal, heuristic, imaginative, linguistic, and interactional aspects, as well as whether the process of language acquisition influences the learner's identity
Nony, Jean-Charles. „Effets des représentations et des modèles de références sur les capacités des élèves de l'école élémentaire à produire des textes écrits“. Grenoble 3, 1997. http://www.theses.fr/1997GRE39006.
Der volle Inhalt der QuelleWriting is certainly the most intricate language activity, that is why at school the problem of acquiring writing skiffs arises soon and, as a result, the methods to teach and learn such skills come to the fore. The step-by-step analysis of the enquiries which have been carried out with year- 6 pupils and their teachers helps to highlight the mental images they conjure up in relation to writing activities in general and to their own writing skills. Such mental imagery as well as the wide range of patterns that teachers refer to during their lessons are likely to modify the pupils' ability to produce written texts. The study of various teaching situations and the linguistic analysis of written tasks enable the observer to make comparisons and to assess the impact of such modifications
Buchteile zum Thema "Capacité linguistique communicative"
„Traçabilité et médiation linguistique dans le transfert des techniques culturales“. In Linguistique pour le Développement, 205–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5241.
Der volle Inhalt der QuellePURI, Asha. „Traduction littéraire en audiovisuel“. In Médier entre langues, cultures et identités : enjeux, outils, stratégies, 99–108. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5506.
Der volle Inhalt der QuelleBogny, Yapo Joseph, und Assouan Pierre Andredou. „Mathématiques et langues nationales : l’exemple de l’Agni et de l’Akyé“. In Langues, formations et pédagogies : le miroir africain, 225–40. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.02.0225.
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