Auswahl der wissenschaftlichen Literatur zum Thema „Erreurs morphosyntaxiques“
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Zeitschriftenartikel zum Thema "Erreurs morphosyntaxiques"
Ilani, Rozita. „Carrefour de l’apprentissage des langues : le persan, l’anglais et le français“. Voix Plurielles 13, Nr. 1 (16.05.2016): 31–42. http://dx.doi.org/10.26522/vp.v13i1.1367.
Der volle Inhalt der QuelleNasser, Sally. „Analyse des erreurs morphosyntaxiques dans la traduction des textes littéraires des futurs-enseignants de FLE“. مجلة کلیة التربیة . جامعة طنطا 72, Nr. 1 (01.01.2018): 1119–39. http://dx.doi.org/10.21608/mkmgt.2018.132779.
Der volle Inhalt der QuelleOsman, Gamal Hussein. „Efficacité d'emploi de la démarche active de découverte pour remédier aux erreurs morphosyntaxiques en expression écrite des étudiants“. مجلة کلیة التربیة 14, Nr. 3 (01.12.2017): 228–301. http://dx.doi.org/10.21608/jfe.2017.74026.
Der volle Inhalt der QuelleEmirkanian, Louisette, und Lorne H. Bouchard. „La correction des erreurs d'orthographe d'usage dans un analyseur morphosyntaxique du français“. Langue française 83, Nr. 1 (1989): 106–22. http://dx.doi.org/10.3406/lfr.1989.4779.
Der volle Inhalt der QuelleDissertationen zum Thema "Erreurs morphosyntaxiques"
Alkontar, Ola. „L'impact de la langue maternelle sur l'expression « du » et « en » français : cas des apprenants libanais francophones dans les collèges et les lycées privés du Mont-Liban“. Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCC043.
Der volle Inhalt der QuelleWhen a Lebanese student produces a French text, both orally and in writing, he becomes the author of a language of which he is unaware of the most subtle nuances. This bridge, which joins two languages, is built on a dilemma, loyalty-betrayal. When the Lebanese expresses themselves in French, they must always put themselves in a position of understanding. To express oneself in a language other than one's own is first of all tounderstand; teaching a foreign language means above all getting the learner to get rid of literal expression, otherwise, we distort the meaning, and we end up without a “Tower of Babel”.Learning a foreign language necessarily involves moments of difficulty caused by different sociolinguistic factors, including the interference of the mother tongue and the influence of mastery of other foreign languages. Such factors play an important role, especially at the beginning of learning.Our study is based on an analysis of the recurring errors of Lebanese learners in private middle and high schools in Beirut, having identical levels in French, the language studied alongside Arabic, the mother tongue. This study allows us to establish some elements for reflection concerning interference by comparing two different morphosyntactic systems: Arabic and French. The writing errors of French-speaking Lebanese learners from thesame mother tongue and for the same instructions can be compared in order to understand the reasons underlying these errors and to propose appropriate teaching strategies to correct them
Margutti, Eleonora. „Le phénomène des interférences linguistiques entre l'italien et le français - le cas des erreurs récurrentes sur le plan morphosyntaxique au niveau B2 -“. Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16089/.
Der volle Inhalt der QuelleAlagra, Aziz. „Contribution à une étude des dysfonctionnements morphosyntaxiques en français chez un groupe d'enseignants et d'étudiants yéménites“. Thesis, Cergy-Pontoise, 2014. http://www.theses.fr/2014CERG0695/document.
Der volle Inhalt der QuelleFrench is the third language taught in Yemen after Arabic and English. This vitality of French requires the creation of didactic supports, in order to help in its learning. The purpose of the thesis is to highlight the areas of French, which are sources of difficulty for students, in terms of morphology and syntax, to classify and to describe them. The study of errors is based on two corpus of written work, one which has been done by thirty students in the fourth year of the license of the French Department of Thamar University, the other one by fifteen high school teachers, graduated in the same department. This study aims to introduce a reflection, in the French departments of the Yemenite universities, about strategies and objectives of the teaching of French as a language, in a non-French-speaking multilingual environment. It also aims to provide didactic resources for the study of the language to the teachers, trying to highlighting the priorities