Auswahl der wissenschaftlichen Literatur zum Thema „Interactions écrites“
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Zeitschriftenartikel zum Thema "Interactions écrites"
Dostie, Gaétane, und Agnès Tutin. „La phraséologie dans les interactions orales et écrites“. La phraséologie dans les interactions orales et écrites 45, Nr. 2 (31.12.2022): 117–24. http://dx.doi.org/10.1075/li.00069.dos.
Der volle Inhalt der QuelleChalancon, Benoit, Isabel Colón de Carvajal, Louis Maritaud, Justine Lascar und Laurie Boyer. „Approche quantitative des interactions soignantes à l'hôpital psychiatrique depuis une perspective interactionniste“. SHS Web of Conferences 133 (2022): 04001. http://dx.doi.org/10.1051/shsconf/202213304001.
Der volle Inhalt der QuelleNonnon, Elisabeth. „Des interactions entre oral et écrit : notes, canevas, traces écrites et leurs usages dans la pratique orale“. Pratiques 115, Nr. 1 (2002): 73–92. http://dx.doi.org/10.3406/prati.2002.1972.
Der volle Inhalt der QuelleLabrèche, Yves. „Relecture critique des interprétations relatives aux interactions entre Thuléens et Dorsétiens au Nunavik et au Nunatsiavut“. Études/Inuit/Studies 39, Nr. 2 (02.12.2016): 205–31. http://dx.doi.org/10.7202/1038148ar.
Der volle Inhalt der QuelleSardier, Anne. „« Bon assez parlé » : les phrases préfabriquées de l’oral dans des productions écrites d’élèves de 11-12 ans“. SHS Web of Conferences 138 (2022): 06023. http://dx.doi.org/10.1051/shsconf/202213806023.
Der volle Inhalt der QuelleRicco, Graciela, und Guilaine Menotti. „Variations du contrat didactique lors de l’étude de la notion de volume en mathématique en fonction des performances scolaires des élèves au collège (classe de 6e)“. Bulletin de psychologie 56, Nr. 466 (2003): 545–57. http://dx.doi.org/10.3406/bupsy.2003.15244.
Der volle Inhalt der QuelleEl Baroudi, Mourad. „arabe marocain au contact du français sur les réseaux sociaux numériques diasporiques : quand deux langues se rivalisent“. Anales de Filología Francesa, Nr. 29 (24.11.2021): 201–21. http://dx.doi.org/10.6018/analesff.482001.
Der volle Inhalt der QuelleTabourdeau, Gilles, und Marianne Vergez-Couret. „Structuration progressive du discours narratif chez le jeune enfant non lecteur-scripteur : analyse d’un corpus de productions écrites en dictée à l’adulte“. SHS Web of Conferences 186 (2024): 03002. http://dx.doi.org/10.1051/shsconf/202418603002.
Der volle Inhalt der QuelleMenard, Amy, Michelle Bondy, Madison Jones, Lauren Desjardins, Lana Milidrag, Alanna Foulon und Laura Chittle. „“I wasn’t that good at it but I pretended to be”: Students’ Experiences of the Impostor Phenomenon in Academic Settings“. Alberta Journal of Educational Research 69, Nr. 3 (25.09.2023): 363–83. http://dx.doi.org/10.55016/ojs/ajer.v69i3.76167.
Der volle Inhalt der QuelleCouture-Grondin, Elise, und Isabella Huberman. „Relations, positionnalités partagées et critiques anticoloniales“. Voix Plurielles 18, Nr. 2 (04.12.2021): 102–23. http://dx.doi.org/10.26522/vp.v18i2.3525.
Der volle Inhalt der QuelleDissertationen zum Thema "Interactions écrites"
Verdier, Pascale. „Interactions verbales entre enfants et conceptualisation en langue écrite“. Paris 5, 2002. http://www.theses.fr/2002PA05H037.
Der volle Inhalt der QuelleWhat can be the efficiency of interactive situations for the appropriation of written language, in a multilevel class ? In the field of research of French as a mother language, we study the learning of written language by students organized in dyads or larger groups. The theoretical framework is a combination of cognitive and socio-cognitive psychology, also linguistic pragmatics. We refer to the work of Vygotsky and Bruner. (. . . )
Denis, Véronique. „L'interview dans la presse écrite : Une interaction représentée“. Rouen, 1989. http://www.theses.fr/1989ROUEL091.
Der volle Inhalt der QuelleParis, Justine. „Lumière sur le développement de la production de langage non-littéral en L2. Pour une comparaison avec l'acquisition des langues maternelles“. Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA138/document.
Der volle Inhalt der QuelleResearch has shown that non-literalness is pervasive in language and that it is not always an ornamental device (e.g. to invest time in something, to be in love, the leg of a table, etc.). Metaphor permeates our way of thinking (Gibbs, 1995; Gibbs and Tendahl, 2006; Lakoff and Johnson, 1980) and serves a wide variety of discursive functions (Cameron, 2003; Charteris-Black, 2004; Müller, 2008; Steen, 2008, 2011, 2013). In the light of these findings, I propose to examine non-literal language from a second language acquisition perspective, as we know that language learners struggle to develop a successful command of the conceptual and figurative system of their L2 (Andreou and Galantomos, 2009; Irujo, 1986; Cooper, 1999; Danesi, 1992, 1995). Besides, even if recent studies have started to document L2 metaphorical performance (Littlemore et al., 2014; McArthur, 2010; Nacey 2009 and 2013), little is known about the way it actually develops across learning stages. As an attempt to bridge this gap, I propose a comparative study of figurative language development in first and second language acquisition. To get a preliminary picture of the use of non-literal language by native English-speaking children and French learners of English, I analyse the discourse of a young English child aged 1 to 4 using the Forrester Corpus available on the CHILDES database (MacWhinney, 2000), and I investigate essays written by French university students majoring in Arts and learning English as a second language. Then, I propose an L1/L2 comparative study where I analyze semi-guided interactions taking place between native English-speaking children (aged 7, 11 and 15), French learners of English (in their first year of high school, first year of B.A. in English studies and last year of M.A. in English studies), as well as native English-speaking adults. The results of this PhD project revealed many similar aspects in the figurative productions of native English-speaking children and French students. One of the main differences between the two groups is related to the amount of figurative forms produced, which increases across ages in children’s discourse while remaining constant in learners’ discourse. Another important difference is the amount of conventional figurative forms produced; they increase across learning stages in the learner’s production but remain constant in the children’s. Lastly, I observed a large amount of deviant figurative forms in the leaner’s productions, mainly resulting from L1 transfers and lexical overextensions. Taking into account these observations, implications for teaching are presented
Chen, Jiang Nan. „Etude des interactions sol-outil dans le cas du taupage“. Dijon, 1996. http://www.theses.fr/1996DIJOS040.
Der volle Inhalt der QuelleChéreau, Céline. „Interactions entre l'orthographe et la phonologie dans le traitement des mots parlés et écrits“. Paris 5, 2000. http://www.theses.fr/2000PA05H055.
Der volle Inhalt der QuelleCivard-Racinais, Alexandrine. „Les journalistes de l'information judiciaire écrite et leurs sources judiciaires : interaction et négociation“. Paris 2, 1999. http://www.theses.fr/1999PA020044.
Der volle Inhalt der QuelleMedjkoune, Sofiane. „Stratégies de fusion pour des signaux écrits et sonores : application à la reconnaissance d’expressions mathématiques“. Nantes, 2013. http://www.theses.fr/2013NANT2055.
Der volle Inhalt der QuelleSignificant efforts are being done to make as natural as possible the way that human are interacting with their machines. Regarding this quest, a lot of research is being inspired by the most sophisticated machine ever known : human being and more precisely his use of the multi-modality aspect of the information to interact with his peers. The work reported here concerns the study, the conception and the validation of bidimensional structure recognition systems. The application considered here is the mathematical expression language which is one of the most interesting 2D languages. The system we proposed is original since it uses simultaneously two modalities to achieve its task. Indeed, both speech and handwriting streams are used by our system to perform the recognition in a bimodal fashion. This procedure allows dealing with the ambiguities arising when mono-modal processing is used. This system exploits the existing complementarity between the modalities in concern and exhibits an improvement of the performances with respect to the case of a mono-modal processing using only handwriting modality. To set-up, train and validate our system we built HAMEX, a bimodal database of mathematical expressions. This latter, is formed by 4350 mathematical expressions, each available in handwritten and audio forms and is fully annotated
Ben, Boutayab Nadia. „Interactions des facteurs visuels et lexicaux au cours de la reconnaissance des mots écrits : l'effet de la position du regard“. Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/benboutayab_n.
Der volle Inhalt der QuelleThe aim of the present work was to develop a simple mathematical model that takes into account interactions between visual and lexical factors during visuel word recognition in skilled readers. For this, we have extended the model initially proposed by Kajii (Kajii, 2000, see also Nazir et al. , 1991 ; 1998) in order to prdict word recognition (Kajii & Osaka, 2000), but also recognition of pseudowords, as well as the occurrence of different types of errors (lexicalization for pseudowords, incorrect inferences of words, omissions) that are typically observed under non-optimal displays of orthographic stimuli. By decomposing the process that underlies visual word recognition into different components (whole perceptual identification and lexical decision task) that trigger qualitatively different response profiles. The present extension of the model that was initially proposed by Kajii (2000) therefore represents a simple but powerful tool not only for studies of visual word recognition but also allows to better understand processes relied to reading acquisition and diagnose acquired/developmental reading deficits
Bitond, Adrien. „Titrailles, interactions et construction d'un espace public autour de la presse écrite : une analyse ethnosociologique du kiosque à journaux au Cameroun“. Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL014/document.
Der volle Inhalt der QuelleThe newspaper stall constitutes an environment for daily human interactions. As one passes by the Yaounde and Douala major crossroads, it’s impressive to see the crowds gathered around the newspaper stalls. For many people, it has become a daily appointment for endless debates.The question is: Why do people spend so much of their time around those newspaper stalls? Is it because they are idlers? Or is it because they are truly interested in newspapers?Our thesis dissertation is aimed at analyzing the logics that structure the phenomenon of crowds around the newspaper stalls, and questioning the nature and content of the discussions resulting from peoples’ interactions in those places.From our observations on the field, and from the interviews carried out, it appears that the main reason why people gather around the newspapers stall is their search for information. Because of the economic crisis many people can’t afford to buy a newspaper. Therefore, they are often contempted with reading the titles on the front pages and when possible, gathering supplementary information from those who may have had the privilege to read the articles. Within this framework, spontaneous discussions and debates merge, which give the protagonists the opportunity to say their mind, and thus feel as if they are expressing their right to free speech, which symbolizes democracy and as such stands as a fundamental element in the public space
Galiza, Lorena Inès. „Les erreurs écrites en espagnol L2 en contexte universitaire français : analyse et remédiation“. Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA035.
Der volle Inhalt der QuelleThis work is about error analysis in Spanish as a second language and is aimed at improving language teaching to non-native learners in the French university system. Based on the study of a corpus of supervised written productions in Spanish from French-speaking specialist students in French universities, we analysed grammatical errors in Spanish in order to create an original typology. By focusing on the lexicon and the spelling, the lexicon and the semantics as well as lexical and morphological typologies of errors, this analysis allowed us to produce a work of etiology, mostly based on the errors of interference and negative transfer caused by the foreign languages already known to our students. So as to help the students deal with these errors and help them improve at their linguistic – and also multilingual – competences, we made didactic suggestions taking into account the goals and skills expected from students necessary to reach the B1 level of CECRL
Esta tesis se inscribe en el seno de la investigación sobre el análisis de errores en español lengua segunda y en un enfoque de enseñanza de la lengua a aprendices no nativos en el marco universitario francés. A partir de un corpus de datos escritos centrados en producciones dirigidas en español de estudiantes francófonos especialistas de la universidad francesa, hemos iniciado un trabajo de análisis de los errores de las categorías gramaticales del español para crear diferentes tipos de ellas. Con el foco puesto en las tipologías de los errores léxico-ortográficos, léxico-semánticos, léxico-sintácticos y léxico-morfológicos, este análisis ha llevado a un trabajo de etiología basado en los errores de interferencia y transferencia negativa de las lenguas conocidas por nuestros informantes, errores más frecuentes. Con miras a una remediación de estos errores para lograr el desarrollo de la competencia linguística incluso plurilingüe de los aprendices, proponemos pistas didácticas teniendo en cuenta los objetivos y las competencias requeridas para que éstos adquieran el nivel B1 del CECRL
Bücher zum Thema "Interactions écrites"
Université de Clermont-Ferrand II. Centre de recherches sur les littératures et la sociopoétique, Hrsg. Écritures poétiques, écritures du sacré: Interactions : travail de recherche collectif. Paris: Michel Houdiard éditeur, 2015.
Den vollen Inhalt der Quelle findenR, St Onge Ronald, und Morel-Brant Jocelyne, Hrsg. Interaction: Révision de grammaire française : cahier d'activitiés orales et écrites. 7. Aufl. Boston: Thomson, Heinle, 2007.
Den vollen Inhalt der Quelle findenMallender, Ariane. Écrire pour le multimédia. Paris: Dunod, 1999.
Den vollen Inhalt der Quelle findenSéguy, Françoise. Les produits interactifs et multimédias: Méthodologies, conception, écritures. Grenoble: Presses universitaires de Grenoble, 1999.
Den vollen Inhalt der Quelle findenJaveau, Claude. La société au jour le jour: Écrits sur la vie quotidienne. Bruxelles: De Boeck Université, 1991.
Den vollen Inhalt der Quelle findenInteraction: Révision de grammaire française, première édition canadienne : cahier d'activités écrites pour l'Université Concordia : langue française, niv. intermed. I & II. Toronto, Ont: Nelson Education, 2012.
Den vollen Inhalt der Quelle findenDieter, Behrens, und DECHEMA, Hrsg. DECHEMA corrosion handbook: Corrosive agents and their interaction with materials. Weinheim: VCH Verlagsgesellschaft (for) DECHEMA, 1990.
Den vollen Inhalt der Quelle findenDieter, Behrens, und DECHEMA, Hrsg. DECHEMA corrosion handbook: Corrosive agents and their interaction with materials. Weinheim: VCH Verlagsgesellschaft (for) DECHEMA, 1991.
Den vollen Inhalt der Quelle findenDieter, Behrens, und DECHEMA, Hrsg. DECHEMA corrosion handbook: Corrosive agents and their interaction with materials. Weinheim: VCH Verlagsgesellschaft (for) DECHEMA, 1991.
Den vollen Inhalt der Quelle findenG, Kreysa, Eckermann R und Behrens Dieter, Hrsg. Dechema corrosion handbook: Corrosive agents and their interaction with materials. Frankfurt: VCH Verlagsgesellschaft, Germany, 1993.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Interactions écrites"
Lugrin, Gilles, und Stéphanie Pahud. „Confidence et discours publicitaire de presse écrite“. In Confidence. Dévoilement de soi dans l'interaction / Confiding. Self-disclosure in Interaction, herausgegeben von Catherine Kerbrat-Orecchioni und Véronique Traverso, 205–20. Berlin, Boston: DE GRUYTER, 2007. http://dx.doi.org/10.1515/9783110935103.205.
Der volle Inhalt der QuelleDelefosse, J. M. Odéric. „Actes de langage en interaction oral/écrit“. In Dialoganalyse VI/1, herausgegeben von Svetla Cmejrková, Jana Hoffmannová und Olga Müllerová, 327–38. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965056-032.
Der volle Inhalt der QuelleLoutchitsky, Svetlana. „‘Veoir’ et ‘oïr’, legere et audire: réflexions sur les interactions entre traditions orale et écrite dans les sources relatives à la Première croisade“. In Homo Legens, 89–125. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.usml-eb.3.2612.
Der volle Inhalt der QuelleLEMOINE-BRESSON, Véronique, Stéphanie LERAT, Virginie TRÉMION und Marie-josé GREMMO. „Quelles représentations de l’interculturalité chez des étudiants futurs enseignants?“ In "L'interculturel" dans l’enseignement supérieur, 211–26. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5005.
Der volle Inhalt der QuelleDAVID, Catherine, Tatiana ALEKSANDROVA und Marie-Odile HIDDEN. „Approche contrastive d’un texte argumentatif en classe français langue étrangère“. In "L'interculturel" dans l’enseignement supérieur, 97–114. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.4998.
Der volle Inhalt der QuelleBOOSTANI, Nooshin. „L’intégration du smartphone dans l’enseignement-apprentissage du vocabulaire en classe de FLE : le cas de la plateforme Wooclap“. In Numérique et didactique des langues et cultures, 91–108. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5755.
Der volle Inhalt der QuelleLavoie, Natalie, Jean-Yves Levesque und R’Kia Laroui. „Interactions entre élèves de première année du primaire dans des situations d’écriture“. In Lire-écrire de l'enfance à l'âge adulte, 185–93. Presses universitaires de Rennes, 2007. http://dx.doi.org/10.4000/books.pur.60311.
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