Dissertationen zum Thema „Séquence (Linguistique)“
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Xiao, Lin. „Iconicité de la séquence temporelle en chinois mandarin contemporain“. Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL071.
Der volle Inhalt der QuelleSince Haiman (1985), the iconicity of syntax is a hot topic. This subject is particularly important in the case of isolating languages, with reduced morphology, in which the word order is the main marker of syntactic structures, and, is, therefore, at the centre of grammar. Does the word order in a sentence mimic the order of the events one is speaking of or does it reflect the very order of the discourse, or is it arbitrary? In the line of Peirce (1930), Haiman (1980, 1985), Tai (1985), etc., we call ‘temporal iconicity’ the fact that succession in the time, or in the spoken chain, of constituents of a statement mimics the succession of events in a world of reference. We have extended the scope of this ‘temporal iconicity’ from events to processes and hence to the phases that compose them. The objective of this thesis is to try to develop the idea of ‘iconicity of the temporal sequence’ to its very end, starting from a definition of SVC (serial verb construction) as wide as possible to encompass any sequence of verbal constituents without overt connector. In such a way, it becomes possible to extend the study to any sequence of decomposable processes in sub-tracks in the reference world or in sub-events in the discourse world (conditional and temporal protasis-apodosis systems). If the iconicity is everywhere, it is because that the sequential marks (the constituents order), with the informations about the predicates (valence and Aktionsart) encoded in the lexicon, are essential to the functioning of the isolating languages of the type of Chinese, and that these sequential marks obey most often, at least in the case of Chinese, to iconicity
Olçomendy, Argia. „L'enseignement de la langue basque à l'oral : analyse linguistique et didactique“. Thesis, Bordeaux 3, 2017. http://www.theses.fr/2017BOR30053.
Der volle Inhalt der QuelleThe main objective of this thesis is to know how the textual genre of the oral presentation in Basque works. This explanation will be based on empiric data: a texts' corpus produced by bilingual (French-Basque speakers) students from the Basque Studies' Department, teachers-to-become. Thus, this study shows the benefits and the lacks encountered in the productions which can be defined as a sub-gender of the oral presentation exercise: the report of a critical reading concerning a piece of literature which is a common practise in the educational institution. This analysis relies on the internal texts' structure (Bronckart, 1996) which considers several aspects of the speech: to analyse the communication situation, the textual planification and the thematic contents, the cohesion and connexion elements and how the enonciation are taken over. This study will end up on a suggestion of didactic solutions and more precisely a didactic sequence (Dolz and Schneuwly, 1998), where the obtained results will enable to improve the oral presentation as a textual genre. Some working groups can make the textual organisation tools, time articulations, modalisation skills or oral interlucations be developed
Benmahammed, Younes. „Les séquences figées en arabe classique : séquences figées verbales VSO, étude sémantique et morpho-syntaxique“. Paris 3, 2008. http://www.theses.fr/2008PA030021.
Der volle Inhalt der QuelleFirst, we introduce our research and the importance of the subject of frozeness treated and the method adopted in these pages. The second part, concerns the "Theoritical description and a general synthesis" organized in two chapters : one dealing with the terminology that the ancien grammarians and rhetoricians arabophones utilised in their products; the other presentig a summing up of their general and specialised works. In a third time, one will find in the "Practical application of the semantic, morpholocial and syntactic constraints and transformational operations", the tests chosen to -spot and- measure the acceptability degree of the derivative expressions: (1) determination, (2) tense, (3) number, (4) gender, (5) verbal and nominal substitution, (6) insertion, (7) permutation, (8) passivation, (9) nominalisation, (10) negation. In each group of expressions, a series of notation is employed for the degree of the lexical (sometimes semantic and syntactic) acceptability of every derivative sequence. Finally, we close our research by a synthetic conclusion in which are remind the capital points and resualts of our analysis without forgetting some difficulties encouterded and some perspectives for future researches. The objective is to facilatate the translation and the didactic operation via a digital data base
Gourvennec, Ludovic. „Pour une théorisation des utilisations de la chanson en classe de langue : genres, contextes et publics : contribution à une définition de la chanson en tant que genre et perspectives méthodologiques“. Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOL032.
Der volle Inhalt der QuelleThe general purpose of the thesis is to offer a renewed approach in the method of using songs in a language course. At first, the thesis gives a genral definition of the genre "song" (in particular its link with the complex chain creation / production / broadcast / reception which defines it). This defintion attempt leads up to the notion of a hyper genre (song), comprising three sub genres (studio recorded song, live song, illustrated song in a video clip), each one having its own generic specificity. The work then deals with the way this genre can be inscribed in the methodological questioning, in particular as it is presented in the CECRL.Through a critical reading of the numerous contributions published during the last forty years, the thesis presents which objectives the teaching/learning process can aim at through songs, which competences this pedagogy through songs allows to gain (as the generic competence appears to be central) and how it can constitute a means to tackles the specificities involved by the notions of "task" and "didactical sequence". Lastly, the thesis presents actual methodological options, in relation to the different sequence organisations, among which those based or defined by the pedagogy of project
Pinet, Svetlana. „Exploration cognitive de l'écriture au clavier“. Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3031/document.
Der volle Inhalt der QuelleTyping has become a ubiquitous skill in our modern information societies. It constitutes an important language production modality and probably our preferred way to produce written language. Still its investigation is rather scarce. Understanding typing behavior pertains to several research domains such as language production, motor control and sequence programming. The aim of this thesis was to characterize linguistic and motor processing during typing. The methodology combined fine grained behavioral and electroencephalography (EEG) investigations.The first study aimed to assess the importance of linguistic processes during typing. It revealed a composite pattern of effects on response latencies, inter-keystroke intervals and accuracy rates. The second study assessed the reliability of an online platform to perform large-scale studies of typing skills. Then, three EEG studies aimed to characterize motor planning during typing and their putative interaction with linguistic processing. While linguistic processing was harder to trace with EEG, all three studies revealed a reliable pattern over motor cortices prior to the striking of the first keystroke of a word, interpreted as an index of motor preparation. The manipulation of effectors engaged in sequence production revealed versatile inhibitory processes dependent on the content of the sequence. The results are discussed in terms of linguistic and motor processes and their putative interactions during typed language production, contributing to the popular debate about information processing in cognitive science. This work provides novel data that pave the way to promising future investigations of typing
Hoen, Michel. „Traitements de séquences abstraites et traitements de séquences linguistiques : pour une approche intégrative de la fonction de langage“. Lyon 1, 2003. http://www.theses.fr/2003LYO10229.
Der volle Inhalt der QuelleKoszul, Bertrand. „Construction de macro-propositions dans une émission radiophonique interactive anglophone“. Thesis, Paris 4, 2012. http://www.theses.fr/2012PA040208.
Der volle Inhalt der QuelleThis study examines the relations between textual propositions and macro-propositions as defined by van Dijk and Kintsch. The corpus used consisted of texts taken from a BBC phone in programme. In the first part of the study a link was sought between the structure of the text and the information structure of the messages. The patterns identified by Fries and Martin in written texts however could not be found in the oral texts of the corpus. The second part of the research focused on macro-propositions deriving from generalisation. An analysis of the lexicalisation of the concepts of these macro-propositions showed that generalisation was made on a conceptual basis as opposed to a lexical one and that the generalisation macro-rule defined by van Dijk and Kintsch fails to account for all the macro-propositions generated during comprehension
Djohar, Abdou. „Approche contrastive franco-comorienne : les séquences figées à caractère adjectival“. Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131038/document.
Der volle Inhalt der QuelleAs in French, there are a significant number Comorian of fixed adjectival sequences that the use only oral. Adjectival these sequences have never been studied. They are remarkable subtype Prep N, Adj as Det N (the angels, thick as a brick…). These predicative adjectives to express a complex shape condition and the pronominalisables. They may be analyzed as predicative adjectives in that they have the same syntax as simple adjectives property they are compatible as well as the epithet that the attribute position. The morpho-syntactic analysis and semantic analysis of the adjectival sequences allow us to understand their fixed character meets two conditions congealing: polylexicaux and they have a certain degree of fossilization, the second condition can be demonstrated the fact that you can not replace a word with another word. In our study contrastive Franco-Comorian, we conducted an exhaustive survey of adjectival phrases from Comoros and established a typology of adjectival predicates using the same principles as for the French
Mansi, Faten. „L’ouverture et la clôture de l’interaction dans la visite familière en France et en Jordanie : une approche multimodale“. Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20077.
Der volle Inhalt der QuelleThe aim of this research is to study interaction in familiar visits in France and Jordan. It focuses particularly on the two framing sequences of interaction: the opening sequence, and the closing sequence. A comparative method was adopted to describe the exchanges and acts that make up these sequences in the two countries. The study showed that most acts are used in each corpus. The differences concern the mode of production and functioning of these acts in the interaction. Their formulation in the opening and closing sequence reflects the social values and the socio-cultural profile of French and Jordanian speakers, as they appear in everyday interaction
Ainola, Tiina. „(Dis)continuité référentielle en contexte dialogal. L'emploi du pronom personnel anaphorique après les séquences dialoguées“. Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030175.
Der volle Inhalt der QuelleThis thesis explores the use of anaphoric personal pronoun in the narration following dialogue in literary text. The study is based on a nearly four hundred dialogue passages borrowed from XIXth century French novels. We have adopted the point of view that pronoun resolution is guided by the mental representation being constructed during discourse processing. All the expressions referring to characters, as well as implicit speakers in the absence of a reporting clause have been annotated in the passages. Besides the linguistic properties of referents, our study also considers dialogue’s alternating structure. After studying separately several features caracterizing a referent, such as +/– gender difference, +/– mentions in the narration before the dialogue, +/– being subject in the dialogue and +/– being speaker of the last quote, their combinations in chains were presented. Based on four different types of chains, a typology of transitions by referential (dis)continuity between narration, reporting clause and direct speech has been proposed. Of the studied features, the transitions are most influenced by the mentions of a referent in the narration before the dialogue and by different gender of discourse participants, but also by the referent being the speaker of the last line of the dialogue, while the fact of being the subject in the direct speech has less importance
Ben-Henia, Iteb. „Degré de figement et double structuration des séquences verbales figées“. Paris 13, 2007. http://www.theses.fr/2007PA131007.
Der volle Inhalt der QuelleLexical frozeness is one of the main obstacles to automatic processing of natural language. The present work intends to be a contribution to improve automatic processing applied to fossilized verbal sequences (SVF) such as casser sa pipe. Notions of degrees of lexical frozeness and double structuration guided our study. In order to determinate the degree of lexical frozeness of SVF, we analysed their internal structure and their external structuration. Consequently, they can be included in predicates classes developped in L. L. I. , based on G. GROSS theory of object classes. After a survey of publications about (verbal) lexical frozeness, we identify and collect criteria to measure SVF degrees of lexical frozeness through the general structure analysis of [V SN SP] sequences. Then, we propose formal tools for automatic recognition of metaphor through analysis of SVF coming from sports. Lastly, we described two syntactico-semantic classes of predicats: and <états humains>
Joseph, Aurélie. „Repérage automatique de séquences figées“. Thesis, Paris 13, 2013. http://www.theses.fr/2013PA131034.
Der volle Inhalt der QuelleThe aim of this thesis is to propose a theoretic model and a methodology to make fine linguistic text analysis. That can represent elements useful in mails like: message purposes, message addressee or sender. This approach must permit an efficient processing of NLP technology issues, especially in the fixity problematic and mainly on fixed verbal sequences. This phenomenon is extremely recurrent in all languages. It is introduced as a main issue for information retrieval in unstructured documents. This thesis will include an applicative part showing the relevance of the proposed theory and to make a system to automatically process mails. Moreover, the methodology which creating linguistically resources must permit to define an automatic learning resources tool which can be applied on new kind of documents
Goujon, Aurélie. „Indices d'incompréhension et séquences de réparation dans l'interaction en face-à-face : une analyse multimodale“. Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0326.
Der volle Inhalt der QuelleIn this work, we focus on eyebrows movements in face to face interaction as a resource usedby one speaker to inform the other that there is an understanding problem. Our aim is to describethe interactional sequence in which this movement appears, and to describe the interactionaltrajectories used by the speaker to solve the misunderstanding that took place. Our work comeswithin the scope of Interactional Linguistics that recommend the study of the whole ofmultimodal resources without necessarily analysing them systematically.Our methodology comes from corpus linguistics, allowing us to perform a systematic analysisof these phenomena. This method consists in first annotating the eyebrows movements (raisingand frowning) that are produced as a response by the interlocutor in 3 different interactioncorpora. These movements annotations are performed manually first, and then automaticallythanks to the development of a tool that makes it possible to detect and automatically annotatethem. Then, the annotation of the different sequences that include an understanding problem ismade from pre- existing criteria from the literature (Weigand, 1999 ; Antaki, 2012).This work will allow a better understanding of the mechanisms of social interaction, taking allof the multimodal complexity that they imply into account. This study sheds light on the roleplayed by eyebrows movements as a practice to initiate understanding-problem sequences, andalso as a practice used as a disalignment and realignment cues during the aforementionedsequences
Riquois, Estelle. „Pour une didactique des littératures en français langue étrangère : du roman légitimé au roman policier“. Phd thesis, Université de Rouen, 2009. http://tel.archives-ouvertes.fr/tel-00403124.
Der volle Inhalt der QuelleAfin d'étendre le corpus dit " littéraire " et d'introduire dans la classe des documents motivants et présentant de nombreux avantages, nous proposons d'utiliser le terme " littérature " au pluriel, incluant les paralittératures, la littérature francophone ou la littérature dite " classique ". Cette ouverture peut notamment motiver les apprenants par l'utilisation de textes moins marqués, désacraliser l'exploitation des textes littéraires ou encore refléter davantage le marché actuel du livre. De plus, la diversité qualitative et thématique des littératures est un facteur qui permet d'adapter le support d'apprentissage au niveau de l'apprenant ou du groupe-classe.
Les littératures étant très vastes, nous avons porté notre attention sur un genre en particulier : le roman policier, qui est entré récemment dans les programmes scolaires français. Nous proposons une étude comparative d'un corpus constitué de descriptions urbaines issues d'une part de romans réalistes, et d'autre part de romans policiers du type polar urbain. Nous procédons ensuite à diverses expériences pour valider l'acquisition par les apprenants d'une compétence générique participant à la compétence lectoriale.
Husianycia, Magali. „Caractérisation de types de discours dans des situations de travail“. Thesis, Nancy 2, 2011. http://www.theses.fr/2011NAN21021/document.
Der volle Inhalt der QuelleThe purpose of this study is to characterise the types of discourse to be found in work situations. I have tried to define discourse types on the basis of linguistic criteria, taking into account the "actional frameworks" that underpin the discourse. Firstly I have outlined the theoretical and methodological framework of my research and I have opted for the concept of "discourse types" as distinct from "genres". To further develop my theoretical framework, I have investigated the history of language in the workplace since the 17th century with the help of analyses of language practice in work situations in different disciplines. On the basis of this multidisciplinary theoretical framework, I have developed a methodology for the constitution of my corpus and for an analysis based on a sequential division of the discourse. My research has identified seven types of discourse sequences based on three linguistic types (expository language, co-actional language and peri-professional language). Each type of sequence is characterised by recurring linguistic criteria which have been subjected to qualitative and quantitative analyses. The predominant type of sequence determines the major linguistic type and therefore the discourse type. This analysis, in conjunction with an analysis of the "actional framework" of the activities, has revealed the interdependence of language and activity and led to a characterisation of discourse types in relation to types of activity
El, Hage Suzane. „Activités TICE, interactions langagières en classe et cohérence des séquences d’enseignement scientifiques“. Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO22013/document.
Der volle Inhalt der QuelleOur work deals with the teaching practice. We are particularly interested in the discursive coherence of knowledge in a “natural” physics teaching sequence in electricity involving ICT. The study is conducted at the grade 12 (Terminale in France) in science class.The case study is based on theoretical elements used in science education (modeling, semiotic registers, multimodal discourse and communicative approach), it offers some conceptual development (inscription: imported from the anthropology of science). The study also proposes methodological developments for the analysis of discursive coherence of teachers and of inscriptions, and the interactions between them.We have suggested a distinction of four types of discursive coherence in the transmission of knowledge (expansion, reduction, self-reformulation and repetition). We also distinguish between two types of the inscriptions made by the teacher; they complement the potential of the software used by the teacher
Bellanger, Cindy. „Mémorisation et reconnaissance de séquences multimots chez l'enfant et l'adulte : effets de la fréquence et de la variabilité interne“. Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAS047/document.
Der volle Inhalt der QuelleThe mental lexicon is usually assumed as the main foundation of written and spoken-language perception. Numerous and hierarchically-organized cues drive speech segmentation in adults and infants but lexical cues appear as overriding. Throughout this work, we question multiword-sequence storage idiosyncrasy and multiword-sequence memorizing as one unit in the mental lexicon.This work splits into two parts, each composed of a set of experiments. The first one assesses the cues involved in recognition facilitation of nouns in noun phrases. For that purpose, we disentangled grammatical-gender effects and co-occurrence frequency effects on the processing of determiner-noun sequences. Then, we tested the cohesiveness effect on three-word sequences’ recognition.The second set of experiments is about the influence of determiner-noun sequences’ internal variability in noun-phrase’s structure aquisition in 2 to 2,5 year-old children. In a three-month longitudinal study, we contrast two main conceptions of first-language acquisition: Universal Grammar and Usage-Based approaches
Nicolaev, Viorica. „L'apprentissage du FLE dans un dispositif vidéographique synchrone : étude des séquences métalinguistiques“. Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00793185.
Der volle Inhalt der QuelleLelekov, Boissard Taïssia. „Cognition séquentielle et langage : étude du traitement des structures de surface (sérielle), abstraite et syntaxique des séquences par les méthodes de neuropsychologie et de potentiels évoqués“. Lyon 1, 2000. http://www.theses.fr/2000LYO1T193.
Der volle Inhalt der QuelleAbou-Samra, Myriam. „Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère“. Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Der volle Inhalt der QuelleThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Balon, Laurent. „Transcription de Garin de Monglane à partir du manuscrit du XIVe siècle Royal 20 DXI de la British Library : description méthodique et analyses linguistiques (volume I) ; transcription des 12590 vers de la copie de Londres (volume II) ; notes, glossaire, table des noms propres (volume III)“. Paris 3, 2008. http://www.theses.fr/2008PA030093.
Der volle Inhalt der QuelleThe aim of this study is double: bringing to know a not yet edited text and this through the most faithful possible transcription of a manuscript selected as an authentic historic witness to the plan of the literary history but also the given state of language. The systematic transcription of the text thus serves to bring to light certain linguistic practices of the scribe. On the one hand; we observe graphic uses which exceed the phonogrammic function, recognized originally as essential, to achieve a morphogrammic use emphasized by specific written forms which crea the recurrence of grammatical and lexical morphemes ; on the other hand, micro-systems appear through the original use of sequences and graphic segmentations which, in this manuscript, proceed very often from a reflexive movement. These observations are leading to think that a "grammar" of French goes back up beyond the XVth century. We would thus reveal in the case of this scribe an onset of grammatical reflection on the “writing procedures” of his manuscript which would announce the “theorization of French”, characteristic of the XVth and especially of XVIth centuries. While it is situated well before any form of standard prescriptive, this manuscript, which beside more traditional linguistic practices (XIIth-XIIIth centuries) sets up a certain number of micro-systems in the functioning of written forms as well as in that of the " graphic sequences ", announces nevertheless some of the principles which will lead to the normed codification of French. From this point of view, this manuscript allows to reveal the existence of a continuum in the history of the handwritten practices of French, registering this study in the perspectives of contemporary research on the French Diachrony
Meftah, Sara. „Neural Transfer Learning for Domain Adaptation in Natural Language Processing“. Thesis, université Paris-Saclay, 2021. http://www.theses.fr/2021UPASG021.
Der volle Inhalt der QuelleRecent approaches based on end-to-end deep neural networks have revolutionised Natural Language Processing (NLP), achieving remarkable results in several tasks and languages. Nevertheless, these approaches are limited with their "gluttony" in terms of annotated data, since they rely on a supervised training paradigm, i.e. training from scratch on large amounts of annotated data. Therefore, there is a wide gap between NLP technologies capabilities for high-resource languages compared to the long tail of low-resourced languages. Moreover, NLP researchers have focused much of their effort on training NLP models on the news domain, due to the availability of training data. However, many research works have highlighted that models trained on news fail to work efficiently on out-of-domain data, due to their lack of robustness against domain shifts. This thesis presents a study of transfer learning approaches, through which we propose different methods to take benefit from the pre-learned knowledge on the high-resourced domain to enhance the performance of neural NLP models in low-resourced settings. Precisely, we apply our approaches to transfer from the news domain to the social media domain. Indeed, despite the importance of its valuable content for a variety of applications (e.g. public security, health monitoring, or trends highlight), this domain is still poor in terms of annotated data. We present different contributions. First, we propose two methods to transfer the knowledge encoded in the neural representations of a source model pretrained on large labelled datasets from the source domain to the target model, further adapted by a fine-tuning on few annotated examples from the target domain. The first transfers contextualised supervisedly pretrained representations, while the second method transfers pretrained weights, used to initialise the target model's parameters. Second, we perform a series of analysis to spot the limits of the above-mentioned proposed methods. We find that even if the proposed transfer learning approach enhances the performance on social media domain, a hidden negative transfer may mitigate the final gain brought by transfer learning. In addition, an interpretive analysis of the pretrained model, show that pretrained neurons may be biased by what they have learned from the source domain, thus struggle with learning uncommon target-specific patterns. Third, stemming from our analysis, we propose a new adaptation scheme which augments the target model with normalised, weighted and randomly initialised neurons that beget a better adaptation while maintaining the valuable source knowledge. Finally, we propose a model, that in addition to the pre-learned knowledge from the high-resource source-domain, takes advantage of various supervised NLP tasks
Araújo, Paula Francineti Ribeiro de. „O gerenciamento das vozes enunciativas no gênero fatia de vida da ordem do relatar“. http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/6630.
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Este trabalho tem como objetivo analisar o gerenciamento das vozes enunciativas nas produções do gênero de texto relato de experiência vivida (fatia de vida) da ordem do RELATAR dos alunos do Ensino Médio da Educação de Jovens e Adultos considerando as condições de produção Os procedimentos metodológicos adotados foram com base em uma sequência didática que situa este estudo no quadro das pesquisas de cunho quase experimental na área da Linguística Aplicada Trabalhamos com os dados dos dois grupos o de controle e o experimental Foram realizadas sequências didáticas como estratégia pedagógica para a realização da intervenção do pesquisador com base em nossos objetivos hipóteses e questões da pesquisa Para implementação das estratégias didático-metodológicas para o ensino de gêneros textuais em sala de aula abordamos os conceitos que consideramos relevantes ancorados nas concepções de gêneros textuais/discursivos nas perspectivas conceituais de Bakhtin (2003); na teoria interacionista sociodiscursiva (ISD) de Bronckart (1994 ; 1999 ; 2006 ; 2007 ; 2008) entremeadas pelas contribuições de Dolz e Schneuwly (2004) Na sequência, procuramos relacionar essas noções a outras que permeiam as práticas discursivas escolares tais como interação (VIGOTSKY) planejamento (KAUFMAN; RODRÍGUEZ 2007) e reescritura (DOLZ; NOVERRAZ e SCHNEUWLY 2004)
Ce travail a comme objectif analyser la régie des voix énonciatives dans les production du genre de texte d’expérience vécue (tranche de vie) de l’ordre du RACONTER des éleves du Enseignement Moyen de l’Éducation des Jeunes et des Adultes, considerant les conditions de production. Les processures methodologiques adoptés ont été sur la base dans cadre des recherches dans le point de vue semi expérimental dans l’aire de la Linguistique Apliquée. On a travaillé avec les resultats des deux groupes, le controle et l’expérimental. Ont realisé séquences didactiques comme stratégies pédagogique pour la realisation d’une intervention du rechercheur, sur la base de notre objectives hypothèses et questions de la recherche. Pour mettre en place des stratégies didactiques-méthodologiques pour l’enseignement des genres textuels dans les salles de classe, on a aborde les concepts qu’on a consideré importants, ancrées dans les conceptions des genres textuels/discursives de Bakhtin (2003), sur la théorie interactioniste socio-discursive (ISD) de Bronckart (1994; 1999; 2006; 2007; 2008) entrelacées avec les contribuctions de Dolz ET Schneuwly (2004). Ensuite nous avons tenté relationer celles notions avec les autres qui traversent les activités discursives scolaires, tel que interaction (VIGOTSKY, 1987), planification (KAUFMAN; RODRÍGUEZ, 2007) ET reécriture (DOLZ; NOVERRAZ e SCHNEUWLY, 2004)
Felce, Catherine. „L’ouverture de l’énoncé en allemand L2 : De la compréhension d’un phénomène à son appropriation et à son enseignement. Perspectives en didactique des langues“. Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA157/document.
Der volle Inhalt der QuelleThis study concerns the acquisition of language specific discourse preferences in the first years of German as a foreign language in French secondary schools, and how new approaches could improve language instruction. Instead of focusing on verbal placement in declaratives, we decided to consider how learners start a sentence; that is, which constituent they decide to put before the finite verb form. The initial field in German (called pre-field) represents a syntactically undetermined position as it can be occupied by a variety of elements. To understand the constraints which influence the choice of the first constituent in a sentence, textual categories, as well as pragmatic and information-structural criteria, are required. These aspects were incorporated in the tasks the learners worked on in the classroom, in order to make them use such principles, and to modify the processing preferences they may have built up during acquisition of their L1. Acquisition draws on internal processes which set limits to instructional intervention. Practitioners should take these limitations into account if they aim to elaborate instructional proposals with linguistic and psycholinguistic relevance. Drawing on findings from the SLA research, we analyse the beginnings of sentences in a corpus of written and oral learner samples. We used these empirical observations as a guideline to redesign proposals for an instructional intervention which better fits a learning progression. Notions from different aspects of linguistics contribute to highlight specific functions of sentence beginnings in German. It would be possible to integrate these functions in a teaching programme. SLA research offers a theoretical framework to our research, as the findings provide a better understanding of the cognitive dimension of learning and the notions constitute a theoretical backing for our didactical proposals
Laporte, Elena-Mirabela. „La traduction automatique statistique factorisée : une application à la paire de langues français - roumain“. Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAC022/document.
Der volle Inhalt der QuelleOur first aim is to build linguistic resources for a French - Romanian factored phrase - based statistical machine translation system. Our second aim is to study the impact of exploited linguistic information in the lexical alignment and translation process. On the one hand, this study is motivated by the lack of such systems for the studied languages. On the other hand, it is motivated by the high number of errors provided by the current machine translation systems. The linguistic resources required by the system are tokenized, lemmatized, tagged, word, and sentence - aligned parallel corpora
González, Gómez Nayeli. „Acquisition de relations phonologiques non-adjacentes : de la perception de la parole à l’acquisition lexicale“. Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H102/document.
Der volle Inhalt der QuelleLanguages instantiate many different kinds of dependencies, some holding between adjacent elements and others holding between non-adjacent elements. During the past decades, many studies have shown how infant initial language-general abilities change into abilities that are attuned to the language they are acquiring. These studies have shown that during the second half of their first year of life, infants became sensitive to the prosodic, phonetic and phonotactic properties of their mother tongue holding between adjacent elements. However, at the present time, no study has established sensitivity to nonadjacent phonological dependencies, which are a key feature in human languages. Therefore, the present dissertation investigates whether infants are able to detect, learn and use non-adjacent phonotactic dependencies. The Labial-Coronal bias, corresponding to the prevalence of structures starting with a labial consonant followed by a coronal consonant (LC, i.e. bat), over the opposite pattern (CL, i.e. tab) was used to explore infants sensitivity to non-adjacent phonological dependencies. Our results establish that by 10 months of age French-learning infants are sensitive to non-adjacent phonological dependencies (experimental part 1.1). In addition, we explored the level of generalization of these acquisitions. Frequency analyses on the French lexicon showed that the LC bias is clearly present for plosive and nasal sequences but not for fricatives. The results of a series of experiments suggest that infants preference patterns are not guided by overall cumulative frequencies in the lexicon, or frequencies of individual pairs, but by consonant classes defined by manner of articulation (experimental part 1.2). Furthermore, we explored whether the LC bias was trigger by maturational constrains or by the exposure to the input. To do so, we tested the emergence of the LC bias firstly in a population having maturational differences, that is infants born prematurely (± 3 months before term) and compared their performance to a group of full-term infants matched in maturational age, and a group of full-term infants matched in chronological age. Our results indicate that the preterm 10-month-old pattern resembles much more that of the full-term 10-month-olds (same listening age) than that of the full-term 7-month-olds (same maturational age; experimental part 1.3). Secondly we tested a population learning a language with no LC bias in its lexicon, that is Japanese-learning infants. The results of these set of experiments failed to show any preference for either LC or CL structures in Japanese-learning infants (experimental part 1.4). Taken together these results suggest that the LC bias is triggered by the exposure to the linguistic input and not only to maturational constrains. Finally, we explored whether, and if so when, phonological acquisitions during the first year of life constrain early lexical development at the level of word segmentation and word learning. Our results show that words with frequent phonotactic structures are segmented (experimental part 2.1) and learned (experimental part 2.2) at an earlier age than words with a less frequent phonotactic structure. These results suggest that prior phonotactic knowledge can constrain later lexical acquisition even when it involves a non-adjacent dependency
Tran, Thi Thuy Hien. „Processus d'acquisition des clusters et autres séquences de consonnes en langue seconde : de l'analyse acoustico-perceptive des séquences consonantiques du vietnamien à l'analyse de la perception et production des clusters du français par des apprenants vietnamiens du FLE“. Phd thesis, 2011. http://tel.archives-ouvertes.fr/tel-00757829.
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