Academic literature on the topic 'Anglais LX'
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Journal articles on the topic "Anglais LX":
Kubota, Naoko, Yusuke Tamori, Kenkichi Baba, and Yujiro Yamanaka. "Effects of different light incident angles via a head-mounted device on the magnitude of nocturnal melatonin suppression in healthy young subjects." Sleep and Biological Rhythms 20, no. 2 (January 21, 2022): 247–54. http://dx.doi.org/10.1007/s41105-021-00360-7.
Townsend, Joyce H., Charity Fox, and Betty Sacher. "A Picasso paper collage of 1913–14: assessment of fragility and sensitivity to light." SN Applied Sciences 3, no. 6 (May 29, 2021). http://dx.doi.org/10.1007/s42452-021-04659-5.
Li, Xuebo, Xin Hu, Lan Hu, Peng Li, and Wanting Liu. "Detecting the large-scale wall-attached structural inclination angles by a machine learning perspective in turbulent boundary layer." Physics of Fluids 36, no. 3 (March 1, 2024). http://dx.doi.org/10.1063/5.0200808.
Behara, Suresh, Venu Chandra, and B. Ravikanth. "Characterizing vibrations and associated wake structures of tandem square cylinders at different angles of incidence." Physics of Fluids 36, no. 4 (April 1, 2024). http://dx.doi.org/10.1063/5.0191008.
Dissertations / Theses on the topic "Anglais LX":
Burroughs, Hannah. "Les effets des pratiques pédagogiques sur la motivation dans l'acquisition de l'anglais LX - Etude comparée de trois contextes : France, Finlande et Nouveau Brunswick (Canada)." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALL004.
The majority of studies investigating motivation to learn a second/foreign language (LX) (Dewaele, 2017) concentrate on the way in which motivation develops in function of individual characteristics, and environmental factors, but rarely take into consideration the impact of teaching practices on student motivation (Ushioda, 2016). The objective of this study is therefore to examine the influence of educational strategies on motivation to learn LX English amongst middle-school pupils (ages 11 to 14). To achieve this objective, teaching practices in three distinct contexts will be examined in this mixed-methods comparative study: France, Finland, and New Brunswick (N.B.), Canada. Each region has different teaching philosophies that likely affect student motivation in a variety of ways. In this mixed-methods comparative study, quantitative analyses reveal that students (N = 473) in Finland were the most motivated to learn LX English, followed by students in N.B., and then students in France, however a statistically significant difference was only found between Finland and France. With regards to quantitative analyses, LX English educators (N = 13) took part in semi-structured interviews to gain insight into their teaching practices. Common themes amongst educators in France included elements related to imposed pedagogy and finding their own learning materials online. In Finland, recurring themes related to pedagogical freedom, the use of online learning materials, and the use of course textbooks, which are written by practicing LX English educators. In N.B., common themes related to also having pedagogical freedom, but a lack of LX English training, provided learning materials, and an effective curriculum were highlighted as inhibiting their teaching practices. Using a convergent parallel design, the results suggest that pedagogical freedom, emphasizing communication over correctness, student exchange programs, emotional intelligence in teachers, and providing teachers with ready-made activities that accurately target and represent student needs and interest foster student motivation. The implication of these results is that teaching strategies impact student motivation to learn an LX and when chosen correctly, may be more influential than sociocultural contexts outside the classroom
Conference papers on the topic "Anglais LX":
Li, J., and Y. Ohno. "CHARACTERISING CIECAM02 PREDICTIONS OF PERCEIVED COLOURFULNESS AND HUE CHANGES AT DIFFERENT LIGHT LEVELS DUE TO HUNT EFFECT." In CIE 2023 Conference. International Commission on Illumination, CIE, 2023. http://dx.doi.org/10.25039/x50.2023.op064.