Academic literature on the topic 'Textbooks - french language'
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Journal articles on the topic "Textbooks - french language"
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Bírová, Jana. "Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool." Journal of Language and Cultural Education 4, no. 1 (January 1, 2016): 71–85. http://dx.doi.org/10.1515/jolace-2016-0006.
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Abstract Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.
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Vandeweerd, Nathan, and Merel Keijzer. "J’ai l’impression que: Lexical Bundles in the Dialogues of Beginner French Textbooks." Canadian Journal of Applied Linguistics 21, no. 2 (March 15, 2019): 80–101. http://dx.doi.org/10.7202/1057966ar.
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Formulaic language is notoriously difficult for second language learners of French to master (Edmonds, 2014; Forsberg, 2010). Yet, no study has examined formulaic language in French textbooks despite the fact that in many contexts, textbooks represent a significant proportion of the input that learners receive. The current study addresses this gap. Using a distributional approach (as used in Biber, Conrad, & Cortes, 2004), four-word lexical bundles were extracted from an oral corpus of French. The average number of lexical bundles in oral corpus utterances was compared to the average number of bundles in a corpus of A1-B1 level textbook dialogues. An independent samples t test showed that the average number of lexical bundles per 100,000 words was significantly higher in texts from the oral corpus than the textbook corpus. The average number of stance and referential lexical bundles was also revealed to be higher in the oral corpus. Implications for textbook design are discussed, such as increasing the amount of formulaic language in A2 level textbooks and incorporating more authentic language into textbooks.
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Kolobkova, Anastasia A. "The educational books on the French language in Russia in the XVIII century." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 5, 2020 (2020): 163–71. http://dx.doi.org/10.31862/2218-8711-2020-5-163-171.
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The article considers the features of the genesis and development of the first textbooks on the French language in the XVIII century in Russia. The most popular and well-known author’s textbooks are analyzed: V. E. Teplov’s translation work “New French grammar...”, based on the German compilation of the French grammar by P. Resto; A. de Lavy’s “the French ABC book”, which combines the norms and rules of a foreign language and the norms of Christian morality; Ya. Sigezbek’s “Instructing what it is in French for...”, which later became the first Soviet textbook of French; the Academy of Sciences’ “French ABC book”, which combined elements of de Lavy’s academic ABC book and secularizing pragmatism of Sigezbek’s “Instructions...”; “New French dictionary” by P. Bogdanovich for self-taught students, “the Leader” by F. Karzhavin, which became an academic manual for mature linguodidactics. The main trends in the development of the first educational books on the French language in the period under study are summarized; their main problem points and advantages are identified.
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Антон Іващук. "CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890)." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.
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The article under discussion deals with the textbooks for the French language learning used in the schools and gymnasiums of Galicia (1867–1890). The content and structure of textbooks by Jan Amborsky, August Svitkovsky and Stephanie Wechslerova have been analyzed in detail. Phonetic, grammatical and lexical material contained in the textbooks has been described. The historical and educational prerequisites that directly influenced the development of French language teaching in Galicy have been outlined. After having analyzed the textbooks for the French language learning in Galicia it was determined that during the indicated chronological period, there were three types of textbooks which were used in galician women’s schools, secondary schools and gymnasiums. Namely grammar reference books with or without exercises, readers with adapted or authentic texts and abstracts from well-known French literature and textbooks itself, which contained various texts, passages of literary works and which were used in order to teach grammar, reading, writing and translation. All found textbooks were analyzed according to the criteria created by N. Borysko. It was found that all analyzed textbooks were recommended for use in Galician women’s schools, secondary schools and gymnasiums by the Regional School Board. All the training material contained in the textbooks was in line with the main purpose of foreign language learning and the requirements of the Austro-Hungarian Ministry of Religion and Education. As a result of our research, it has been proved that in the selected period of time for teaching French language they used the grammar-translation method as evidenced by particular attention to the study of grammar theory, a large number of grammar-translation type of exercises and reading literary works in French.
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Vladeva, Pavlina. "The Revival Textbooks from the Old-fashioned Collection of the Centre Community "Nadejda-1869"." Cultural and Historical Heritage: Preservation, Representation, Digitalization 5, no. 2 (2019): 208–32. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_019.
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The subject of the study was 45 textbooks, published from 1835 to 1875 were preserved in the old-fashioned collection of the centre community „Nadejda-1869”. Their authors are 17 teachers who wrote, translated and published first Bulgarian textbooks in the XIX-th century. They are journalists writing the first newspapers and magazines. They lead the struggle for new Bulgarian education, church independence and political freedom. They reform the education and the place of the cell, they build the secular. They are innovators, they introduce the study of new school subjects and languages according to the needs of the time. The text presents first textbooks in Bulgarian language, readings and grammar, arithmetics, geometry and physics. They are textbooks on history, geography, textbooks of natural history. Were preserved textbooks of logic, textbooks of moral and textbooks and dictionaries in French and German, sacred Orthodox catechisms. The article presents the history and development of the curriculum in Bulgarian schools in the ХIX c..2 Keywords: Old-fashioned collection, centre community „Nadejda-1869”, teachers, authors, first Bulgarian textbooks in the XIX-th, new Bulgarian secular education, new school subjects and languages, first textbooks in Bulgarian language, readings, grammar, arithmetics, geometry and physics, history textbooks, geography, textbooks and dictionaries in French and German
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Winter, Tatjana, and Elen Le Foll. "Testing the pedagogical norm." International Journal of Learner Corpus Research 8, no. 1 (March 8, 2022): 31–66. http://dx.doi.org/10.1075/ijlcr.20021.win.
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Abstract English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French school EFL textbooks (TEC-Fr), French L1 Learner English (OpenCLC-Fr), Web English (EnTenTen15-S) and British English (BNC-S). The ELT typology accounts for considerably less than half of if-sentences in the reference data. Even in the EFL textbooks, only 57% of if-conditionals match the typology explicitly taught in their grammar sections. For many formal and functional features, the learner data sits halfway between the distributions of the textbook and reference data. We conclude that the ELT typology needs to be adapted to provide a more representative account of if-conditionals that focuses on L1 and L2 usage and meaning over form.
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Kleszczowa, Krystyna. "Gramatyka historyczna języka polskiego Witolda Mańczaka na tle innych podręczników akademickich." LingVaria 12, spec (February 8, 2019): 37–43. http://dx.doi.org/10.12797/lv.12.2017.2sp.04.
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Professor Witold Mańczak authored many academic textbooks, mostly concerning Romance languages, but also a historical grammar of Polish. This textbook focuses on the interpretation of linguistic, phonetic and morphological changes and on their subordination to general laws of language. According to Professor Mańczak, laws apply to all or the majority of languages; regularities observed in a single language can be granted no higher status than that of rules. Mańczak viewed laws as residing on a very high level of generalization, and he believed their verifiability lies in statistical circumstances. He wrote that linguistic problems should be formulated in such a way that they can be solved using statistics; those that cannot be solved using statistics are not worth the consideration. He saw the development of linguistics as tied to the progress in electronics. Professor Mańczak was an individuality in Polish linguistics who did not follow the linguistic fashion; he was never a structuralist and all the more a cognitivist. But it transpires that he was also an individuality in academic teaching. This author inferred his stance by delving into the specificity of the textbooks he authored: an Italian, French, and Spanish textbook, but also historical grammars of French and Polish.
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Park, Byoungdo. "How Religions are Represented in Foreign Language Culture Textbooks in Korean High School: Focusing on the 2015 Revised Curriculum." Korean Association for the Study of Religious Education 77 (June 30, 2024): 41–60. http://dx.doi.org/10.58601/kjre.2024.06.30.03.
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[Objective] The purpose of this study is to investigate the characteristics and limitations of the content related to religion in the Second Language Culture Textbooks of the 2015 revised curriculum in order to demonstrate new aspects of religious education in the secondary school curriculum. [Contents] In order to examine the role of religion in second language cultural education, this study analyzes the content of eight foreign culture textbooks (French, German, Spanish, Russian, Arabic, Chinese, Japanese, and Vietnamese). It categorizes the characteristics of the religious narratives in each textbook and identifies problems with the narratives. [Conclusions] In general, these textbooks can be divided into three types: textbooks that address religion in depth with separate chapters, textbooks that do not set specific chapters but handle religion through annual events and festivals, and textbooks that barely examine religion. The differences in these descriptions are due to the fact that the importance of religion is recognized differently by each textbook author, most of whom are not specialists of cultural studies. In order to rectify these problems, it is important to establish unified direction for cultural education and actively involve experts in cultural studies, including religious studies in the development of textbooks.
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Ogorodov, M. K. "School of French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.
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Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance languages were the departments of French and № 1 № 2. At the Department of French № 1 was successfully completed the task of developing a set of textbooks for the initial stage of training French language and created books that have become "classics of the genre".
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Näf, Anton. "Pour ériger des passerelles entre les terminologies grammaticales française et allemande." Travaux neuchâtelois de linguistique, no. 31 (December 1, 1999): 79–93. http://dx.doi.org/10.26034/tranel.1999.2669.
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This article proposes a new set of criteria intended for the comparison of grammatical terminologies for different languages. Applied to French and German, the mother tongue and the first «foreign» language taught in public schools in the French speaking part of Switzerland, the proposed criteria result in a classification into five subgroups, ranging from simple synonymy (préposition vs Präposition) to the tricky case of the «false friends» (attribut vs Attribut) and the non-existence of certain categories in one of the two languages (passé simple or Genitiv). An examination of the grammatical terminologies used in textbooks for German as a foreign language in French speaking Switzerland, especially in the field of the simple and the complex sentence, shows that these textbooks are in no way based on the terminological foundations laid by grammar classes in the students’ mother tongue. This conclusion holds true even for the newest generation of textbooks currently being introduced in state schools. In view of this unsatisfactory state of affairs, the call made by E. Roulet in 1980 for an integrated methodology of first and the second/foreign languages unfortunately continues to remain an unfulfilled desideratum.
Dissertations / Theses on the topic "Textbooks - french language"
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Grall, Christophe. "Présentations de la Grammaire et Représentations du Discours Dans les Manuels de Français Publiés aux États-Unis: une Étude Diachronique." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28423/.
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This study partially replicates and re-explores specific dimensions of a textbook analysis of the presentation and use of specific grammatical elements and sociolinguistic variants in textbooks published in the United States for learners of French. Authenticity is situated as a central construct in the analysis of interrogatives, relative pronouns, and the negative particle ne in selected textbooks and ancillary materials. The findings reveal that little progress has been made over the past twenty years in integrating authentic representations of discourse into French-as-a-foreign-language textbooks.
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Askildson, Virginie. "What do Teachers and Students Want from a Foreign Language Textbook?" Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196025.
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Textbooks are essential to Foreign Language (FL) curricula. They contribute to the homogenization of instruction between multiple-language courses; they provide learners with an advance organizer; they help train novice teachers, and they supply both novice and experienced instructors with a variety of resources (Allen, in press). In a context where the textbook appears to be the pillar of FL instruction, we find numerous studies about teachers' beliefs concerning FL textbooks (Ariew, 1982; Apple, 1986; Menke, 1994; Graden, 1996; Richards & Mahoney, 1996; Masuhara, 1998; Bancheri, 2006); however, there are very few studies on students' self-perceived needs (Jan & Glenn, 1984), and equally few on both teachers' and students' perspectives on language teaching materials (Donovan, 1998). Thus, the goal of this study is to examine both students' and teachers' views of FL textbooks in light of current Second Language Acquisition (SLA) theory. In so doing, this project addresses three research questions: 1) what role should authenticity of the L2, target culture, and tasks play in language teaching materials?, 2) what place should grammar take in FL textbooks?, and 3) what part should technology play in language teaching materials? 48 French teachers and 1023 learners from four major North-American universities were surveyed using an online questionnaire containing not only closed-response questions rated on a four point Likert-type scale but also open-ended questions. This mixed-design methodology allowed the researcher to draw tentative conclusions on how to reconcile language teaching materials design with SLA research, teachers' beliefs and students' self-perceived needs. Practical implications for language teacher training programs and FL textbook development are offered.
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Vestberg, Francine. "L’interaction comme méthode d’apprentissage du Français langue étrangère (FLE) en Suède." Thesis, Högskolan Dalarna, Franska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23450.
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Mon travail s’inspire de l’idée de la Direction nationale de l’enseignement scolaire suédoise (Skolverket, 2011) qui suggère que « les élèves doivent avoir la possibilité de développer une capacité de communication et de compréhension de la langue ». Mon mémoire commence par une introduction générale, continue avec une analyse des manuels utilisés dans l’apprentissage du FLE et des activités favorisant l’interaction - échange réciproque verbale ou non verbale, pour terminer par une conclusion générale. Comme il n’existe pas d’enseignement sans méthodes appropriées, il existe des manuels qu’on peut utiliser afin de faciliter l’apprentissage par l’interaction de la langue cible. Les activités de communication orale et écrite d’ordre pédagogique sont indispensables. Tout comme l’écrit Revue française de pédagogie (1994 :133) « La classe est un système social complexe dont les parties sont en interaction dynamique, acteurs (enseignant et élève[s]), situation, matière selon des statuts sociaux. ». Pour effectuer mes recherches, j’ai porté mon attention sur l’analyse des manuels scolaires qu’il m’a été permis de consulter. Il s’agit des manuels d’entraide comme : Mais oui 3 et Escalade littéraire. Concernant l’analyse du matériel didactique favorisant l’interaction, ces deux manuels proposent des exercices de réflexion selon le niveau de l’apprenant. Dans mon travail, je m’intéresse à l’aspect didactique et linguistique de ces deux manuels scolaires.My work is inspired by the idea of the Swedish National Agency for Education (Skolverket, 2011) which suggests that "students should have the opportunity to develop the ability of communication skills and comprehension of the language". My thesis begins with a general introduction, continues with an analysis of the educational materials used in the learning of FLE (Français Langue Etrangère) and activities promoting the interaction – reciprocal exchange which can be verbal or nonverbal, to finally ending with a general conclusion. As there is no teaching without appropriate methods, there are textbooks that can be used to facilitate learning through the interaction of the target language. The activities of oral and written communication of a pedagogic nature are essential. Just like it is written in Revue française de pédagogie (1994:133) "The classroom is a complex social system whose parts are in dynamic interaction, actors (teacher and student[s]), situation, material according to social status." In order for me to do my research, I had to focus my attention on the didactic analysis of the textbooks that I have been enabled to consult. It is two supporting textbooks: Mais oui 3 and Escalade Littéraire. Regarding the analysis of educational materials which encourage to interact, these two textbooks offer exercises of reflection depending on the level of the learner. In my work, I focus on the didactical and the linguistic skills of these two textbooks.
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Ethèves, Cynthia. "Les enjeux didactiques et culturels des manuels scolaires de français langue non maternelle dans l’espace méditerranéen : l’exemple de l’Italie." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30096/document.
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Cette thèse est basée sur une analyse de manuels scolaires, objet d'étude en plein essor. Toutefois, en Italie, la littérature se limite encore à de simples listes de manuels. Nous voulons aller plus loin et interroger ces manuels scolaire d'aujourd'hui afin de comprendre où en est l'Italie par rapport au projet européen qui met en avant le plurilinguisme. Quels sont les nouveaux enjeux qui sous-tendent la conception du manuel de français langue non maternelle en Italie ?AbstractThis thesis is based on an analysis of textbooks, expansion subject of study. However, in Italy, the literature is still limited to simple list of textbooks. We want to go further and question these textbooks of today to understand where Italy is.on European project that put first the multilingualism. What are the aims underlying the design of the French Manual non native language in Italy?
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Denimal, Amandine. "Perspectives pour une didactique de l'interculturation : mises en discours des relations intersociétales dans les manuels de français langue étrangère et seconde (Grèce, Liban, Maroc)." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00983433.
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Dans le champ de la didactique des langues-cultures étrangères et secondes, l'approche interculturelle semble connaître aujourd'hui une forme de crise, qui repose sur la déconstruction du concept de culture, et qui révèle un profond hiatus entre théories didactiques et pratiques de classe. L'interculturel cherche à se donner de nouveaux objets, fédérés par le concept de diversité. Cette diversité se conçoit moins comme une pluralité d'éléments que comme un complexus dynamique de relations entre sociétés : de l'" interculturation ", en somme, plus que l'interculturalité. Cette étude tente de voir si le renouvellement de paradigme recherché peut permettre de repenser l'enseignement culturel en classe de langue. Celui-ci se réalise essentiellement par les manuels scolaires, c'est pourquoi nous avons choisi d'étudier leur discours afin de voir s'ils représentent des formes d'interculturation entre les sociétés, avec quels types de relations intersociétales. La Grèce, le Liban et le Maroc étant des pays marqués par diverses formes de diversité culturelle, l'étude des manuels de ces pays nous permet d'envisager les possibilités et les difficultés d'une didactisation de savoirs " diversitaires " dans les manuels, et de mettre en évidence le rôle complexe des institutions scolaires, entre diversité et unité de la nation.
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Vesna, Simović. "Теличност као дистинктивно обележје аспектуалног значења у француском и српском језику." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101016&source=NDLTD&language=en.
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Предмет рада је анализа семантичке категорије теличности као дистинктивног обележја аспектуалног значења у француском и српском језику. Теличност представља једно од семантичких, односно инхерентних аспектуалних особина глаголских лексема или синтагми и означава постојање крајње тачке у одвијању глаголске радње. У теорији концептуалне семантике (Jackendoff 1996) теличност се дефинише као ограничење Путање, једне од основних концептуалних категорија, која заједно са категоријама Догађај и Време чини структуру глаголске ситуације.Циљ рада је анализа начина на које теличност учествује у стварању аспектуалног значења у француском и српском језику. У анализи су посматране семантичке класе глагола кретања, као и класе глагола извођења, стварања и трошења код којих важну улогу у изражавању теличности има директни објекат. Примењена метода контрастивне анализе открива да између француског и српског језика у начинима изражавања теличности највећа сличност постоји код глагола кретања: у француском ограниченост осе путање обележавају предлози à и jusque (+à/en), док предлог vers указује на неограниченост путање; у српском, ограниченост путање и достизање циља у току кретања изражавају предлошко-падежне конструкције са акузативом, док предлошко-падежне конструкције са дативом означавају да циљ у току кретања није достигнут и да је путања неограничена. У оба језика уочава се семантичка усклађеност између типа глаголске ситуације и предлога у француском, односно предлошко-падежних конструкција и глаголског вида у српском језику: уз ателичне глаголске ситуације у француском, односно неограниченотрајне глаголе у српском јављају се синтагме уведене предлогом, односно предлошко-падежном конструкцијом који такође означавају неограничену осу путање у процесу кретања (marcher/nager/courir vers – ходати/пливати/трчати према ка); уз глаголе који означавају тренутне радње, у француском теличне глаголске ситуације, а у српском глаголе свршеног вида, јављају се синтагме уведене предлогом, односно предлошко-падежне конструкције које указују да је оса путање у току кретања ограничена (arriver/venir/entrer à – стићи/доћи/ући у). Код семантичких класа глагола извођења, стварања и трошења у француском и српском језику, међутим, уочава се извесна разлика у погледу изражавања теличности. У француском језику концептуализација објекта као ограниченог или неограниченог учествује у изражавању теличности, те се глаголске ситуације у којима је објекат изражен као неограничен интерпретирају као ателичне (lire des romans/écrire des lettres/manger des oranges), док се глаголске ситуације које подразумевају постојање објекта актуализованог као ограниченог, целовитог појма, посматрају као теличне (lire les romans/écrire les lettres/manger les oranges). И у српском језику уочава се улога директног објекта у односу на теличност, али је она у вези са градилачким процесима. Код семантичких класа српских глагола извођења, стварања и трошења телични карактер глаголске ситуације обележава се непостојањем трећег члана видске опозиције у оним случајевима када перфективни облик глагола означава да је радња у потпуности протекла кроз објекат, односно када објекат настане или нестане у целости током глаголске радње (читати – прочитати – *прочитавати / писати – написати – *написавати / трошити – потрошити – *потрошивати). Уколико је објекат модификован или трансформисан, могуће је продужити радњу и тада постоји трећи члан видске опозиције (писати – уписати – уписивати). У оба језика, дакле, на концептуалном нивоу уочавају се истоветне појмовне категорије које се на структурно-језичком плану формализују на различите начине.Predmet rada je analiza semantičke kategorije teličnosti kao distinktivnog obeležja aspektualnog značenja u francuskom i srpskom jeziku. Teličnost predstavlja jedno od semantičkih, odnosno inherentnih aspektualnih osobina glagolskih leksema ili sintagmi i označava postojanje krajnje tačke u odvijanju glagolske radnje. U teoriji konceptualne semantike (Jackendoff 1996) teličnost se definiše kao ograničenje Putanje, jedne od osnovnih konceptualnih kategorija, koja zajedno sa kategorijama Događaj i Vreme čini strukturu glagolske situacije.Cilj rada je analiza načina na koje teličnost učestvuje u stvaranju aspektualnog značenja u francuskom i srpskom jeziku. U analizi su posmatrane semantičke klase glagola kretanja, kao i klase glagola izvođenja, stvaranja i trošenja kod kojih važnu ulogu u izražavanju teličnosti ima direktni objekat. Primenjena metoda kontrastivne analize otkriva da između francuskog i srpskog jezika u načinima izražavanja teličnosti najveća sličnost postoji kod glagola kretanja: u francuskom ograničenost ose putanje obeležavaju predlozi à i jusque (+à/en), dok predlog vers ukazuje na neograničenost putanje; u srpskom, ograničenost putanje i dostizanje cilja u toku kretanja izražavaju predloško-padežne konstrukcije sa akuzativom, dok predloško-padežne konstrukcije sa dativom označavaju da cilj u toku kretanja nije dostignut i da je putanja neograničena. U oba jezika uočava se semantička usklađenost između tipa glagolske situacije i predloga u francuskom, odnosno predloško-padežnih konstrukcija i glagolskog vida u srpskom jeziku: uz atelične glagolske situacije u francuskom, odnosno neograničenotrajne glagole u srpskom javljaju se sintagme uvedene predlogom, odnosno predloško-padežnom konstrukcijom koji takođe označavaju neograničenu osu putanje u procesu kretanja (marcher/nager/courir vers – hodati/plivati/trčati prema ka); uz glagole koji označavaju trenutne radnje, u francuskom telične glagolske situacije, a u srpskom glagole svršenog vida, javljaju se sintagme uvedene predlogom, odnosno predloško-padežne konstrukcije koje ukazuju da je osa putanje u toku kretanja ograničena (arriver/venir/entrer à – stići/doći/ući u). Kod semantičkih klasa glagola izvođenja, stvaranja i trošenja u francuskom i srpskom jeziku, međutim, uočava se izvesna razlika u pogledu izražavanja teličnosti. U francuskom jeziku konceptualizacija objekta kao ograničenog ili neograničenog učestvuje u izražavanju teličnosti, te se glagolske situacije u kojima je objekat izražen kao neograničen interpretiraju kao atelične (lire des romans/écrire des lettres/manger des oranges), dok se glagolske situacije koje podrazumevaju postojanje objekta aktualizovanog kao ograničenog, celovitog pojma, posmatraju kao telične (lire les romans/écrire les lettres/manger les oranges). I u srpskom jeziku uočava se uloga direktnog objekta u odnosu na teličnost, ali je ona u vezi sa gradilačkim procesima. Kod semantičkih klasa srpskih glagola izvođenja, stvaranja i trošenja telični karakter glagolske situacije obeležava se nepostojanjem trećeg člana vidske opozicije u onim slučajevima kada perfektivni oblik glagola označava da je radnja u potpunosti protekla kroz objekat, odnosno kada objekat nastane ili nestane u celosti tokom glagolske radnje (čitati – pročitati – *pročitavati / pisati – napisati – *napisavati / trošiti – potrošiti – *potrošivati). Ukoliko je objekat modifikovan ili transformisan, moguće je produžiti radnju i tada postoji treći član vidske opozicije (pisati – upisati – upisivati). U oba jezika, dakle, na konceptualnom nivou uočavaju se istovetne pojmovne kategorije koje se na strukturno-jezičkom planu formalizuju na različite načine.
The subject of this dissertation is the presence,position and role of literary texts in thetextbooks of French as a foreign language.Though in the last few years a lot has beenwritten about the importance of using literarytexts in foreign language teaching and itsadvantages in comparison to other types ofteaching material, French glotodidacticianspoint to the fact that literary texts are used incontemporary communication-orientedtextbooks as any other texts, with the primarypurpose of developing language skills. In orderto prove this hypothesis, the textbooks ofnational and French authors in use inelementary and high schools in Serbia areanalysed. As reading, that is, understanding atext is a prerequisite to any further work on thetext, special attention is given to readingstrategies and models which facilitate students’access to literary texts used in textbooks. Thecomparative approach allows us to gain insightinto similarities and differences in choosingFrench authors and their work represented intextbooks, the position of literary texts inteaching unit, the ways they are presented andthe accompanying activities. These criteria areused in the analysis of all textbooks: the ones byour and French authors both for elementaryschools, and for high schools.
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Abdallah, Doualeh Samatar. "Une didactique du français langue seconde pour l'enseignement secondaire à Djibouti : Enjeux et bilan d'une réforme scolaire." Electronic Thesis or Diss., Montpellier 3, 2023. http://www.theses.fr/2023MON30026.
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La réflexion théorique dans le champ du FLS et les propositions didactiques qui en découlent ont, pour l'essentiel et jusqu'à ce jour (l'actuelle initiative ELAN-Afrique, y compris), été cantonnées au stade des premiers apprentissages, à savoir l’enseignement primaire. Ambitionnant le projet de remédier à cela par l'intérêt porté justement à un domaine très peu investi en l'état actuel de la recherche, cette présente thèse porte sur un contexte précis qui est celui de la République de Djibouti où le français est non seulement une langue seconde, d'un point de vue sociolinguistique, mais où il a été aussi reconnu, en contexte scolaire, comme telle et ce de manière très officielle et inédite (cf. circulaire MENSUP du 25 juillet 2009). Que peuvent, dès lors, être les contours et les impératifs d'une didactique du FLS au niveau 3 (le lycée) en contexte djiboutien ? La réponse au problème posé a nécessité une démarche méthodologique plurielle et un corpus hétéroclite : en effet, nous avons d’abord procédé à l'étude du discours institutionnel qui a donné lieu à la réforme susmentionnée en soumettant le curriculum du secondaire à l’analyse de contenu. L’étude des manuels de français à l’aide d’une grille d’analyse a, dans un second temps, été l’occasion de mesurer l’application concrète des prescrits curriculaires. Enfin, nous avons mené une enquête ethnographique mettant un coup de projecteur sur les pratiques enseignantes. L'observation de classe ainsi que les entretiens avec les collègues, enseignants et formateurs, a permis de porter un regard critique sur la mise en œuvre effective des recommandations officielles (et les difficultés qui lui sont propres). Notre travail de recherche, portant sur une réforme éducative d’envergure, se propose in fine d'apprécier l'articulation/cohérence entre commande institutionnelle, productions de matériels didactiques et pratiques de terrainTheoretical reflection in the field of FSL and the resulting didactic proposals have, for the most part and to date (including the current ELAN-Africa initiative), been confined to the early learning stage, i.e. primary education. With the aim of remedying this situation by focusing on an area of research that has received very little attention to date, this thesis focuses on the Republic of Djibouti, where French is not only a second language from a sociolinguistic point of view, but has also been recognized as such in the school context, in a very official and unprecedented manner (cf. MENSUP circular of July 25, 2009). What, then, are the contours and imperatives of FSL didactics at level 3 (High School) in the Djiboutian context? Answering this question required a plural methodological approach and a heterogeneous corpus: we began by studying the institutional discourse that gave rise to the above-mentioned reform, by subjecting the secondary school curriculum to content analysis. Secondly, we studied French textbooks using an analytical grid, in order to measure the concrete application of curricular prescriptions. Finally, we carried out an ethnographic survey to shed light on teaching practices. Classroom observation and interviews with colleagues, teachers and trainers enabled us to take a critical look at the actual implementation of official recommendations (and the difficulties inherent in it). Our research, which focuses on a major educational reform, ultimately aims to assess the articulation/coherence between institutional orders, the production of teaching materials and practices in the field
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Mytaloulis, Konstantinos. "L'enseignement du français et son histoire dans les manuels scolaires en Grèce : aspects culturels." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030037.
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Cette étude fait l’objet d’un double traitement des manuels de français utilisés en Grèce : d’une part, l’étude de leur histoire et, d’autre part, le recensement et l’analyse de leur dimension culturelle. Cette rétrospective nous permet de mieux cerner les lignes directrices des manuels, d’en dégager des constantes, des éléments communs, au cours des diverses époques étudiées et d’en confronter les données.Les manuels de notre recherche sont classés en deux catégories, les manuels du XIXe siècle et ceux qui sont datés principalement de la première décennie du XXIe siècle ou plus précisément ont été publiés entre 1998 et 2008.Nous voulons montrer par l’étude de la naissance de l’enseignement du français en Grèce qu’il y a un rapport étroit entre l’introduction du français en tant que discipline dans les cursus des écoles publiques grecques et les événements historiques des époques de référence. Ce travail permet de retrouver ainsi, les premières racines de la disciplinarisation du français langue étrangère en Grèce.À travers notre analyse des manuels contemporains, qui s’appuie sur l’observation d’un corpus de plus de vingt manuels de français en usage en Grèce dans les écoles de l’enseignement secondaire et primaire publics, nous nous interrogeons aussi sur le rôle de l’image en tant que porteur de culture dans les manuels et sur la façon de rendre l’acte didactique interculturel plus clair au moyen du traitement des dialogues. Est également posée la question de la valeur des dialogues qui figurent dans les manuels de FLE en tant que documents authentiques ou fabriqués et du métalangage utilisé. Le recensement des aspects culturels des manuels de notre corpus nous permet d’élaborer une grille d’analyse et d’évaluation d’un manuel de FLE. Cette grille sert à comparer les manuels quant à leur pertinence sur certains points précis et met en avant leurs rubriques consacrées aux aspects culturelsThis research intends to make a double study of Greek textbooks for French as a foreign language: on the one hand it examines the history of these textbooks in Greece and on the other hand it records and analyses their cultural dimension. This flashback allows us to distinguish more clearly the books’ guidelines, to deduce their constancy, the common elements of the different eras as well as to compare and contrast this data.The textbooks are divided into two categories, the 19th century textbooks and those dating mostly at the first decade of the 21st century, more specifically those published between 1998 and 2008.We would like to point out by studying the birth of the French language teaching in Greece that there is an unbreakable connection between the introduction of French as a taught subject in the curriculum of the Greek public schools and the historical events of that time period. This study allows us to find the origins of disciplinarization of the French language teaching in Greece.The examination of the contemporary textbooks, which is based on the analysis of a selection of more than twenty textbooks used in primary and secondary Greek schools, focuses firstly on the role of image as culture conveyor in the textbooks and secondly on the way we could make the teaching cultural act clearer through the study of dialogues. It refers also to the question of the value of the dialogues we come across often in the textbooks as authentic or fabricated productions as well as to the metalanguage used by them.The recording of the cultural aspects in the textbooks of our selection allows us to develop a chart which analyses and evaluates those which are used in teaching French as a foreign language. This chart serves in comparing and contrasting the textbooks concerning the accuracy of specific points and in demonstrating the rubrics dedicated to cultural elements
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Silva, Sergio Luiz Baptista da. "Masculinidades e feminilidades dentro dos manuais do FLE (Francês língua estrangeira): das visões sexistas às relações de gênero." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-25112009-110827/.
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Esta pesquisa teve por objetivo verificar como as masculinidades e feminilidades são mostradas, cronologicamente, nos manuais do FLE (Francês Língua Estrangeira), analisando sobretudo as visões sexistas da diferença dos sexos e as relações de gênero. Segundo Scott (1999), a visão sexista dominou durante séculos as análises que se propunham refletir sobre a problemática das diferenças sexuais. Na verdade, tratava-se de uma visão estática do que representava ser homem ou ser mulher nas sociedades ocidentais. Somente a partir da revolução sexual proposta pelo Movimento feminista anglo-americano dos anos 1960 que se começou a pensar em gênero como resultado sócio-cultural das diferenças dos corpos masculino e feminino, percebendo que a identidade de gênero é construída para além do corpo biológico e, além do mais, passível de variações no tempo e no espaço. Para a realização desta pesquisa, selecionamos alguns manuais representativos na história do FLE, mais especificamente seis manuais produzidos a partir de 1960, ano da publicação do manual VIF, que coincide com o início movimento feminista. Para tanto, foi feita uma análise descritiva das imagens e textos pertinentes à pesquisa. Nossa hipótese de partida era a de que encontraríamos dentro desses manuais muito mais visões sexistas do que variações das identidades de gênero. Acreditamos que esta pesquisa é promissora no domínio do Ensino de Línguas Estrangeiras, em especial do FLE, pois pode oferecer aos professores de LE outros elementos de análise e de crítica sobre o livro didático e, conseqüentemente, sobre suas práticas pedagógicas.The object of this research was to check how male and female chracteristics are chronologically presented in the FFL (French as a Foreign Language) manuals, through the analysis of sexist views of the difference between genders and their relations. According to Scott (1999), for centuries the sexist point of view was predominant in the analyses of sexual differences. In fact, it was a stactic view of the representation of what was believed to be a man or a woman in the Western civilization. Just after the sexual revolution resulting from the American Liberation Movement of the 1960s did one start to reflect on gender as a result of social and cultural-based concepts between male and female bodies, and to notice that gender identity is built beyond the biological body, thus subjected to time and space variations. For the sake of this research , we selected some manuals which are benchmarks in the history of FFL, more specifically six manuals produced as of 1960, year of the publication of the VIF, which coincides with the start of the Liberation Movement. We proceeded to make a descriptive analysis of the images and texts which fit the research. We hypothesized finding many more sexist views in these manuals than variations of gender identities. We believe that this research is very promising in the Foreign Language Studies domain, specially in FFL, for it may offer FL teachers other elements of analysis and criticism of the textbook and, consequently, of its pedagogic practices.
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Rochebois, Christianne. "La diversité culturelle dans les méthodes de FLE utilisées au Brésil : enquête auprès des étudiants de l’Université Fédérale de Viçosa." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030020.
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Cette étude relève de la didactique des langues-cultures. Elle s’appuie sur une problématique constitutive de notre moment historique-social, la cohabitation avec un autre beaucoup plus proche de soi, et la reconnaissance de son égalité. Ce travail de recherche n’est qu’une approche dans un temps et un lieu spécifique : il se situe au Brésil, a pour toile de fond une société très diversifiée dans tous les sens et se soutient sur le processus d’enseignement-apprentissage du FLE d’un public étudiant d’une université publique au Minas Gerais. Parmi les différents vecteurs dont dispose l’apprenant pour construire des représentations sur l’étranger et les autres cultures, nous avons voulu vérifier la participation des manuels utilisés en salle de classe comme matériel de base de connaissance et reconnaissance de la langue-culture francophone, et nous avons posé les questions de recherche suivantes : - Les méthodes de FLE, vont-elles dans les sens de la construction d’une compétence pluriculturelle ? - La réalité française exposée dans le contenu de ces méthodes montre une France ouverte à d’autres cultures ? - L’espace représenté est de même, le plus souvent, celui de l’Hexagone. Qu’en est-il des pays francophones, qu’en est-il des pays où la langue est utilisée pour des raisons historiques, culturelles ou économiques ? Nous proposons une analyse du rôle des acteurs du processus d’enseignement-apprentissage d’une langue étrangère, et nous présentons les méthodes de FLE retenues pour ce travail, notamment en ce qui concerne le contenu culturel des manuels, divisé en deux catégories : la diversité des espaces et lieux et la diversité sociale. Pour mener bien à cette étude, nous avons conduit des enquêtes par questionnaires afin de mettre en évidence le contenu des représentations des apprenants utilisateurs des manuels choisisThis dissertation highlights the didactics of languages-cultures. It is based on a constitutive problem of our socio-historical moment: living together with an Other a lot closer to Oneself, and recognizing this Other as an Equal. This research work is not but an approach in a specific time and place: it is located in Brazil; it has as a backcloth a society very diversified in all senses, and it has as a scope the process of teaching-learning French as a Foreign Language related to college students in a public university in Minas Gerais state. Among the various vectors that the learner deploys in order to build representations of foreign countries and other cultures, we have chosen to verify the role of the textbooks used in the classroom as basic material to acquire knowledge of the foreign language and recognition of the francophone culture. The research questions we have posed in this regard were the following: - Do the textbooks of French as a Foreign Language go in the direction of building multicultural competence? - Does the French reality exposed in the contents of these textbooks depict France as a country open to other cultures? - Since the space represented is, most of the time, just the Hexagon, what about the francophone countries, where the language is used for historical, cultural or economic reasons? We propose an analysis of the role the actors play in the process of teaching-learning a foreign language. We thus present the textbooks highlighted for this work, notably regarding the cultural contents they encompass, divided into two categories: the diversity of spaces and places, and the social diversity. To render this study feasible, we have conducted surveys using questionnaires, so that we could reveal the content of the representations of the learners using the chosen textbooks
Books on the topic "Textbooks - french language"
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Landreneau, Raymond Lee. The Cajun French language. Atlanta, Ga: Chicot Press, 1989.
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Anthony, Lodge R., ed. Exploring the French language. New York: Arnold, 1997.
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Lang, Margaret. Interpreting French: Advanced language skills. London: New York, 2001.
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Rowlinson, W. French grammar. Oxford: Oxford University Press, 2000.
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Rowlinson, W. French grammar. Oxford: Oxford University Press, 1992.
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Battye, Adrian. The French language today. London: Routledge, 1992.
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Calvez, Daniel. French reference grammar: A complete handbook of the French language. Lincolnwood, Ill., USA: National Textbook Co., 1998.
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Rodrigues, Isabelle. Streetwise French: Speak and understand everyday French. Chicago, Ill: Passport Books, 2001.
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Lazar, Liliane. Living language conversational French. New York: Crown Publishers, 1993.
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Ganeri, Anita. French. Chicago, Ill: Heinemann Library, 2012.
Find full textBook chapters on the topic "Textbooks - french language"
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Chapelle, Carol A. "Québec’s Cultural Narrative and French Textbooks." In Teaching Culture in Introductory Foreign Language Textbooks, 37–73. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_2.
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Spiegelman, Julia D. "Racism, Colonialism, and the Limits of Diversity: The Racialized “Other” in French Foreign Language Textbooks." In Diversity and Decolonization in French Studies, 51–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95357-7_4.
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Block, David, and John Gray. "French Language Textbooks as Ideologically Imbued Cultural Artefacts." In New Directions for Research in Foreign Language Education, 113–31. Routledge, 2017. http://dx.doi.org/10.4324/9781315561561-8.
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Posner, Rebecca. "Introduction." In Linguistic Change in French, 1–8. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198240365.003.0001.
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Abstract There is an ample supply of books, new and old, on the history of the French language, in all the major languages of the world. The basic facts are common currency, and introductory textbooks, detailed manuals, and research monographs abound. Along with English, which shares with French a good part of its history, French is probably one of the best documented languages in the world. Its history seems to hold few secrets: modern theorists seeking examples of phenomena to illustrate their theories usually turn to works that are fifty, a hundred, years old for their data. Usually they are not disappointed in the accuracy and exhaustiveness of older research, even though they seek to supplement the data in the public domain with new examination.
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Abdeljaouad, Mahdi, and Pierre Ageron. "Sulaymân al-Harâ’irî (1824-1877): his attempts to reconcile the Islamic civilization with modern science and mathematics education." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 177–91. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.14.
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Who was Sulaymân al-Harâ’irî? Little is known about this enigmatic and controversial scholar. Born in Tunis in 1824, he settled in Paris in 1856 and died there in 1877. His unpublished manuscripts contain many translations into Arabic of French books, several of which are pertinent to mathematics. He translated arithmetic textbooks by Hippolyte Vernier, a surveying textbook by G. Frédéric Olivier and La Lande’s survey on uses of logarithms. He also drew up the plan for a comprehensive treatise on practical geometry, thus apparently laying the foundation for a Euro-Islamic hybrid mathematical knowledge. Keywords: Tunisia, Arabic language, translation, hybridization, arithmetic, logarithms, practical geometry
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Schleicher, Regina. "World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany." In The World of Children, 81–92. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv1dwq1fh.8.
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Blattner, Geraldine, Amanda Dalola, and Lara Lomicka. "Twitter in Foreign Language Classes." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 769–97. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch034.
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This chapter looks at the potential of the mircroblogging tool Twitter as a multifaceted resource for foreign language learners and educators. It highlights how this microblogging and social networking service provides authentic settings that are both dynamic and communicative, and which facilitate the cultural enrichment of first-year French learners, by enhancing their socio-pragmatic awareness and developing their multiliteracy skills in a second language. We argue for the importance of making students aware of this linguistic culture from an early stage of their language studies. This invisible second language culture is rarely discussed in traditional classrooms and only sporadically presented in foreign language textbooks; however, it can easily be experienced in digital environments like Twitter, making it an ideal context for such exposure. Our results suggest that the incorporation of linguistic cultural elements is indispensable to the development of intercultural communicative competence, a skill that paves the way for successful communication across national boundaries and in different electronic discourses.
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Haskell, Yasmin Annabel. "Cultivating Science: French ‘Meteorological’ Georgic." In Loyola's Bees. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262849.003.0004.
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In the eighteenth century, the publication of scientific books boomed following the switch to the vernacular. The decline of Latin and Greek, the availability of translations, and the adoption of novel ways of presenting scientific information increased the population of potential audiences during this period. This chapter explores some of the Jesuit Latin poems on scientific subjects before the transition to vernacular. It aims to determine the extent to which the Jesuits anticipated and participated in the vulgarizing mission of textbooks writers later in the century. In general, Jesuits were regarded as scientific educators owing to their contributions to the growing interest in science. During the eighteenth century, the trend was for the production of the facile side of science and illustrated books; however, French Jesuits did not adhere to the growing trend. Although they curbed their poetic powers on playful and topical objects like the secular science writers, their poems and works were devoid of instructive or diverting diagrams and pictures. They also capitalized on poems that were written in Latin at a time when the language rarely attracted noble and bourgeois readers, and in a genre that could be hardly described as novel.
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Spaëth, Valérie. "The “civilization-language-culture” relationship in reading books for teaching in French to allophone schoolchildren (1885–1930): A window opened to the past." In Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch7.
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The study of excerpts from five reading books intended for African allophone children between the end of the nineteenth and the first third of the twentieth century makes it possible to delineate the history of these fascinating objects located in a system of historicity that has disappeared. While these texts were initially intended to be read to learn a non-native language (French) and to anchor or transmit exogenous or already hybridized values, they give rise to multiple interpretations. These textbooks thus offer keys to grasping the complexity of the processes that construct the relationship between civilization, language, and culture. Indeed, they were able to serve both colonial propaganda and the pedagogical ideals of the teachers to promote a form of assimilation or integration.
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Schleicher, Regina. "Chapter 3 World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany." In The World of Children, 81–92. Berghahn Books, 2022. http://dx.doi.org/10.1515/9781789202793-006.
Full textConference papers on the topic "Textbooks - french language"
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Yamaguchi, Nami, David Alfter, Kaori Sugiyama, and Thomas François. "Towards a Verb Profile: distribution of verbal tenses in FFL textbooks and in learner productions." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190013.
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Morphological inflection is known to be difficult to master for L2 learners. In this paper, we examine the state of the use of inflection in the verbal tense system among learners of French, and contrast it with the use in FFL textbooks. The objectives of our study are threefold: 1) To establish the distribution of verbal tenses on French textbooks in an automatic way, in order to obtain the first fully empirical and extensive resource on French verbal tenses; 2) To objectively describe the use of verbal tenses by learners of different CEFR levels; 3) To identify the tenses that learners struggle with. Through the description of the use of the tenses in the learners, we found that they had difficulty with the past perfect indicative, even at advanced levels. The proposed Verb Profile summarizes which tenses should be understood at which level, and as such can guide teachers and learners, as well as help pinpoint tenses that learners are underperforming on.
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Soare, Ioanlaurian, and Mariacristina Munteanubanateanu. "UNIVERSITY CURRICULA, ELEARNING AND LANGUAGE LEARNING PLATFORMS. AN INNOVATIVE WAY TO LEARN LANGUAGES WITH AND WITHOUT A TEXTBOOK." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-141.
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Student Andrei M. is studying at the University Politechnica, Bucharest/Romania. He is in the second term. He started learning German from scratch as a Foreign Language within the Language Curriculum Portfolio the Politechnica is offering. He is studying 2 hours a week. For about 2 months he is attending by his own language courses on a computer-assisted language learning platform. After two months on this platform his level in German has increased considerably. Studying a foreign language at the university has been a motivational starting point for Andrei, so that he further chose a second source for learning the language. The present article aims to analyze language (e)Learning issues on a university level in English, French, German and Spanish language Teaching Programs. Computers have been, for some time now, an integral part of our modern life. Needless to say that computer-programs can help us learn. The niche market of language learners is growing, they are a segment of people that need more than a textbook and a teacher in order to acquire a language. This paper explores the benefits of eLearning programs, more specific, CALL courses on internet platforms. The study comprises two related areas: a presentation of language learning platforms as a theoretical basis and a case study. What is the impact of CALL services on the students in Politechnica? Should the efficiency in language learning by means of CALL programs rely on their ability of assisting learners with interactive teaching instructions? In what way motivation plays a role in language eLearning? Not in the least: how innovative a CALL program can be? The article tries to answer the questions and highlight the main issues in this domain.
Reports on the topic "Textbooks - french language"
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E-textbook of the French language " French? Love!"(level A1-A2)). OFERNIO, February 2015. http://dx.doi.org/10.12731/ofernio.2015.20799.
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