Academic literature on the topic 'Ukrainien (langue) – Enseignement assisté par ordinateur'
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Journal articles on the topic "Ukrainien (langue) – Enseignement assisté par ordinateur"
Whyte, Shona, and Julie Alexander. "Implementing tasks with interactive technologies in classroom CALL: towards a developmental framework / Vers un cadre de développement pour la mise en œuvre de tâches à l’aide de l’apprentissage des langues assisté par ordinateur (ALAO)." Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 40, no. 1 (May 9, 2014). http://dx.doi.org/10.21432/t2tg6j.
Full textDissertations / Theses on the topic "Ukrainien (langue) – Enseignement assisté par ordinateur"
Saint-Joanis, Olena. "Formalisation de la langue ukrainienne avec NooJ : préparation du module ukrainien." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2024. http://www.theses.fr/2024UBFCC005.
Full textLthough interest in the Ukrainian language has increased greatly in recent years, it remains poorly described and schematized. The few Natural Language Processing (NLP) software applications available do not necessarily meet the needs of students or researchers. These tools have been developed using stochastic approaches and, therefore, do not have a solid linguistic basis. Consequently, their usefulness is questionable, as they produce too many errors. After studying these available NLP applications, we chose to use the NooJ linguistic platform to process Ukrainian because it provides us with the tools we need to develop linguistic resources in the form of dictionaries and orthographic, morphological, syntactic, and semantic grammars. Note that NooJ also provides users with tools to manage corpora, perform various statistical analyses, and is well adapted to construct pedagogical applications. We have built a Ukrainian module for NooJ that consists of a main dictionary, "Ukr_dictionary_V.1.3," and two secondary dictionaries, "Ukr_dictionary_Participle_V.1.3" and "Ukr_dictionary_Proper_lowercase_V.1.3". The main dictionary contains 157,534 entries and recognizes 3,184,522 inflected forms. It describes simple ALUs made up of a single graphic form, but also locutions made up of two or more forms; it recognizes and analyzes ALUs with alternative spellings, and makes abbreviations explicit. The inflected forms of variable entries are formalized through 303 inflectional paradigms. We have also formalized 114 derivational paradigms that link perfective verbs to imperfective verbs. The 19 morphological grammars describe numerous derived forms and spelling variants not found in the dictionary. Finally, we have listed certain forms in secondary dictionaries, notably lower-case participles, and proper nouns. The "Ukr_dictionary_Participle_V.1.3" dictionary contains 13,070 entries and complements the main dictionary when the morphological grammar describing participles does not allow the participle to be recognized in the text. Thanks to these resources, 98.3% of occurrences in the test corpus were recognized and annotated with their morphological information. We also built ten syntactic grammars, which removed many ambiguities, as we went from 206,445 annotations to 131,415 for a corpus of 108,137 occurrences. We have also outlined several avenues for future work to improve our module, namely: the development of new additional morphological grammars and syntactic grammars that will remove the remaining ambiguities
Mangenot, François. "Aides logicielles pour apprentis scripteurs en langue maternelle et en langue étrangère." Paris 10, 1995. http://www.theses.fr/1995PA100091.
Full textTraditional CALL is often criticized as it doesn't take account of recent approaches in cognitive psychology, linguistics or psycho-pedagogy. This use of the computer as a tutor doesn’t seem to make much sense in the field of acquisition of writing skills. On the other hand, many publications are to be found about using the computer as a tool (word processor, concordance,. . . ). But between the tutor and the tool, a field has remained more or less unexplored, which considers the computer as a support for constructivist activities (language games, language generators, writing environments). This research proposes computer—based activities aimed at developing writing skills, and more generally language awareness, with novice writers. Cognitive, social and linguistical aspects at stake in these activities are studied here
Poïarkova, Elena. "L' enseignement assisté par ordinateur de la traduction français-russe." Aix-Marseille 1, 2006. http://www.theses.fr/2006AIX10018.
Full textDamaskou, Maria. "L'élaboration d'un programme de français langue étrangère assisté par ordinateur pour les hellénophones." Paris 5, 1996. http://www.theses.fr/1996PA05H016.
Full textThe purpose of this present work is to reach the objective that we have set for ourselves, that of communication with the computer through the pedagogical principles of expression libre. The latter constitutes the basis of the Mireille computer software programme, which has served as model in the development of our project, for speakers of the Greek language. Firstly, we studied the main linguistic theories and examined their influence on the different foreign language teaching learning methods, so as to reach certain pedagogical conclusions which would justify our choice, that is to say that of the rehabilitation of(contextually) meaningful and authentic speech. Secondly, we outlined the pedagogical framework of expression libre so as to better define this approach of passing from the stage of recognized language to the stage of applied language on performance of the learner in his her native language, in order to atteint the target language, and we have laid down the pedagogical and linguistic principles before proceeding to the presentation of the Mireille computer software programs, we examined the status of the computer in the language classroom, as well as the current reality regarding this teaching tool, new to the educational field in Greece. We next described the conceptual framework of Mireille by examining the types of communicative competence targeted, and the means of attaining these, stressing that they lie within a global approach aiming at the development and autonomy of the learner. Finally we proceeded to analyze a teaching sequence through the presentation of one of the three Mireille Greek version, so as to demonstrate that foreign language acquisition takes place through authentic conversation as carried out by software programs that are provided with the flexibility and tolerance that can be found in the software programs in question. We also examined the new dynamics established in the teaching process following introduction of this new teaching tool
Chenik, Nicole. "L'enseignement assisté par ordinateur et son application à l'enseignement de l'anglais de spécialité." Paris 4, 1992. http://www.theses.fr/1992PA040126.
Full textThis purpose of this thesis is to examine how Computer Assited Language Learning (CALL) can be usefully applied in ESP. .
Carton, Martine. "ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030041.
Full textThis thesis describes an action research in the field of didactics of French literature for Japanese University students in the context of ICT-aided learning. It is based on the mediatisation of the reading process of a digitized version of a novel with the computer. The novel is read in an ICT laboratory, which allows access to features that help to redistribute the roles of actors in the teaching situation, which traditionally focused on the teacher. The teaching of translation is reconsidered through the technique of parallel corpus, which allows for the analytical study of several translations already published of the same book
Zaafrani, Riadh. "Développement d'un environnement interactif d'apprentissage avec ordinateur de l'arabe langue étrangère." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/zaafrani_r.
Full textPurinthrapibal, Sirima. "Enseignement du FLE assisté par ordinateur en Thaïlande : étude de l'aide à la compréhension de relations logique cause-conséquence." Toulouse 2, 2008. http://www.theses.fr/2008TOU20015.
Full textThe purpose of this research was to study foreign language comprehension. After first presenting a review of various literature on oral and written comprehension theories based on cognitive psychology and psycholinguistic, we then present the experimental study conducted with Thai students learning French as a foreign language. The experiment consisted of examining the students'performance in comprehension of different causal relation phrases related by connectives, and alternatively by punctuations in different degrees of difficulty and orders of situation. We performed test scenarios via both oral and written computer-based examinations. This study showed that oral comprehension is a significant problem for Thai students compared to written comprehension. In addition, this study shows that 1) causal phrases related by connectives are easier to comprehend than causal phrases related by punctuation, and 2) the performance in comprehension of phrases which situations are in cause-consequence order is better than that of phrases with consequence-cause situations order. The analysis of the collected data permit to propose revisions to traditional teaching methods to improve students' oral comprehension and understanding of cause-consequence expressions, and as well to propose modifications to Computer-assisted Instruction methods to achieve similar improvements in student comprehension
El, Youbi Belkacem. "La pédagogie de l'arabe et ses développements sur micro-ordinateur." Paris 5, 1995. http://www.theses.fr/1995PA05H065.
Full textNowdays, pedagogy of Arabic language and the development of its learning strategies on computer supports for a native or foreign public does not make detailed scientific studies. We are involved in this research for a help and a scientifisation of the pedagogy of its language by introducing computer. Our study is made up of three complement ry parts : survey, pedagogie by ordinator and the execution of the software that we called Luqman
Mckim, Kerrie. "Sites Internet : approches par les tâches et apprentissage du lexique en langue étrangère." Grenoble, 2010. http://www.theses.fr/2010GRENL001.
Full textThis dissertation lies within the fields of Second Language Acquisition and Computer-Assisted Language Learning integrating a task-based learning approach while focusing on lexical acquisition. This study was developed following the observation that websites are frequently used in the foreign language class yet little research has been done to examine the impact that the use of l websites has on the students’ acquisition of the language. The purpose of this research is to examine the impact of the websites on lexical learning in the foreign language classroom. The participants in this study are university students enrolled in a conversational language class, Their language level range from advanced beginners to advanced intermediate learners. Websites are integrated into the course curriculum through the use of Blackboard (a course management system) and studied outside of class to prepare for in class communicative tasks. The study presents a description of the communicative tasks carried out by the students as well as the Internet websites used in the execution of the communicative tasks. Comparisons are then made between the language produced by the learners during the tasks and the lexical items present on the websites
Books on the topic "Ukrainien (langue) – Enseignement assisté par ordinateur"
Lamarche, Rolande. Ordinateur et pédagogie de l'orthographe: Typologie de didacticiels. Montréal, Qué: Programme de perfectionnement des maîtres de français au primaire, Université de Montréal, 1985.
Find full textGrandchamp-Tupula, Mariette. Vocabulaire de l'enseignement assisté par ordinateur =: Vocabulary of computer-assisted instruction. [Ottawa, ON: Public Works and Government Services Canada, Translation Bureau], 1996.
Find full textAlberta. Alberta Learning. Direction de l'éducation française. Orientations en TIC pour l'immersion française. Edmonton: Alberta Learning, Direction de l'éducation française, 2001.
Find full textRachel, Cohen, and Barrère Michèle, eds. Les Jeunes enfants, la découverte de l'écrit et l'ordinateur. Paris: Presses universitaires de France, 1987.
Find full textCentre d'histoire des idées dans les Iles Britanniques., ed. Sociétés et technologies de la communication - France et pays de langue anglaise: Colloques de 1990. Paris: Presses de l'Université de Paris-Sorbonne, 1992.
Find full textKnight, Doug. Technologies de l'information et de la communication (TIC): Trousse d'évaluation pour la salle de classe : élémentaire 1er et 2e cycles : francophone. Edmonton: Alberta Learning, Direction de l'éducation française, 2004.
Find full textKnight, Doug. Technologies de l'information et de la communication (TIC): Trousse d'évaluation pour la salle de classe : secondaire 2e cycle : francophone. Edmonton: Alberta Learning, Direction de l'éducation française, 2004.
Find full textKnight, Doug. Technologies de l'information et de la communication (TIC): Trousse d'évaluation pour la salle de classe : secondaire 2e cycle : immersion. Edmonton: Alberta Learning, Direction de l'éducation française, 2004.
Find full textKnight, Doug. Technologies de l'information et de la communication (TIC): Trousse d'évaluation pour la salle de classe : élémentaire 1er et 2e cycles : immersion. Edmonton: Alberta Learning, Direction de l'éducation française, 2004.
Find full textHowie, Sherry Hill. Reading, writing, and computers: Planning for integration. Boston: Allyn and Bacon, 1989.
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