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Journal articles on the topic 'Vidéo et language'

Author: Grafiati

Published: 25 May 2024

Last updated: 31 July 2025

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1

Trocme, Hélène. "Phonétique et vidéo." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 2 (1985): 33–34. http://dx.doi.org/10.3406/apliu.1985.2470.

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Casado Valenzuela, Alicia. "Los universales de localización." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 5 (2019): 678–95. http://dx.doi.org/10.1075/babel.00118.val.

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Résumé Dans cet article, le nouveau concept de « localisation universelle » a été établi après avoir trouvé la présence d’universels de traduction dans le domaine de la localisation de jeux vidéo, c’est-à-dire leur traduction et leur adaptation à d’autres marchés, indépendamment de leur pays d’origine. Après avoir revu le concept des universels de traduction et défini la méthodologie de l’article, les universels de localisation ont été illustrés à l’aide d’un corpus créé en utilisant les images de différents jeux vidéo. Le corpus inclut plus particulièrement les jeux vidéo Pokémon Sapphire et

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Escudié, Chantal. "Grille n°2. Activité pédagogique. Compréhension et vidéo." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 17, no. 2 (1997): 71–72. http://dx.doi.org/10.3406/apliu.1997.1259.

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Hughes, Edward. "Proust et les images: peinture, photographie, cinéma, vidéo." French Studies 59, no. 4 (2005): 566–67. http://dx.doi.org/10.1093/fs/kni258.

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Baron, Irène. "«Attention ! Surveillance vidéo» La linguistique à l’intersection des langues et du droit." Scolia 22, no. 1 (2007): 105–23. http://dx.doi.org/10.3406/scoli.2007.1107.

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The present article is a contribution to the current debate on the adoption of English as the official language of the EU Institutions. It treats the parallelism between linguistic types and legal systems, and its purpose is to demonstrate that this parallelism is due to a causal relation between the two. The lexical type to which a particular language belongs has repercussions on to its syntax, its textual organisation and more generally the way in which larger domains of complex information are structured. In the final analysis, even the methods used by European lawyers seem to be determined

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Taranger, Marie-Claude. "Ratons-laveurs et « nouvelles » techniques. L'utilisation de la vidéo dans une enquête linguistique." Langue française 71, no. 1 (1986): 87–100. http://dx.doi.org/10.3406/lfr.1986.6422.

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Jeanmaire, Guillaume, and Jeong-yeon Kim. "Traduire des jeux vidéo thérapeutiques pour enfants : entre localisation et vulgarisation médicale/Translating therapeutic video games for children: between localisation and medical vulgarisation." Journal of Specialised Translation, no. 38 (July 25, 2022): 232–53. https://doi.org/10.26034/cm.jostrans.2022.090.

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As part of an international medical project, therapeutic video games were co-translated into thirteen languages for children with asthma in collaboration with pneumopediatricians, pharmacists, medical interns, translators, and IT specialists. Translation of these games differs from that of commercial games: longer deadlines, direct translation without the English pivot, possibility of viewing the game (translation in context) and editing the source text. The present study discusses the translation strategies related to health issues for young recipients. The findings show that regular exchange

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Barkaoui, Khaled. "Exploring Second Language Learners’ Writing Processes and Texts When Writing to Different Audiences." Canadian Modern Language Review 77, no. 3 (2021): 234–38. http://dx.doi.org/10.3138/cmlr-2020-0055.

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Bien que le public visé joue un rôle important dans tous les modèles de rédaction, peu de chercheurs se sont intéressés à la façon dont les rédacteurs en langue seconde (L2) conceptualisent leur public et s’adressent à lui au cours du processus de rédaction. L’auteur entend combler cette lacune en analysant quand et comment les apprenants de la L2 envisagent leur public lorsqu’ils écrivent en L2 et en s’interrogeant sur l’incidence du public visé sur leur processus d’écriture et leur texte. Chacun des 16 apprenants de la L2, à deux niveaux de compétences linguistiques en anglais (faible et éle

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Lung, Rachel. "On Mis-translating Sexually Suggestive Elements In English-Chinese Screen Subtitling." Babel. Revue internationale de la traduction / International Journal of Translation 44, no. 2 (1998): 97–109. http://dx.doi.org/10.1075/babel.44.2.02lun.

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Abstract English-speaking movies and television series are flourishing in Hong Kong, and Chinese screen subtitles are often provided to the audience. Studies relating to subtitling have often discussed reduction methods and reduction categories, but little work has touched on the areas of and reasons for under-translation. The author has observed that sexually suggestive information is often under-translated in English-Chinese subtitling. Some instances suggest that the under-translation is related to the translator's ignorance of English idiomatic usage, or the translator's insensitivity of t

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Galante, Angelica. "Developing EAL Learners’ Intercultural Sensitivity Through a Digital Literacy Project." TESL Canada Journal 32, no. 1 (2015): 53. http://dx.doi.org/10.18806/tesl.v32i1.1199.

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Language and culture are informally integrated in many English as an Additional Language (EAL) programs, but cultural discussions are often regarded from the perspective of a particular dominant culture. Although this integration is crucial for the development of communicative competence, practical applications are still challenging as language teachers tend to know more about linguistic items than cultural aspects (Celce-Murcia, 2007). This article describes a digital literacy project implemented with language learners in an adult EAL program. Using Bennett’s (1993) DMIS model for intercultur

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Séror, Jérémie. "L’écriture à l’ère du numérique : apport de la capture vidéo écran pour l’étude de la composition et de la reformulation." Éla. Études de linguistique appliquée N° 207, no. 3 (2023): 365–78. http://dx.doi.org/10.3917/ela.207.0113.

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Roessingh, Hetty. "Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom." TESL Canada Journal 37, no. 1 (2020): 51–62. http://dx.doi.org/10.18806/tesl.v37i1.1334.

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Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to

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Broutin, Jonathan, and Erdogan Kartal. "Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique." Traduction et Langues 22, no. 2 (2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.

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Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instru

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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.

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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vi

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Ziegler, Nicole, Kara Moranski, George Smith, and Huy Phung. "Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment." TESL Canada Journal 37, no. 2 (2020): 210–33. http://dx.doi.org/10.18806/tesl.v37i2.1337.

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Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato & Loewe

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Spanu, Michaël, and Catherine Rudent. "La captation et ses paradoxes. Réflexions sur la mise en vidéo des concerts à l’ère de la plateformisation de la musique." Communiquer. Revue de communication sociale et publique, no. 35 (December 31, 2022): 101–20. http://dx.doi.org/10.4000/communiquer.9958.

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Lemak, Alina, and Antonella Valeo. "Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context." TESL Canada Journal 37, no. 2 (2020): 23–50. http://dx.doi.org/10.18806/tesl.v37i2.1334.

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Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual difference that have an impact on the effect and effectiveness of CF. One area of individual difference that has been shown to influence learning outcomes is personality; yet, findings have been inconsistent, and the influence of learners’ personality traits on oral CF effectiveness has largely been neglected. This study aimed to fill this gap by investigating how

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Pareza, Indah, and Nur Rosita. "Code-Switching Used by Multilingual Person (Jerome Polin) in Nihonggo Mantappu Youtube Video." English Language and Literature 12, no. 1 (2023): 78. http://dx.doi.org/10.24036/ell.v12i1.119862.

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Language contact is the phenomenon of using two or more languages at the same time and place. The purpose of using two or more languages in communication is to build good communication based on social factors. Language contact caused various linguistic phenomena, such as bilingualism, multilingualism, diglossia, code-switching, code-mixing, and language shift. This research is about code-switching. This research aims to identify the types, reasons, and errors made by Jerome Polin when he did code-switching. The theories used in this research are by Bloom and Gumperz (1972) about types of code-

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He, Dongliang, Xiang Zhao, Jizhou Huang, Fu Li, Xiao Liu, and Shilei Wen. "Read, Watch, and Move: Reinforcement Learning for Temporally Grounding Natural Language Descriptions in Videos." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 8393–400. http://dx.doi.org/10.1609/aaai.v33i01.33018393.

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The task of video grounding, which temporally localizes a natural language description in a video, plays an important role in understanding videos. Existing studies have adopted strategies of sliding window over the entire video or exhaustively ranking all possible clip-sentence pairs in a presegmented video, which inevitably suffer from exhaustively enumerated candidates. To alleviate this problem, we formulate this task as a problem of sequential decision making by learning an agent which regulates the temporal grounding boundaries progressively based on its policy. Specifically, we propose

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Tudisco, Jordan J. "‘But […] how can you call yourself not binary???’: Linguistic self-determination, gatekeeping and trans identities in the French-speaking context." Gender and Language 18, no. 3 (2025): 262–84. https://doi.org/10.3138/gl-2024-18.3-0004.

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This article explores the challenges posed by a self-determination model of identity for nonbinary French speakers. Situating nonbinary French speakers within a broader context of governmental and institutional rejection of nonbinary French, the article examines examples of nonbinary expression found in online mediatized representations as well as how this nonbinary expression is framed by narrators and producers of the content. In the two video examples selected for analysis, both taken from YouTube, nonbinary French speakers articulate nonbinary identity through a variety of linguistic strat

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S. Arul Dayanand, M. Uma Devi, and Ramesh Kumar. "Digital Archives and Preservation Techniques for Revitalising Endangered Languages." Shanlax International Journal of English 12, S1-Dec (2023): 174–82. http://dx.doi.org/10.34293/rtdh.v12is1-dec.133.

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In the field of linguistic preservation, the integration of digital archives with artificial intelligence (AI)-based tools presents a groundbreaking approach to revitalising endangered languages. Drawing upon the works of Bird et al. (2009) and Krafft and Kusters (2016), this study focuses on the development of a sophisticated digital archive that utilises AI to significantly enhance the preservation and revitalisation of these languages. This research involves creating an extensive digital repository to efficiently store, manage, and provide access to data related to endangered languages, the

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Takase, Nami. "Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills." AsiaCALL Online Journal 15, no. 2 (2024): 60–76. http://dx.doi.org/10.54855/acoj.241525.

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This study examined the effects of synchronous and asynchronous online communication using video conferences and video letters (VLs) on the development of foreign language speaking skills for Common European Framework of Reference for Languages (CEFR) A1 and B1 level learners of English. Two groups, one using the VLs and the other video conferencing (ZOOM), were constituted to compare the impact of the modes. Both groups were provided with the same topic for interaction with native English-speaking university students from the United States. Pre- and post-tests were conducted to examine the ef

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Hirsch, Bette G., Elizabeth G. Joiner, Annie Dumenil, and James T. Day. "Video Verite: Regards et reflexions sur la vie." Modern Language Journal 80, no. 1 (1996): 115. http://dx.doi.org/10.2307/329081.

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Payant, Caroline. "Incorporating Video-Mediated Reflective Tasks in MATESOL Programs." TESL Canada Journal 31, no. 2 (2014): 1. http://dx.doi.org/10.18806/tesl.v31i2.1174.

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Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their prof

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Turel, Vehbi. "Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software." EuroCALL Review 19 (September 20, 2011): 56. http://dx.doi.org/10.4995/eurocall.2011.16272.

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<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37

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Nieswand, Boris. "Ghanaian Migrants in Germany and the Social Construction of Diaspora Les migrants ghanéens en Allemagne et la construction sociale de la diaspora." African Diaspora 1, no. 1-2 (2008): 28–52. http://dx.doi.org/10.1163/187254608x346051.

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Abstract This article explores diasporic discourses and practices among Ghanaian migrants in Germany. Instead of presuming that 'diaspora' is a stringent theoretical concept or refers to a bounded group in a sociological sense, it is argued that it provides migrants with a grammar of practice that allows for the situational and contextual construction of different types of 'diasporas'. Empirically, three social sites of construction are identified. Firstly, the Ghanaian nation-state and the reconfiguration of Ghanaian nationalism play an important role for promoting diasporic discourses. Secon

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Canals, Laia, Gisela Granena, Yucel Yilmaz, and Aleksandra Malicka. "Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting An Exploratory Study." TESL Canada Journal 37, no. 2 (2020): 181–209. http://dx.doi.org/10.18806/tesl.v37i2.1336.

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Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo & Yilmaz, 2018; Shin

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Kotuła, Krzysztof. "Gry cyfrowe a nauczanie języków obcych – próba podsumowania dwudziestu lat badań i nowe perspektywy." Applied Linguistics Papers 3/2023, no. 27 (2023): 22–33. http://dx.doi.org/10.32612/uw.25449354.2023.3.pp.22-33.

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Research on the use of video games in foreign language education is somewhat new and it remains a peripheral issue: the authors of the most recent review of research (Peterson et al. 2020) point out that among hundreds of papers discussing CALL published in international journals over the past fifteen years, only 26 studies focus on the use of digital games in foreign language learning. However, there are many arguments which seem to support the idea that video games are a promising area of research. The findings of numerous studies clearly suggest that digital games have considerable educatio

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A., Ida Grace, and Nageswari R. "Technology: A Zeitgeist for Paraphrasing." Theory and Practice in Language Studies 12, no. 7 (2022): 1397–404. http://dx.doi.org/10.17507/tpls.1207.20.

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The ultimate purpose of this study is to advance the paraphrasing skill of the students from B2 to the C1 level based on the Common European Framework of Reference for Languages (CEFR) and to bring out the significance of a technology-integrated classroom. The existing studies focus on effective synchronous English language teaching but not extensively on teaching paraphrasing using new flanged technology. This is a quantitative study implemented on the heterogeneous adult learners, who belong to the age group of 19 to 25 using podcasts and zoom video conferencing. The researcher implied this

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Mizoguchi, Tatsuya, Maitree Inprasitha, Narumon Changsri, and Yusuke Shinno. "Describing researchers’ ways of seeing a lesson: As the first work of the cross-cultural study on lesson study between Japan and ThailandDécrire la manière dont les chercheurs voient une leçon: premier travail de l’étude interculturelle sur l’étude des leçons entre le Japon et la Thaïlande." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 836–44. http://dx.doi.org/10.23925/1983-3156.2020v22i4p836-844.

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AbstractThis research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of

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Mizoguchi, Tatsuya, Maitree Inprasitha, Narumon Changsri, and Yusuke Shinno. "Describing researchers’ ways of seeing a lesson: As the first work of the cross-cultural study on lesson study between Japan and ThailandDécrire la manière dont les chercheurs voient une leçon: premier travail de l’étude interculturelle sur l’étude des leçons entre le Japon et la Thaïlande." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 836–44. http://dx.doi.org/10.23925/1983-3156.2020v22i4p836-844.

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AbstractThis research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of

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Altuntas, Eylem, Catherine Best, Marina Kalashnikova, Antonia Goetz, and Denis Burnham. "Amodal phonological abstraction in infants at 10 months." Journal of the Acoustical Society of America 154, no. 4_supplement (2023): A158. http://dx.doi.org/10.1121/10.0023114.

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Infants can abstract amodal information about place of articulation at 4-5 months, before perceptual attunement to native consonants occurs (Altuntas et al., in preparation). We tested infants in the same task at 10 months, after native consonant attunement has commenced, which may affect phonological abstraction relative to 4–5 months. 29 infants acquiring Australian English were trained to associate different cartoon animals with audio-only words from two artificial mini-languages (Language A: Kangaroo; Language B: Kookaburra), which differed in use of only labial or only coronal sets of con

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Robinson, Jack. "A quantitative study to investigate comprehension ability in monolingual and bilingual speakers and the effect subtitles have on comprehension." BPS Branch Awards 2, no. 1 (2024): 50–54. http://dx.doi.org/10.53841/bpsba.2024.2.1.50.

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There are reports indicating that the ability to speak more than one language provides an individual with a cognitive advantage, however, there are also existing pieces of literature arguing there is no ‘bilingual advantage’ (van den Noort et al., 2019). This study investigates the ‘bilingual advantage’ by using reading and video comprehension tests to assess cognitive ability between 80 participants (63 monolinguals and 17 bilinguals). Research suggests that subtitles facilitate comprehension too (Latifi, 2014): this relationship was explored within the video comprehension task. Results found

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Sauvage, Jérém, Nathalie Auger, and Nathalie Pépiot. "Médiation numérique et formations des enseignants accueillant des élèves migrants." Revue D.L.T. Didactique, Linguistique et Traduction 1, no. 1 (2023): 36–57. https://doi.org/10.5281/zenodo.12633983.

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Cet article prend appui sur un site en construction du projet LISTIAC (Linguistically Sentitive Teaching in All Classrooms traduit en français par Des enseignements sensibles dans toutes les classes) projet ERASMUS+ KA3 dont l’objectif est la prise en compte, de la maternelle au lycée, des langues de la classe (langues familiales, apprises scolairement etc.) comme une ressource pour les apprentissages, quelles que soient les matières enseignées. Les projets KA3 visent le changement des systèmes éducatifs et un site d’information et de forma

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Żelazowska-Sobczyk, Magda. "Deep insight into eye-tracking in glottodidactics Agnieszka Andrychowicz-Trojanowska, Podręczniki glottodydaktyczne: Struktura — funkcja — potencjał w świetle badań okulograficznych, Warszawa, Wydawnictwo Naukowe IKSI, pp. 563." Przegląd Krytyczny 6, no. 1 (2024): 79–84. http://dx.doi.org/10.14746/pk.2024.6.1.6.

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Eye-tracking technology has become more prevalent in science and research. It has already been used in social sciences, management, marketing (e.g. Stolecka-Makowska & Wolny, 2014), computer/video gaming, as well as linguistics (Grucza et al., 2014), including translation studies, and glottodidactics, i.e. foreign language teaching and learning (see Grucza, 2020).

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Neno, Hesni, and Mikhael Misa. "Pengajaran Bahasa Inggris pada Siswa SD GMIT 4 Kefamenanu-NTT Menggunakan Bahasa Formula dari Cuplikan Animasi Shrek 2." JILPI : Jurnal Ilmiah Pengabdian dan Inovasi 2, no. 4 (2024): 811–20. http://dx.doi.org/10.57248/jilpi.v2i4.410.

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This activity aims at teaching language formula to students in SD GMIT 4 Kefamenanu-NTT to produce natural language like English native speakers. The teaching method used in this activity is called ABC which stands for Anticipation, Building Knowledge, and Consolidation (Crawford et al, 2005:2). They are three stages which the authors used to teach the students. The formulaic language are taken from a YouTube channel: Learn English with TV Series, episode Shrek 2. The duration of the video is 16.51 minutes. The participants of the activity are 27 students. The result of this activity is the st

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Ejikeme, Ugiri, and Christian Mbara Nnamdi. "Nigeria Video Films and the Significant Roles of Costume and Make-Up: A Study of Tchidi Chikere's "Worlds Apart"." NDỤÑỌDE: Calabar Journal of The Humanities 13, no. 1 (2018): 9–20. https://doi.org/10.5281/zenodo.1467352.

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Abstract Film is a very powerful medium of communication if effectively packaged and deployed. It is a special medium of communication that transcends and surmounts the functional barriers of language and culture differences through the combination of the creative and communicative qualities of visual and audio effects. The Nigeria video film, is a proliferation of vital channel of information and education/edutainment to viewers. Significantly, it provides the function of cultural propagation and preservation of ethical values. It can also be a credible source of mass mobilization, being an i

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Rahmasari, Gartika, and Iris Fatia Maharani. "MISPRONUNCIATION IN STUDENTS’ ENGLISH VIDEO PRESENTATION." English Journal Literacy Utama 8, no. 2 (2024): 82–93. http://dx.doi.org/10.33197/ejlutama.v8i2.253.

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Mastering pronunciation, especially in speaking English, is crucial for effective communication in order to creates meaning. In Indonesia itself, English is considered a foreign language (L2) for Indonesian people who speak the Indonesian language as their mother tongue (L1). Thus, the differences in phonological features between English and Indonesian pose challenges for learners, particularly in pronouncing English words. This study explored the mispronunciations made by students in their job interview simulation video. This is a qualitative study conducted using the document analysis techni

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Jayaputri, Herlandri Eka, and Dwiyanto Djoko Pranowo. "The Uniqueness formation of Papuan Malay in Morphologically." Journal of English Language Teaching and Linguistics 3, no. 2 (2018): 137. http://dx.doi.org/10.21462/jeltl.v3i2.122.

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<p><em>Indonesia has many Malay speakers and it spreads to Papua with the influence of Ambon and Indonesian becomes one of the variations in the Papuan Malay dialect. Papuan itself is the home of 275 languages that are 218 non-Austronesian or Papuan (79%) and 57 languages are Austronesian (21%) (Lewis et al. 2013 cited in Kludge, 2014). Moreover, the influence of </em><em>Ambon and the North Moluccan Malay, and Indonesia played an important role especially in the formation of Papuan Malay (Paauw, 2008). </em><em>Papuan Malay language is spoken by the inhabit

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Gambier, Yves. "Orientations de la recherche en traduction audiovisuelle." Target. International Journal of Translation Studies 18, no. 2 (2006): 261–93. http://dx.doi.org/10.1075/target.18.2.04gam.

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Résumé En une décennie, les transferts linguistiques à la télévision, au cinéma, pour les vidéos ont fait l’objet de réflexions nombreuses, ponctuelles souvent. Il y a encore peu d’études systématiques touchant leur production et leur réception, touchant leurs effets culturels et langagiers. Le transfert est encore fréquemment perçu comme exclusivement “pratique”, sinon mécanique. Par ailleurs, et de manière paradoxale, on doit noter une prédominance de la perspective linguistique, alors même que l’objet est multisémiotique, combinant images, sons, langage (oral et écrit), couleurs, proxémique

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Grabowska, Monika Ewa. "Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 87–106. http://dx.doi.org/10.14746/gl.2022.49.1.06.

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The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology to

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Ammang Latifa. "Language Varieties of Woman's Conversation in Yutube Channel of Emma Watson in HeForShe Program: A Conversation Analysis Study." International Journal of Linguistics, Literature and Translation 4, no. 1 (2021): 221–27. http://dx.doi.org/10.32996/ijllt.2021.4.1.22.

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Language and gender are always being exciting topics to be discussed because gender is not only about the difference between men and women based on sex, but this is about the roles and status that determine the position between men and women (Maciuszek et al., 2019). This research aims to find out some language varieties used by Emma Watson on her conversation in International women's day 2015 in HeForShe video YouTube. This research is descriptive qualitative, and to obtain the data, the researcher took the video about the conversation of Emma Watson in International women's day 2015 on YouTu

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Hamon, Yannick. "Révisions transatlantiques : une expérience de télécollaboration entre l’Université Ca’ Foscari et Bentley University." Altre Modernità, no. 27 (May 30, 2022): 98–112. http://dx.doi.org/10.54103/2035-7680/17879.

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The aim of this work is to present the ins and outs of a telecollaboration project between an American university (Bentley University) and Ca' Foscari University. This project targets oral production and revision skills around an authentic language object, the video CV. Between March and April 2021, the author and a colleague from Bentley University set up a collaborative video CV revision project between 10 American FLE students and 13 students from Ca' Foscari University of Venice, Italy (CEFR level B1-B2 for both groups). After a preparation phase started in December 2020 on both sides of t

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Maya, Lailatul, Ratna Dewanti, and Muchlas Suseno. "AN ANALYSIS OF THE LINGUISTIC COMPETENCE OF MORPHOLOGY TEACHING ON YOUTUBE VIDEO SERIES." Jurnal Bahasa Lingua Scientia 15, no. 1 (2023): 1–19. http://dx.doi.org/10.21274/ls.2023.15.1.1-19.

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Linguistic competence has had a significant influence on English language teaching. Linguistic competence is largely concerned with a notion shared by language teachers and learners when using language knowledge in real performance. English teachers are expected to have this competency. The present study aimed to examine linguistic competence in morphology teaching, which was demonstrated by an English teacher. The morphology teaching was sourced from a series of YouTube videos which were broadcast by a teacher on a Youtube channel. This study was carried out by analyzing the linguistic compet

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Guerra, Joaquim. "“Mur de paroles” – ou tentative de promotion de l’expression orale en langue française." Language Learning in Higher Education 13, no. 2 (2023): 551–72. http://dx.doi.org/10.1515/cercles-2023-2025.

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Résumé Cette recherche explore l’utilité des technologies mobiles en classe de langue, en se concentrant sur le système de feedback permis par l’application Padlet (ARS) utilisée dans la discipline de Langue et Culture Française VI des cursus en langues. En nous appuyant sur un modèle de recherche-action, nous avons visé à améliorer les compétences orales des étudiants après avoir constaté que les différents confinements pendant la crise sanitaire du covid-19, l’absentéisme et le manque d’investissement à l’oral ont donné lieu à une plus faible performance dans cette compétence. Les étudiants

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Alejo-González, Rafael. "Metaphor in the Academic Mentoring of International Undergraduate Students: The Erasmus Experience." Metaphor and Symbol, no. 37 (1) (January 21, 2024): 1–20. https://doi.org/10.1080/10926488.2021.1941969.

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Metaphor use in university contexts has received some attention by the literature (e.g., Steen et al., 2010; Herrmann, 20113; Berber Sardinha, 2015; Littlemore <em>et al</em>., 2011), which has mostly focussed on the language produced by academics. However, more dialogic forms of academic communications, where students are afforded opportunities for feedback on and discussion of opaque language use, are usually missing in the analyses of applied metaphor researchers. In order to partially redress this imbalance in research into metaphor in academic discourse, this article looks at lecturers&rs

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Du, Yao, Taiying Peng, and Xiaohui Hui. "Beyond Granularity: Enhancing Continuous Sign Language Recognition with Granularity-Aware Feature Fusion and Attention Optimization." Applied Sciences 14, no. 19 (2024): 8937. http://dx.doi.org/10.3390/app14198937.

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The advancement of deep learning techniques has significantly propelled the development of the continuous sign language recognition (cSLR) task. However, the spatial feature extraction of sign language videos in the RGB space tends to focus on the overall image information while neglecting the perception of traits at different granularities, such as eye gaze and lip shape, which are more detailed, or posture and gestures, which are more macroscopic. Exploring the efficient fusion of visual information of different granularities is crucial for accurate sign language recognition. In addition, ap

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Kotuła, Krzysztof. "Le doublage comme un moyen de travailler sur la prononciation française : théorie et pratique." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (2018): 69–84. http://dx.doi.org/10.14746/gl.2018.45.1.05.

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Pronunciation is an often-neglected aspect of language instruction. Teachers usuallyplace the blame on lack of time and resources, as well as curricular restrictions. However, in recent years, we have witnessed a proliferation of various tools that can be used to render work on different aspects of pronunciation much more interesting. In the present paper, we will focus on one particular technique: video dubbing. By examining the answers provided by the participants of a dubbing project conducted by the author of the present study, we will try to reflect on the potential advantages of such act

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Cambria, Mariavita. "Learning about Schools in the British Isles Through a Video Corpus: Reflections on an Online Project for Digital Literacy and Multimodal Corpus Construction." Revija za elementarno izobraževanje 16, Spec. Iss. (2023): 117–35. http://dx.doi.org/10.18690/rei.16.spec.iss.2988.

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Through first-hand experiences undertaken with students using the OpenMWS platform (Taibi 2020), the paper reports on the progress made by second-year language degree students in English linguistics at the University of Messina as regards their use of online corpus construction, annotation and search tools when exploring video genres. The paper describes the ways in which participation in the Messina OVP (Online Video Project) on schools in the British Isles during and after the Covid crisis has proved beneficial for the students in question, both in terms of acquiring textual competences and

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Korenjak, Martin. "In piscibus obsonatores et rhetores: Petr. 39.13." Cambridge Classical Journal 52 (2006): 134–38. http://dx.doi.org/10.1017/s1750270500000518.

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In piscibus (sc. nascuntur) obsonatores et rhetores: thus Trimalchio concludes the sign-by-sign interpretation he gives in Petr. 39 of the astrological repositorium that has been served some chapters before (35.1–5). While the obsonatores – ‘buyers of fish’ (TLL 9.234.49–70), from ὀΨωνέω, ‘buy fish and other dainties’ (LSJ s.v.) – pose no problem, the rhetores have mystified interpreters since Peter Burman, who frankly confessed: ‘Causam non video, cum pisces vulgo muti habeantur, rhetores vero loquaces. Fortasse corrupta vox. An vectores aut veteratores? Haereo.’

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