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Journal articles on the topic 'Vidéo et language'
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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 (December 20, 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 Pokémon Alpha Sapphire, sortis en 2002 et 2014. Ils ont été analysés à l’aide du logiciel d’analyse de données qualitatives et quantitatives, connu sous le nom de MAXQDA. Celui-ci a permis de créer et d’annoter des corpus d’images et de démontrer l’existence d’universels de localisation et d’en tirer des conclusions intéressantes.
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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 (October 1, 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 by the linguistic system they use. As France and Denmark represent two opposed poles, both from a linguistic and from a legal point of view, these two countries have been chosen in order to illustrate the advanced hypothesis.
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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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Barkaoui, Khaled. "Exploring Second Language Learners’ Writing Processes and Texts When Writing to Different Audiences." Canadian Modern Language Review 77, no. 3 (August 1, 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 élevé), effectue quatre tâches d’écriture nécessitant la rédaction de messages courriel destinés à des publics différents quant au degré de familiarité avec le rédacteur et à la position sociale par rapport au rédacteur. Chaque participant regarde ensuite un enregistrement vidéo de son exercice immédiatement après avoir terminé la rédaction de chaque message courriel et récapitule, en rappels stimulés, ses pensées au moment de la rédaction du message. Les messages courriel sont analysés selon une méthode multidimensionnelle, alors que les rappels stimulés sont codés en fonction des processus de rédaction (conceptualisation de la tâche, prise en considération du public visé et révision du message, par exemple). Les observations tirées de cet exercice indiquent que la tendance des participants à planifier, contrôler et réviser leurs textes diffère selon leur degré de familiarité avec les publics auxquels le message écrit est destiné. Les caractéristiques linguistiques des messages courriel que les participants écrivent varient également selon les publics visés et les groupes. L’auteur examine les constats résultant de l’étude et leurs conséquences pour l’enseignement et l’évaluation de la rédaction en L2 et pour la recherche dans ce domaine.
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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 (January 1, 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 the translation to the implicit information. Some other example indicates, however, that the translator is neither ignorant nor insensitive about the implied meaning. The translator has shown in the subtitling that he or she knows the implicit meaning, and that attempts were made to tone down the message a great deal, probably out of socio-psychological, cultural and euphemistic reasons. These observations based on video-taped examples have identified the existence of non-linguistic constraints in cross-linguistic and cross-cultural activities such as translation. Résumé Les films et les feuilletons de télévision parlant anglais ont énormément de succès à Hong Kong, et la plupart d'entre eux sont sous-titrés en chinois. Les études consacrées au sous-titrage parlent souvent de méthodes permettant de condenser le texte, ainsi que de catégories de réduction, mais on n'a jamais examiné le domaine de la sous-traduction ni les raisons de cette 'euphémisation'. L'auteur a remarqué que les informations suggestives sont souvent sous-traduites dans les sous-titrages anglais-chinois. D'aucuns suggèrent que la sous-traduction est liée à la méconnaissance du traducteur des expressions idiomatiques anglaises, ou qu'elle serait due à l'insensibilité du traducteur à l'égard de la traduction des informations implicites. D'autres exemples indiquent toutefois que le traducteur n'est ni ignorant ni insensible quant à la signification implicite. Des sous-titrages prouvent que le traducteur comprend la signification implicite mais qu'il s'est éfforcé d'atténuer grandement le message, et ce vraisemblablement pour des raisons socio-psychologiques, culturelles et d'euphémisme. Ces observations, basées sur des exemples enregistrés sur des cassettes vidéo, ont permis de constater l'existence de contraintes non linguistiques dans les activités de transfert linguistiques et culturelles que sont la traduction par exemple.
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Galante, Angelica. "Developing EAL Learners’ Intercultural Sensitivity Through a Digital Literacy Project." TESL Canada Journal 32, no. 1 (March 25, 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 intercultural sensitivity, the project invited international students and newcomers to Canada to explore and expand on their understanding of intercultural relationships while studying in a multicultural EAL class. The learners engaged in 5 steps to complete the project (reflective discussion, script writing, video recording scenes, editing, and final reflection), with a short movie serving as the digital product. The digital literacy project is proposed as a potential tool for integrating intercultural sensitivity into EAL programs and engaging learners in discussions about diversity in cultural values, beliefs, and behaviours as a way to affirm their cultural and intercultural identities.Alors que plusieurs programmes d’anglais langue additionnelle (ALA) intègrent informellement la langue et la culture, les discussions portant sur la culture adoptent souvent le point de vue d’une culture dominante particulière. Bien que cette intégration soit cruciale pour le développement de la compétence communicative, les applications pratiques demeurent un problème de taille puisque les enseignants de langue ont généralement plus de connaissances relatives à la langue qu’à la culture (Celce-Murcia, 2007). Cet article décrit un projet d’initiation au numérique mis en œuvre auprès d’apprenants adultes dans un programme d’ALA. S’appuyant sur le modèle DMIS de Bennett (1993) de sensibilité interculturelle, le projet visait à encourager des étudiants internationaux et des nouveaux arrivants au Canada à approfondir leurs connaissances des rapports interculturels tout en poursuivant leur apprentissage dans une classe d’ALA multiculturelle. Les étudiants ont suivi les 5 démarches du projet (discussion de réflexion, rédaction de scénarios, enregistrement vidéo de scènes, édition et réflexion finale) pour arriver à la production d’un court-métrage. Nous proposons ce projet d’initiation au numérique comme outil pouvant appuyer l’intégration de la sensibilité interculturelle dans les programmes d’ALA et inciter les étudiants à discuter de diversité en matière de valeurs, croyances et comportements culturels afin d’affirmer leurs identités culturelles et interculturelles.
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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 (January 27, 2023): 365–78. http://dx.doi.org/10.3917/ela.207.0113.
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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 (December 31, 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 instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.
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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 (October 22, 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 a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting.
La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.
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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 (July 9, 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 vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.
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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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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 (December 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 & Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners’ (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners’ provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication.
De multiples approches théoriques soutiennent la notion de rétroaction interactionnelle comme facilitateur du développement d’une langue seconde (L2). Cependant, les recherches démontrent que les apprenants évitent souvent de présenter une rétroaction pendant le travail collaboratif entre pairs, ne profitan ainsi pas des principales possibilités d’apprentissage et de développement des langues. Des études récentes ont examiné comment l’enseignement métacognitif (EM) peut être utilisé pour former explicitement les apprenants à la rétroaction interactionnelle, les résultats montrant une augmentation des cas de rétroaction (Fujii et al., 2016) et une amélioration des résultats en L2 (par exemple, Sato & Loewen, 2018; Sippel, 2019). S’appuyant sur ces travaux, cette étude exploratoire a examiné les effets de l’EM sur l’offre de fonctions interactionnelles dans la communication synchrone par ordinateur aux apprenants d’anglais de niveau intermédiaire L2 (n = 26). En utilisant un modèle de pré-traitement-post-test, tous les apprenants ont accompli trois tâches de consensus décisionnel, les apprenants du groupe de traitement recevant des consignes directes sur les avantages de l’interaction via une vidéo pédagogique, une tâche de pratique et un compte rendu ultérieur pour toute la classe. Le groupe de contrôle a effectué les tâches sans EM. Les résultats montrent que l’apport d’une rétroaction interactionnelle et d’épisodes liés à la langue par les apprenants a augmenté après l’EM, avec des mesures qualitatives indiquant que les apprenants avaient des perceptions positives de la formation et une meilleure sensibilisation aux avantages potentiels de la rétroaction interactionnelle dans la communication par ordinateur.
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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 (December 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 learners with different personalities experience and benefit from different types of oral CF. Situated in an intact class of adult language-learners in an academic context, data collection included a Five Factor Model (FFM) personality test, video and audio recordings of classroom activities, and individual interviews/stimulated-recall sessions. The findings of this study suggest that personality traits do appear to play a role in how students experience CF. Relationships between global FFM personality traits and CF response emerged: competitiveness and perfectionism characteristics appeared influential and a possible interaction between agreeableness and neuroticism is discussed. Pedagogical implications are suggested.
La rétroaction corrective est une partie importante de l’instruction efficace, et un important corpus de recherche s’est penché sur la meilleure façon de mettre en place des stratégies et des approches de rétroaction corrective. Les chercheurs sont devenus de plus en plus conscients des différences individuelles qui ont un impact sur l’effet et sur l’efficacité de la rétroaction corrective. On a montré qu’une aire de différence individuelle, la personnalité, influence les résultats d’apprentissage; cependant, les résultats ne sont pas uniformes, et l’influence des traits de personnalité des apprenants sur l’efficacité de la rétroaction corrective orale a été pour la plupart négligée. Le but de la présente étude était de combler cette lacune en étudiant comment des apprenants de différente personnalité vivent et bénéficien de différents types de rétroactions correctives orales. Située dans une classe intacte d’apprenants adultes de langues dans un contexte universitaire, la collecte de données comprenait un test de personnalité se basant sur le modèle en cinq facteurs (MCF), des enregistrements audio et vidéo des activités de classe, ainsi que des séances d’entrevues individuelles/de rappels stimulés. Les résultats de cette étude suggèrent que les traits de personnalité semblent bien jouer un rôle dans la façon dont les étudiants perçoivent la rétroaction corrective. Les relations entre les traits de personnalité généraux MCF et la réaction à la rétroaction corrective ont montré que : les caractéristiques de compétitivité et de perfectionnisme semblaient jouer un rôle marquant et on discute d’une interaction possible entre l’agréabilité et le neuroticisme. On suggère des implications pédagogiques.
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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 a reinforcement learning based framework improved by multi-task learning and it shows steady performance gains by considering additional supervised boundary information during training. Our proposed framework achieves state-of-the-art performance on ActivityNet’18 DenseCaption dataset (Krishna et al. 2017) and Charades-STA dataset (Sigurdsson et al. 2016; Gao et al. 2017) while observing only 10 or less clips per video.
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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 (December 14, 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, thereby establishing a central hub for housing diverse linguistic materials, including audio, text, and video content. Crucially, this study incorporates AI-driven tools for comprehensive language analysis. These tools, which are essential for accurate language documentation, are adept at tokenizing and analysing texts in endangered languages, ensuring precise processing and preservation, as highlighted by Krauss (1992) and Lewis and Simons (2010). The methodology includes thorough data preparation for language model training, encompassing endangered language-specific tokens, regional dialects, and idiomatic expressions, as noted in research by Clyne (2003) and Bhuvaneswari (2022). The ultimate aim of this study was to preserve and revitalise endangered languages through accessible language learning resources and active community engagement. This study critically evaluates the impact of AI and digital archives on language revitalization by examining their effectiveness in promoting linguistic diversity and cultural preservation, as discussed by Robinson and Yip (2017) and Harrison (2020). This study underscores the potential of AI in enhancing and preserving linguistic and cultural diversity, offering a scalable and sustainable model that makes a significant contribution to the field of linguistic preservation.
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Payant, Caroline. "Incorporating Video-Mediated Reflective Tasks in MATESOL Programs." TESL Canada Journal 31, no. 2 (November 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 professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.
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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, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>
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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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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 (December 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; Shintani & Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners’ and teachers’ perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers’ perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified.
Les cours de langue en ligne qui s’appuient sur la communication asynchrone enseignant-apprenant rencontrent un problème pratique quand vient le temps de fournir de la rétroaction corrective immédiate par l’enseignant lors des tâches d’interaction orale. Dans ce contexte d’apprentissage, les apprenants peuvent toujours communiquer de manière synchrone et enregistrer leur interaction sans que l’enseignant soit présent, mais la rétroaction de l’enseignant sera décalée dans le temps. La recherche indique que l’efficacité de la rétroaction diminue au fur et à mesure que le temps entre l’erreur et la correction augmente, et que la rétroaction immédiate est plus efficace (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). Dans cette étude exploratoire menée auprès d’une université en ligne, nous avons mis en place une nouvelle forme de rétroaction, que nous avons appelée rétroaction corrective immédiate retardée (RCIR), et nous avons analysé les perceptions des apprenants de langue seconde et des enseignants quant à son utilité et à son efficacité. Notre objectif était d’évaluer la faisabilité de mettre en place ce type de rétroaction dans notre contexte, et par extension, dans d’autres contextes où la communication entre apprenants et enseignants se passe de manière asynchrone. La RCIR a été fournie oralement par des enseignants à l’aide de vidéos d’écrans. Les perceptions des apprenants et des enseignants ont été recueillies dans deux questionnaires distincts. Les résultats ont montré qu’apprenants et enseignants ont réagi à la RCIR de manière positive et plusieurs avantages potentiels ont été identifiés.
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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. Secondly, the discourse of development and 'charity rituals' of ethnic and 'hometown' associations are of particular relevance for the proliferation of Ghanaian 'diasporas'. Thirdly, Ghanaian chieftaincies are involved in diasporic activities. The article is based on data collected in thirteen months of multi-sited ethnography conducted in Germany and Ghana between 2001 and 2003 and the analysis of video tapes, newspaper articles and web pages. Cet article explore les discours diasporiques et les pratiques trouvées parmi les migrants ghanéens en Allemagne. Plutôt que de présumer que la « diaspora » est un concept théorique strict ou fait référence à un groupe délimité dans un sens sociologique, il est soutenu qu'il fournit une grammaire de pratiques qui permet la construction situationnelle et contextuelle de différents types de « diasporas ». Empiriquement, trois lieux de construction sociale sont identifiés. Premièrement l'Etat-nation ghanéen et la reconfiguration du nationalisme ghanéen jour un rôle important pour promouvoir des discours diasporiques. Deuxièmement, le discours du développement et des « rituels de charité » des associations ethniques et des « villes natales » a une pertinence particulière pour la prolifération des « diasporas » ghanéennes. Troisièmement, les chefferies des tribus ghanéennes sont impliquées dans les activités de la diaspora. Empiriquement, cet article se base sur treize mois d'ethnographie, conduite en Allemagne et au Ghana entre 2001 et 2003, et sur l'analyse de bandes-vidéos, d'articles de journaux et de sites web.
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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 (September 18, 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 educational potential. In the present article, I will provide a literature review on digital games in language learning and teaching and attempt to discuss potential advantages that video games can offer in the didactic context.
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A., Ida Grace, and Nageswari R. "Technology: A Zeitgeist for Paraphrasing." Theory and Practice in Language Studies 12, no. 7 (July 4, 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 experiment on 30 volunteered participants. The objective of this investigation is to encourage the use of technology and asynchronous classrooms in the modern era of teaching and learning the English language. The study is analysed with SmartPLS3. It is a software application with an innate graphical user interface for variance-based structural equation modelling (SEM). Partial Least Squares Structural Equation Modelling (PLS-SEM) has been developed recently to handle data collection since it can operate productively with small sample sizes (Reinartz et al., 2009). The result shows the effectiveness of zoom video conferencing and podcasts through the improvement attained by the learners in the skill of paraphrasing.
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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 (October 1, 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 consonants. They were tested with video-only words (silent talking face) paired with Congruent (matching) or Incongruent (mismatching) animals. We hypothesized that infants would look longer at the Congruent than Incongruent pairings during the test trials, indicating generalization from the auditory (training) to the visual modality (test), i.e., amodal abstraction. Surprisingly, looking times did not differ between Congruent and Incongruent trials. Attunement to native consonants at 10 months may interfere with phonological abstraction of the place of articulation feature across different consonants that share the same place. Examining other phonological abstractions or comparing infants acquiring languages with different consonant inventories could shed light on how perceptual attunement affects amodal phonological abstraction.
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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 (September 15, 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 the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].Keywords: Lesson study; Cross-cultural study; Japan and ThailandRésuméCette recherche est le premier travail du projet d’étude interculturelle sur l’étude de la leçon entre le Japon et la Thaïlande. L’étude de la leçon est actuellement un sujet international, et nous utilisons la « lesson study » comme un mot commun. Cependant, les significations de chaque terminologie dans diverses langues sont-elles identiques? Notre préoccupation initiale concerne ce point. Pour cela, nous observons une leçon sur la vidéo et faisons des commentaires sur chacune d’elles. En analysant ces commentaires, il faut une méta-théorie pour les descriptions. Dans cette recherche, nous décrivons les chercheurs pour voir une leçon en utilisant TAD. En conclusion, nous discutons des similitudes et des divergences entre les commentaires des chercheurs des deux pays en termes de blocs de praxis et logos, b) l’organisation mathématique et didactique, et c) la perspective des niveaux de la codétermination didactique.Mots-clés: Étude de cours, Étude interculturelle, Japon et Thaïlande
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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 (September 15, 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 the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].Keywords: Lesson study; Cross-cultural study; Japan and ThailandRésuméCette recherche est le premier travail du projet d’étude interculturelle sur l’étude de la leçon entre le Japon et la Thaïlande. L’étude de la leçon est actuellement un sujet international, et nous utilisons la « lesson study » comme un mot commun. Cependant, les significations de chaque terminologie dans diverses langues sont-elles identiques? Notre préoccupation initiale concerne ce point. Pour cela, nous observons une leçon sur la vidéo et faisons des commentaires sur chacune d’elles. En analysant ces commentaires, il faut une méta-théorie pour les descriptions. Dans cette recherche, nous décrivons les chercheurs pour voir une leçon en utilisant TAD. En conclusion, nous discutons des similitudes et des divergences entre les commentaires des chercheurs des deux pays en termes de blocs de praxis et logos, b) l’organisation mathématique et didactique, et c) la perspective des niveaux de la codétermination didactique.Mots-clés: Étude de cours, Étude interculturelle, Japon et Thaïlande
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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 (August 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 inhabitants of the West Papua and uses as the daily language (Kludge, 2014). The formation of </em><em>Papuan Malay has the uniqueness because it uses deletion some syllables but does not have the impact of the meaning. </em><em>This study aims to know and explain the process of clipping word of Papuan Malay as well as their word classes. The Data come from the video of MOB Papua. Besides that, the method used in this study is a Padan method with comparing other langue. Therefore, this study appears the history and role of Papuan Malay and compare the Indonesian with Papua Malay to find the clipping word process in Papuan Malay.</em></p>
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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 (January 30, 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 YouTube channel then analyzed some language varieties. The result of this research found that there were four types of varieties of communication utilized by Emma to present her goals in the conversation. These varieties include rising intonation, intensifier, super polite form, and avoidance of strong swear words. The majority of the language variety is frequently used by Emma to show her feeling about her seriousness, her emotion, her empathy, and to firm her statement, especially about gender equality. The majority of Emma's utterances based on women's language varieties are used to show her emotion as well as her seriousness.
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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 (June 30, 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 took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.
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Gambier, Yves. "Orientations de la recherche en traduction audiovisuelle." Target. International Journal of Translation Studies 18, no. 2 (December 31, 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, gestuel, etc, intégrés aux codes de l’audiovisuel (mise en scène, suite de séquences et de plans, jeu des voix et des lumières, scénographie, conventions narratives, etc.). Deux facteurs expliquent sans doute ce paradoxe et cette limitation : d’une part, la formation de la plupart des chercheurs, marquée par les langues et la littérature, d’autre part les contraintes de publication (imprimée) à deux dimensions. L’extension des modes de transfert et les possibilités offertes par les cédéroms, le DVD...qui permettent l’accès aux images et à la bande sonore devraient peu à peu modifier les orientations actuelles, encore dominées par le sous-titrage et l’analyse du verbal. Après avoir circonscrit le domaine (Section 1 et 2), nous aborderons successivement le sous-titrage (Section 3), les autres modes de transfert (Section 4) et leurs implications théoriques et socio-culturelles (Section 5). L’ensemble qui suit est marqué d’une conviction : la traduction audiovisuelle (TAV) n’est pas toujours un problème ou une constellation de problèmes mais une solution et un atout dans les échanges culturels internationaux multilingues.
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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 the Atlantic, the device was implemented with work phases in synchronous and asynchronous modality. First, we will provide a theoretical framework concerning the use of telecollaboration mediated by computer for didactics of French as a foreign language. Then, we will go into more detail on the organisation, the setting up of the project and the modalities, the course of the exchanges and the tools used. Finally, we will present the first results obtained through this project and raise some issues about some negative outcomes.
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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 (June 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 competence of the teacher in each video by analogizing the teacher’s knowledge with the theory from the linguistics book written by some experts. The selected books which were used to analyze were: “How English Works, A Linguistic Introduction” (Curzan & Adams, 2012); “Linguistics, An Introduction” (Radford et al., 2009); and “Contemporary Linguistic Analysis, An Introduction” (O’Grady & Archibald, 2016). The study’s findings revealed that the teacher had sufficient linguistic competence while delivering the course. The findings also assisted in recognizing that linguistic competence is a significant part of the analysis in terms of how a teacher may remain competent while providing the course. In short, linguistics is considered valuable because it may increase teacher’s awareness of language, making the teacher more competent and, hence, a better language teacher.
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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 (October 1, 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 étaient appelés à télécharger sur Padlet un minimum de trois fiches de lecture, trois critiques de films et les activités collaboratives ou individuelles réalisées en classe. Leur point commun réside dans l’utilisation unique de la compétence orale. Ainsi, les élèves devaient poster des vidéos ou des podcasts et commenter les publications de leurs pairs en essayant de mettre en évidence leurs difficultés dans le cadre de leur pratique orale et de problèmes de contenus. Les données ont été recueillies à travers un questionnaire comportant des questions fermées et ouvertes. Les réponses démontrent que les étudiants ont une attitude positive sur l’utilisation de technologies numériques en classe et que cette expérience a eu un résultat positif sur leur compétence orale. Les étudiants ont aussi précisé que le feedback a engendré une meilleure conscience de leurs difficultés.
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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 (September 10, 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 activities, and determine whether they are considered stimulating and effective by language learners.
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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 as regards creating new interactive communities (Vasta and Baldry 2020; Baldry et al 2022).
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Rezza Merliani, Olivia Feren, and Farida Agoes. "The Strategy Used in Translating Speech into Subtitle (Case Study: @america Video)." Jurnal Bahasa Inggris Terapan 8, no. 1 (July 27, 2022): 29–41. http://dx.doi.org/10.35313/jbit.v8i1.3728.
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This article discusses the strategy used in translating and subtitling @america’s video entitled “Fireside Chat with Rebecca Hwang: Creating Impactful Business.” The video is a virtual discussion about business, women empowerment, leadership, and entrepreneurship with a total duration of one hour. This video’s source language (SL) is English, and the target language (TL) is Indonesian. This study aims to find the realization of domestication and foreignization strategies and the tendency of translation strategy in the chosen video’s subtitle. This study was conducted with a qualitative method using theories of translation techniques by Molina & Albir (2002), translation strategy by Venuti (2001), translation quality by Nababan et al. (2012), and subtitle guidelines by BBC. This study shows that the domestication strategy was applied using adaptation, established equivalence, and transposition, while the foreignization strategy was applied using borrowing, literal translation, and calque. Furthermore, this study indicates that the tendency of the strategy used in this subtitle is foreignization with 883 total lines of subtitle.
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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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Sanchez Narvaez, Natalia, and Sergio Alberto Chavarro Vargas. "EFL ORAL SKILLS BEHAVIOR WHEN IMPLEMENTING BLENDED LEARNING IN A CONTENT-SUBJECT TEACHERS’1 PROFESSIONAL DEVELOPMENT COURSE." Colombian Applied Linguistics Journal 19, no. 2 (August 4, 2017): 263. http://dx.doi.org/10.14483/22487085.11964.
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AbstractToday’s world demands the use of the English language in different areas of knowledge. Besides, the increasing use of technology in educational settings (Zandi et al, 2014; Murray, 2014) encourages teachers to restate their professional development by focusing their efforts on becoming proficient in the use of Information and Communication Technologies (ICTs) in language lessons (Chen et al, 2009). Following the previous ideas, this qualitative action research project intended to describe Content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course; and to determine the influence of Blended learning in EFL oral skills behavior. The participants were seven content- subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teacher’s reflection, students’ artifacts and a survey. The data were collected during the implementation of an English blended course, in which twelve lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skills behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. Besides this, Blended learning influenced participants’ oral production too.Keywords: blended learning, content-subject teachers, EFL2 oral skills, professional development.1. Educators who teach content subjects in Spanish2. English as a Foreign Language
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Redmond, Sean M. "Clinical Intersections Among Idiopathic Language Disorder, Social (Pragmatic) Communication Disorder, and Attention-Deficit/Hyperactivity Disorder." Journal of Speech, Language, and Hearing Research 63, no. 10 (October 16, 2020): 3263–76. http://dx.doi.org/10.1044/2020_jslhr-20-00050.
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Purpose Estimates of the expected co-occurrence rates of idiopathic language disorder and attention-deficit/hyperactivity disorder (ADHD) provide a confusing and inconsistent picture. Potential sources for discrepancies considered so far include measurement and ascertainment biases ( Redmond, 2016a , 2016b ). In this research symposium forum article, the potential impact of applying different criteria to the observed co-occurrence rate is examined through an appraisal of the literature and an empirical demonstration. Method Eighty-five cases were selected from the Redmond, Ash, et al. (2019) study sample. Standard scores from clinical measures collected on K–3rd grade students were used to assign language impairment status, nonverbal impairment status, social (pragmatic) communication disorder status, and ADHD status. Criteria extrapolated from the specific language impairment ( Stark & Tallal, 1981 ), developmental language disorder ( Bishop et al., 2017 ), and Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition language disorder ( American Psychiatric Association, 2013 ) designations were applied. Results The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition language disorder designation and its separation of language disorder from the social (pragmatic) communication disorder designation provided the clearest segregation of idiopathic language deficits from elevated ADHD symptoms, showing only a 2% co-occurrence rate. In contrast, applying the broader developmental language disorder designation raised the observed co-occurrence rate to 22.3%. The specific language impairment designation yielded an intermediate value of 16.9%. Conclusions Co-occurrence rates varied as a function of designation adopted. The presence of pragmatic symptoms exerted a stronger influence on observed co-occurrence rates than low nonverbal abilities. Impacts on clinical management and research priorities are discussed. Presentation Video https://doi.org/10.23641/asha.13063751
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Arellano-Soto, German, and Susan Parks. "The Role of Multimodality during the Negotiation of Meaning in an English/Spanish eTandem Video-Conferencing Exchange." Canadian Modern Language Review 77, no. 2 (May 2021): 129–53. http://dx.doi.org/10.3138/cmlr-2019-0030.
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Les auteurs rendent compte de la façon dont les participants à un échange anglais-espagnol en tandem virtuel par vidéoconférence ont utilisé les possibilités offertes par la plateforme WebEx à titre de ressources multimodales en situation de négociation du sens. L’échange faisait intervenir cinq dyades d’étudiants universitaires ayant un niveau intermédiaire de compétence linguistique. Au total, sept tâches ont été réalisées dans chaque langue. L’analyse de la transcription de l’interaction a permis de dénombrer 915 épisodes mettant l’accent sur la forme (FFE — focus-on-form). Une analyse plus poussée des FFE a révélé que six types de ressources multimodales entraient en jeu au cours du processus de négociation : le clavardage, les images, l’ardoise blanche, la traduction électronique, la webcaméra et le dictionnaire papier. Parmi ces ressources, les plus fréquemment utilisées étaient le clavardage (comptant pour plus de la moitié de l’ensemble des FFE), les images et l’ardoise blanche. Bien que l’importance des ressources multimodales au cours de la négociation du sens ait été établie dans de précédentes études, les auteurs confirment ici la fréquence du recours à une combinaison de ressources, données statistiques à l’appui. À la différence des études précédentes, qui ont principalement porté sur Skype, la présente étude fait ressortir en quoi les possibilités accrues de la plateforme WebEx améliorent l’aptitude des participants à négocier le sens, particulièrement en ce qui se rapporte au clavardage, à la propriété du document partagé facilitant l’utilisation des images et à l’ardoise blanche pour les dessins. Bien que leur appréciation de la webcaméra ait été modérée pour ce qui a trait à l’apprentissage de la langue en soi, les participants en ont reconnu l’importance au niveau socioaffectif comme mécanisme permettant d’établir une présence sociale et de créer un lien avec leurs partenaires.
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Masson, Caroline, Sandrine Laverdure, and Catherine Calderaro-Viel. "Étayage de l'adulte et multimodalité : étude exploratoire des modalités d'interaction dans le cadre d'une prise en charge d'un enfant avec retard de langage." Travaux neuchâtelois de linguistique, no. 66 (January 1, 2017): 143–56. http://dx.doi.org/10.26034/tranel.2017.2903.
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The aim of this article is to explore adult/child interactions in a therapeutic situation with an augmentative communication that integrates vocal, gestural and visual modes. This study has an interactionist and multimodal approach of language acquisition. Based on ecological and video data of a child with language delay from 3;09 to 4;05, we analyse efficient conditions for the process of language acquisition. On the one hand, we showed how multimodality created by the situation is part of adults' strategies in order to facilitate linguistics forms and, on the other hand, how some modalities of interaction are more efficient than others (i.e. expansions and extensions). The purpose is to establish scaffolding and adjustment schemes that contribute to the emergence of language, in addition to the multimodal support.
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Sokoli, Stavroula. "Exploring the possibilities of interactive audiovisual activities for language learning." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 77–100. http://dx.doi.org/10.1075/ttmc.00005.sok.
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Abstract Language teachers often resort to video to familiarise their students with contextualised linguistic and cultural aspects of communication. Since they tend to consider learning-by-doing more effective than learning-by-viewing, they try to further exploit this valuable asset through active tasks, such as taking notes or answering comprehension questions, silent viewing and predicting, ordering sentences, role-playing, analysing, summarising and describing (Zabalbeascoa et al. 2015). Advances in ICT have enabled more interactive options, with a view to expanding the range of available activities to include audiovisual translation (AVT) activities, such as subtitling and dubbing. This is the focus of ClipFlair, a project which developed a platform for creating and hosting such activities and a pedagogical proposal based on the idea that language learning can be enhanced with the use of activities asking learners to work from a video by inserting their own writing (captioning) or speech (revoicing). Based on this framework, a whole range of possible activities are open to teachers, beyond standard subtitling and dubbing. This paper starts out by briefly describing previous work done in the area and goes on to illustrate the ClipFlair conceptual framework including the educational specifications for the web platform, after the description of which concrete examples are provided in order to expand on the possible audiovisual activities that can be used in a language classroom and beyond. Finally, the paper gives an account of the learner survey carried out during the pilot phase of the project, which included feedback provided by more than a thousand learners and teachers.
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Quigley, Jean, and Sinéad McNally. "Maternal communicative style in interaction with infant siblings of children with Autism." Language, Interaction and Acquisition 4, no. 1 (May 31, 2013): 51–69. http://dx.doi.org/10.1075/lia.4.1.03qui.
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Functional aspects of infant-directed speech (IDS) in face-to-face interaction play a central role in infant development (Venuti et al. 2012b) and are important in shaping infant responsiveness (Goldstein et al. 2003), yet have rarely been examined and there is little consensus on specific infant outcomes. Infant siblings of children with autism are at increased risk of developing this disorder characterised by socio-communicative impairments and present particular challenges for parents in interaction. Using a prospective video analysis design, we had two objectives: to investigate maternal functional speech styles in interaction with these infant siblings, and to analyse the relationship between maternal functional style and infants’ cognitive, language and socio-communicative development. We found significantly lower rates of maternal responsive-contingent utterances to the infant siblings and significant associations between maternal IDS and infant test scores only for the typical dyads.
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Murray, Timothy. "Et in Arcadia Video: Poussin' the Image of Culture With Marin and Kuntzel." MLN 112, no. 3 (1997): 431–53. http://dx.doi.org/10.1353/mln.1997.0039.
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Dondero, Maria Giulia. "Du texte à la pratique : Pour une sémiotique expérimentale." Semiotica 2017, no. 219 (November 27, 2017): 335–56. http://dx.doi.org/10.1515/sem-2017-0081.
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RésuméNotre travail vise à poursuivre les travaux récents de Jacques Fontanille qui envisage, à côté d’une sémiotique du texte, le développement d’une sémiotique de la pratique. Les travaux de Fontanille et notamment Pratiques sémiotiques (2008) développent des propositions qui s’étaient déjà faites jour dans l’article « Êtes-vous arpenteurs ou somnambules ? L’élaboration d’une typologie comportementale des voyageurs du métro » (1990) de Jean-Marie Floch. Nous allons dans un premier temps reparcourir le débat concernant la relation entre une épistémologie du texte et une épistémologie de la pratique, ainsi que la question de l’énonciation (énonciation énoncée, énonciation en acte, praxis énonciative). Dans un deuxième temps, nous proposerons le concept de textualisation comme lieu de médiation entre texte et pratique : les textualisations (photographies, vidéos, prises de notes) permettraient de contrôler le déploiement de la pratique qui est, quant à elle, éphémère et insaisissable. Si les textualisations sont produites in vivo, la notation par contre est une visualisation de la pratique qu’y diffère : elle fonctionne plutôt comme une reconstruction ex-post de la totalité de la pratique mettant en scène les évènements saillants ainsi que la grammaticalisation des gestes et des échanges. Plus généralement, l’objectif de ce texte est d’interroger les objets de la sémiotique : quels sont les objets qu’elle peut se donner, sans trahir un principe d’immanence qui a caractérisé la sémiotique textuelle et sans rester enfermée dans une condition qui la rend inapte à analyser les pratiques et à répondre aux questionnements de l’actualité sociale et de l’orientation de la recherche en sciences humaines ?
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Edmondson, Jerold A., John H. Esling, and LAMA Ziwo (拉玛兹偓). "Nuosu Yi." Journal of the International Phonetic Association 47, no. 1 (March 18, 2016): 87–97. http://dx.doi.org/10.1017/s0025100315000444.
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The Nuosu (Nosu) Yi language, or Northern Yi (北部彝语), is spoken by approximately two million people in southern Sichuan Province and northern Yunnan Province, China, the majority of whom are monolingual. Yi is a member of the Yi Branch of the Lolo-Burmese subgroup of the Tibeto-Burman family (Benedict 1972/2009, Bradley 1979), which includes some 50 languages, also called the Nisoic languages (Lama 2012) or Ngwi Group. The large (5 million) ethnic Yi nationality groups of Yunnan Province are distantly related. The third author, Lama Ziwo, who was 31 at the time of recording, produced, translated and transcribed the recorded audio data phonemically and participated in the laryngoscopic filming of the video data. He is a native speaker of the Suondip/Suondi dialect, and a fluent speaker of the Shypnra/Shengza dialect. It is the Shypnra/Shengza standard dialect that is being represented in this paper. The most distinguishing phonetic feature of Northern Yi is its systematic vocal register contrast (Matisoff 1972, Dai 1990) between two settings of the laryngeal constrictor mechanism, which are referred to as a lax (unconstricted) series and a tense (constricted) series (Edmondson et al. 2000, 2001). The contrast is realized as a distinction in resonance (spectral quality) rather than as contrasting phonation types as in some other forms of Yi or in other Tibeto-Burman languages (e.g. Bai). The consonantal inventory is large, with complex vocalic interactions, including interactions with two pairs of fricativized vowels. Northern Yi has 43 initial consonants, five pairs of vowels (or syllable rhymes), and three tones: 55, 33, and 21. Relevant reports on voice quality in related languages can be found in Maddieson & Ladefoged (1985) and Sun & Liu (1986).
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Filliettaz, Laurent, and Marianne Zogmal. ""Vraiment c'était un moment très riche" : Apprendre à analyser des interactions langagières en contexte de travail et de formation." Travaux neuchâtelois de linguistique, no. 74 (January 1, 2021): 15–30. http://dx.doi.org/10.26034/tranel.2021.2902.
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In recent years, early language promotion programs have become very popular in early childhood institutions. However, the outcomes and sustainability of such programs cannot be secured unless issues related to the continuing education of sta ff members are seriously taken into consideration. Based on these premises, this article presents a trai ning methodology aligned with the principles of video-based interaction analysis, implemented in the canton of Geneva in connection with a program entitled Parle avec moi (PAM). An analysis of empirical data collected during training sessions involving a group of experienced early childhood educators highlights the various types of knowledge about language that are used during collective analysis sessions, and the dynamic transformation of perspectives observable as professionals interact about the situations they encounter at work. More globally, this approach also questions the relations of continuity or tension that might arise in this training context between different theoretical constructs about language, how it can be used and acquired.
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Riley, Ellyn A., and Arthur Owora. "Relationship Between Physiologically Measured Attention and Behavioral Task Engagement in Persons With Chronic Aphasia." Journal of Speech, Language, and Hearing Research 63, no. 5 (May 22, 2020): 1430–45. http://dx.doi.org/10.1044/2020_jslhr-19-00016.
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Purpose Persons with aphasia (PWAs) have been shown to have impaired attention skills that may interfere with their ability to successfully participate in speech and language therapy. Fluctuations in attention can be detected using physiological measures such as electroencephalography (EEG), but these measures can be impractical for clinical use. The primary purpose of this study was to investigate observable behavioral signs of attention as a means of measuring within-session fluctuations in attention by comparing behavioral ratings to physiological changes. Other aims were to understand the relationship between observable behaviors and task performance and to determine whether syntactic complexity influences behavioral attention. Method Ten PWAs and 10 neurologically healthy adults underwent a sentence-reading task with 45 active and 45 passive sentences while video/audio and EEG data were recorded continuously. EEG data for each trial were classified into one of four levels of attention using a classification algorithm (Berka et al., 2004), and video/audio data were scored for accuracy and behavioral engagement by two trained speech-language pathologist students using a behavioral rating scale of inattention (Whyte et al., 1996). Results Results showed that behavioral engagement was significantly correlated with task performance, with higher engagement scores associated with fewer errors. Behavioral engagement did not differ based on syntactic complexity for either group, but PWAs had significantly lower behavioral engagement scores when they were in lower/distracted states of physiologically measured vigilant attention. Conclusion Behavioral observation may provide an alternative means of detecting clinically significant lapses in attention during aphasia therapy.