Literatura académica sobre el tema "Français (langue) – Psychologie"
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Artículos de revistas sobre el tema "Français (langue) – Psychologie"
Papas, Christian. "La traduction des métaphores au regard de la psychologie cognitive". Meta 52, n.º 1 (12 de marzo de 2007): 123–28. http://dx.doi.org/10.7202/014727ar.
Texto completoRius Dalmau, María I. "Enseigner et apprendre les unités parémiologiques d’une langue étrangère: du XIXe siècle à nos jours". Çédille 10 (1 de abril de 2014): 333. http://dx.doi.org/10.21071/ced.v10i.5567.
Texto completoGosselin, Émile. "Commentaire". III. Perspectives sur l'étude de la structure sociale 3, n.º 1-2 (12 de abril de 2005): 185–88. http://dx.doi.org/10.7202/055126ar.
Texto completoGonthier, Marie-Ève y Stéphanie Leblanc. "L’influence du clavardage sur la maîtrise du français écrit des élèves du premier cycle du secondaire". Revue des sciences de l’éducation 39, n.º 2 (28 de mayo de 2014): 341–60. http://dx.doi.org/10.7202/1025231ar.
Texto completoSchneuwly, Bernard. "Didactique du français langue maternelle : psychologie du langage et retour ?" Repères 78, n.º 1 (1989): 104–7. http://dx.doi.org/10.3406/reper.1989.1976.
Texto completoHeller, Monica. "« Langue », « communauté » et « identité »". Anthropologie et Sociétés 31, n.º 1 (26 de junio de 2007): 39–54. http://dx.doi.org/10.7202/015981ar.
Texto completoCabot, Isabelle y Roch Chouinard. "Améliorer la maîtrise de la langue en suscitant l’intérêt et l’engagement scolaires par une pédagogie interdisciplinaire". Revue des sciences de l’éducation 40, n.º 1 (28 de noviembre de 2014): 39–60. http://dx.doi.org/10.7202/1027622ar.
Texto completoStasilo, Miroslav. "Apprentissage du Français de la Douane dans le Cadre d’un Dispositif Hybride". Sustainable Multilingualism 11, n.º 1 (27 de noviembre de 2017): 105–29. http://dx.doi.org/10.1515/sm-2017-0015.
Texto completoDeraîche, Myra, Nicole Carignan y Marie-Cécile Guillot. "Jumelage interculturel et pédagogie universitaire". Alterstice 8, n.º 1 (16 de octubre de 2018): 5–10. http://dx.doi.org/10.7202/1052603ar.
Texto completoGuillot, Marie-Cécile y Nicole Carignan. "Pour la réussite des jumelages interculturels : leadership pédagogique et institutionnel". Alterstice 8, n.º 1 (16 de octubre de 2018): 25–36. http://dx.doi.org/10.7202/1052605ar.
Texto completoTesis sobre el tema "Français (langue) – Psychologie"
Collay, Sandra. "Impact de la consistance orthographique sur la production verbale écrite de séries de mots". Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20003.
Texto completoThis research was interested in the consistency impact on written groups of production. Classically, there are more errors and longer reaction times with inconsistent words than with consistent words. However, the consistency impact has only been invastigated in regard to the isolation words production. Consequently we wanted to study the consistency impact on groups of words production. In order to do so, we used the serial recall task because it necessary implies groups of words recall and simualtes the words production. Eleven experiments have been conducted to explore this effect. Results of two princeps experiments revealed an unexpected effect : inconsistent words were better recalled than consistent words. We replicated this effect in three succeeding experiments. Then, we tried to give some explanation to this new effect (i. E. , tne inconsistency effect). The results suggest thant inconsistent words have a visual specificity taht pick up a part of the attentional resources allowing a distinctive encoding. The last chapter was interested in the dual route model that allowing the interpretation of the constency effect. Some research suggests that the sublexical route may be less automatic and slower than the lexical route. Indeed, this sublexical route may be under strategic controle. In the literature, results from oral production research were not clearly in accordance with the strategic control. We realized four additional experiments in written words production under dictation, but our results did not bring more support to this hypothesis
Al-Saadi, Ahlam. "Chronopsychologie et apprentissage du Français langue étrangère : Variations journalières de l'attention et des performances langagières chez des étudiants étrangers apprenant le français en France et en Irak". Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2006.
Texto completoPsychological and cognitive dimensions of language demonstrate its interest to study them through a chronopsychological perspective. This study aims to explore the daily variations of attention and language performances among foreigner learning French language, and to understand the impact of geographical framework and learning period on this daily evolution. Two studies had been undertaken on French learning students : One in France (with 99 learners), and the other in Iraq (33 learners), over two periods of time (semester 1 &2). These students, classified according to their level in French (beginners, intermediate, and advanced), were subjected to an attentional test (number crossing), and to a language test (writing activity), over four different periods of the day. Results point out us that the attentional and language performances vary differently according to, the period of the day in which the test was undertaken, the level of the student, and his/her country of origin. Beginners have shown a great tendency to language learning, on the contrary to learners in advanced levels who have shown a greater tendency to attentional performance. At the beginning of the learning, the attentional and language performances fluctuate throughout the day ; however, they become stable at the end of the learning. The variations of attentional performances in France are superior to those in Iraq. Therefore, by knowing the appropriate time for learning, it will help us to understand the importance of the chronopsychological dimension in the study of a foreign language
Nyee-Doggen, Judith. "L'activité de prise de notes en situation de cours : comparaison des pratiques d'étudiants de Français langue maternelle et de Français langue étrangère". Paris 3, 2008. http://www.theses.fr/2008PA030018.
Texto completoConsidering notes taken while attending a course as a writing genre anchored in a specific discursive background, the parameters of which are to be taken into account, this thesis confronts the oral discourse of a young teacher (delivered in French) with the notes taken by French and Dutch students. In an often interdisciplinary approach, note taking has been examined in cognitive psychology, linguistics and didactics. The first part of the thesis consists in an assessment of these studies. Contrary to most of these works that rest on the practices of note takers, one of our objectives is to analyze the interrelation between teacher's discourse – which, through more or less explicit hints, constantly guides the note takers – and note taking. To make this oral discourse and these notes interrelate, several levels of analysis have been considered in the second part: that of the lexical units, of the clause, of the discourse. However, to assess the activity of note taking itself, intermediate stages have been defined according to their pragmatic role. The last part deals with the results that can be drawn from our studies. The reduction processed by note takers has thus been assessed and qualified. The reaction to the hints given by the teacher and entailing note taking has also been measured. These analyses made it possible to distinguish between different note taking modes. If Dutch and French students differ in their practices on a few points, it appears that the main differences lie in an individual practice of note taking. Some suggestions intending at providing some help to students have been sketched out according to the difficulties met with by note takers
Consalvi, Laurence. "Stimuli risibles et fonctions du rire en classe de français langue étrangère". Besançon, 2005. http://www.theses.fr/2005BESA1014.
Texto completoThis study is about the importance and the function of laughter in teaching/learning of French as a foreign language. Laughter is more than a simple sound : it has many roles and functions in communication, emotion and relationships in conversation. The main object of this research is about laughter and laughing based on the analysis of two principal groups. The concerned public are divided in two groups : teenagers studying French in Rome and Asian intermediate level students of French at the Centre de Linguistique Appliquée in Besançon. This research is based on the analysis of quantitative and qualitative data. The results showed that besides the differences inherent in each group of students, the causes and functions of laughter have many common characteristics
Jacquemard, Nathalie. "Rôle des représentations dans l'apprentissage du français langue étrangère en milieu universitaire endolingue". Paris 3, 2004. http://www.theses.fr/2004PA030092.
Texto completoThis thesis studies the rise and role of representations and hetero-stereotypes in the learning of french as a foreign language in a French-speaking university environment. The work of analysis and synthesis is based on answers to questionnaires submitted to foreign students and to teachers of French as a foreign language, native and non-native. Interviews with foreign students complete the research. The reiterated requests of foreign students concerned knowledge of the socio-cultural aspects of the host country. These requests correspond to their primary demand for communication competence in the host language. This thesis falls within the context of the didactology of languages and cultures and flows from the learning situations in the French as a foreign language teaching area. The thesis then proposes solutions likely to answer the demands formulated by both foreign students and teachers of French as a foreign language
Kucera, Laurence. "Le français, langue d'expression littéraire : histoire d'un choix". Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30070.
Texto completoThe writers under study have changed their language. They have laid bare their utmost being, renounced their mother tongue to make themselves anew in a foreign language: the French language. Paradoxically, this renouncement to the most intimate – the mother tongue – has brougt them to delve deeper into their selves and made them become truly themselves. Far from casting their first lives into repressed oblivion, switching to French has enabled memory to be told, history to be written, identities to be asserted, in the very distance of a new and naive language. Whether the writer adopts the direct path of the witness or a fictional detour, it seems that the choice of a foreign language constitutes the compulsory passage where in order to become oneself one must first accept to be other. It is through this dialectics between identity and otherness that the change of languages has generated an identical metamorphosis.In a historical perspective, we shall try to grasp the reasons that motivated those writers to choose French and the representations associated to it
Nguyen, Kim Oanh. "Contrat didactique et discours professoral en classe de langue : le cas des classes de français dans l'enseignement intensif du français et en français au collège vietnamien". Rouen, 2002. http://www.theses.fr/2002ROUEL426.
Texto completoThis work is an attempt at giving a definition and at examining the notion of didact contract in the teaching of French as a Foreign Language. The writer ties to establish the connections between classroom contract and teacher'discourse with a view to evaluating the effectiveness of a lesson inVietnamese secondary schools and int the programme of intensive teaching of French and in French. Class observations, discussions, and investigations conducted with teachers of French and the students concerned have been used as data for both theoretical and practical analysis of the impact of a didactic contract and of teacher's discourse on the stakes of teaching and of student's success. This work shows a lot of consideration for the notion of didactic contract in language teaching methodology and in teacher training. The notion of didactic contract involves indeed teaching by means of a cooperation between teacher and students, each constitutes a link in the process of verbal interation to carry out a particular form of communication in which metadiscourse undeniably plays a very important part. But cooperation also means participation and responsability to oneself and to others and all this contributes to creating a conscious and committed activity that involves the teacher and his /her students in a persistent struggle against passiveness
Najai, Mouna. "Développement lexical précoce et biais nominal : études expérimentales et approche interlangue français / arabe". Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20026.
Texto completoAguerre, Sandrine. "Centration sur l'apprentissage d'une langue étrangère, le français : grammaires et représentations métalinguistiques". Phd thesis, Université Michel de Montaigne - Bordeaux III, 2010. http://tel.archives-ouvertes.fr/tel-00628351.
Texto completoCousin, Marie-Paule. "Apprentissage de la production écrite de l'accord en nombre : application de règles et/ou récuperation d'instances ?" Rouen, 2004. http://www.theses.fr/2004ROUEL477.
Texto completoThis thesis studies the processes involved in the acquisition of the written number flexional morphology by French children. Six experiments are submitted. The first five ones use a cross method. They show the item's previous encounter and the number form impact on number agreement production. The sixth one is a longitudinal study. It examines the impact of the encounter frequency in time, the number form and the age of acquisition. This research shows that children use early instances retrieval for a written number agreement. As for adults, the number flexional morphology processing can be produced by children. In two ways. The first one is the implementation of rules, the second one is the instances direct retrieval
Libros sobre el tema "Français (langue) – Psychologie"
Vergnaud, Gérard. Apprentissages et didactiques, où en est-on ? Paris: Hachette, 1994.
Buscar texto completoComment le H trouva sa voix: Suivi de S ou deux S. SOS. [Paris]: Retz, 2003.
Buscar texto completo1970-, Timmers Léo, ed. Qui suis-je? Toulouse: Milan, 2011.
Buscar texto completoCatherine, Girard-Audet, ed. Pour l'amour d'une bulle. Montréal: Presses Aventure, 2006.
Buscar texto completoApproches de l'écrit avec les 3-4 ans. [Paris]: Nathan pédagogie, 1997.
Buscar texto completoal-Qafsah, Jami'at, ed. L'hétérogène dans les littératures de langue française. Paris: L'Harmattan, 2015.
Buscar texto completoFrançois, Le Ny Jean, Abdi Hervé y Association de psychologie scientifique de langue francaise. Journées d'études, eds. Intelligence naturelle et intelligence artificielle: Symposium de l'Association de psychologie scientifique de langue française (Rome, 1991). Paris: Presses universitaires de France, 1993.
Buscar texto completoAssociation de psychologie scientifique de langue française. Journées d'études. Psychologie de la personne agée: Aspects neuropsychologiques, cognitifs et cliniques du vieillissement : symposium de l'Association de psychologie scientifique de langue française (Genève. 1989). Paris: Presses Universitaires de France, 1993.
Buscar texto completoéd, Morais José y Florin Agnès éd, eds. La maîtrise du langage: Textes issus du XXIIe symposium de l'Association de Psychologie scientifique de langue française (APSLF). Rennes: Presses universitaires de Rennes, 2002.
Buscar texto completoNathalie, Michaud, ed. Plaisir d'apprendre: Activités d'apprentissage en lecture, écriture et mathématiques. Montréal, Qué: Éditions de la Chenelière, 1999.
Buscar texto completoCapítulos de libros sobre el tema "Français (langue) – Psychologie"
Parot, Françoise y Marc Richelle. "Pierre Karli". En Psychologues de langue française, 331–49. Presses Universitaires de France, 1992. http://dx.doi.org/10.3917/puf.paro.1992.01.0331.
Texto completoParot, Françoise y Marc Richelle. "Bärbel Inhelder". En Psychologues de langue française, 97–133. Presses Universitaires de France, 1992. http://dx.doi.org/10.3917/puf.paro.1992.01.0097.
Texto completoParot, Françoise y Marc Richelle. "Avant-propos". En Psychologues de langue française, V—IX. Presses Universitaires de France, 1992. http://dx.doi.org/10.3917/puf.paro.1992.01.0000a.
Texto completoParot, Françoise y Marc Richelle. "Pierre Oléron". En Psychologues de langue française, 135–59. Presses Universitaires de France, 1992. http://dx.doi.org/10.3917/puf.paro.1992.01.0135.
Texto completoParot, Françoise y Marc Richelle. "Georges Thinès". En Psychologues de langue française, 289–310. Presses Universitaires de France, 1992. http://dx.doi.org/10.3917/puf.paro.1992.01.0289.
Texto completoKobota, Masando y Muneyoshi Hyodo. " Ouvrages de psychologie et de psycho-pédagogie en langue française traduits en japonais ". En Aspects de la psychologie et de l'éducation de l'enfant au Japon, 185–92. Presses Universitaires de France, 1993. http://dx.doi.org/10.3917/puf.kobot.1993.01.0185.
Texto completoActas de conferencias sobre el tema "Français (langue) – Psychologie"
Bestchastnova, Eugénie Bonner. "La prise en compte des particularités psychologiques dans l’acquisition d’une langue de spécialité sur l’exemple de l’accentuation en français". En Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.14.
Texto completoGermain, Claude y Joan Netten. "La didactique des langues : les relations entre les plans psychologique, linguistique et pédagogique". En 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010100.
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