Literatura académica sobre el tema "French language – Vocabulary – Juvenile literature"
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Artículos de revistas sobre el tema "French language – Vocabulary – Juvenile literature"
Lodge, Anthony. "Colloquial Vocabulary and Politeness in French". Modern Language Review 94, n.º 2 (abril de 1999): 355. http://dx.doi.org/10.2307/3737114.
Texto completoHintze, Marie-Anne y Marie-Helene Correard. "Oxford French Cartoon-Strip Vocabulary Builder". Modern Language Review 97, n.º 3 (julio de 2002): 703. http://dx.doi.org/10.2307/3737527.
Texto completoСтрамной, А. В. y Е. А. Глебова. "Vernacular and argot in the novels of Albert Simonen". Modern scientist, n.º 3 (8 de abril de 2024): 147–52. http://dx.doi.org/10.58224/2541-8459-2024-3-147-152.
Texto completoLindqvist, Christina. "Élaboration d’une liste de vocabulaire dans un contexte FLE". Studia Romanica Posnaniensia 49, n.º 4 (9 de enero de 2023): 65–74. http://dx.doi.org/10.14746/strop.2022.494.004.
Texto completoOusselin, E. "Media French: A Vocabulary of Contemporary Usage". French Studies 63, n.º 2 (1 de abril de 2009): 249. http://dx.doi.org/10.1093/fs/knp022.
Texto completoLEGACY, JACQUELINE, JESSICA REIDER, CRISTINA CRIVELLO, OLIVIA KUZYK, MARGARET FRIEND, PASCAL ZESIGER y DIANE POULIN-DUBOIS. "Dogorchien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals". Journal of Child Language 44, n.º 4 (5 de julio de 2016): 881–904. http://dx.doi.org/10.1017/s0305000916000295.
Texto completoProskuryakova, Daria, Thierry Ponchon, Tatiana Retinskaya, Jerome Baghana y Olga Prokhorova. "The functions of slang in the work of Faïza Guène". XLinguae 15, n.º 4 (octubre de 2022): 148–84. http://dx.doi.org/10.18355/xl.2022.15.04.14.
Texto completoPedley, Alan y Adrian C. Ritchie. "Newspaper French: A Vocabulary of Administrative and Commercial Idiom". Modern Language Review 87, n.º 2 (abril de 1992): 463. http://dx.doi.org/10.2307/3730711.
Texto completoCoveney, Aidan y Hilary Wise. "The Vocabulary of Modern French: Origins, Structure and Function". Modern Language Review 94, n.º 3 (julio de 1999): 819. http://dx.doi.org/10.2307/3737036.
Texto completoANTONOVA-VASILEVA, LUCHIA. "НЕОБХОДИМОСТ ОТ ПОДБОР И АДАПТАЦИЯ НА ТЕКСТОВЕТЕ ЗА ИЗУЧАВАНЕ НА БЪЛГАРСКА ЛИТЕРАТУРА В ЧУЖБИНА / THE NEED FOR SELECTION AND ADAPTATION OF TEXTS FOR PEOPLE STUDYING BULGARIAN LITERATURE ABROAD". Journal of Bulgarian Language 68, n.º 01 (31 de marzo de 2021): 22–35. http://dx.doi.org/10.47810/bl.68.21.01.03.
Texto completoTesis sobre el tema "French language – Vocabulary – Juvenile literature"
Michaud, Gabriel. "Relations entre morphologie, vocabulaire et compréhension écrite en français langue seconde". Thèse, 2014. http://hdl.handle.net/1866/11060.
Texto completoThe present study seeks to investigate the relationship between reading comprehension, vocabulary, and the graphomorphologic processing abilities of college students studying French as a second language at intermediate and intermediate-advanced levels. Many of these students face written comprehension difficulties which are often addressed from the vantage point of lexical knowledge and graphomorphological processing, the capacity to coordinate information that is orthographic, phonologic, and semantic in nature while reading. The results of the study demonstrate that students possess weak vocabulary, which could explain in part the problems they face with respect to written comprehension. As well, even if students at the intermediate-advanced level demonstrate better levels of written comprehension and a larger vocabulary in comparison to students at the intermediate level, their capacity with respect to graphomorphological processing are the same. The evidence demonstrates that the links between the three variables seem to be stronger for students at the intermediate level than at the intermediate-advanced level, which could imply that graphomorphological processing plays a more important role for less proficient second language learners.
Anctil, Dominic. "L’erreur lexicale au secondaire : analyse d’erreurs lexicales d’élèves de 3e secondaire et description du rapport à l’erreur lexicale d’enseignants de français". Thèse, 2010. http://hdl.handle.net/1866/5077.
Texto completoThis research aims to describe 1) francophone students’ lexical errors in writing and 2) teachers’ relation to lexical errors (conception of error, vocabulary evaluation practices, feedback provided). The first part of the research consists in a three-level error analysis: 1) a linguistic description based on an error typology, 2) an evaluation of error gravity and 3) an explanation of the possible sources of error. The corpus analyzed is composed of 300 texts written in French class by 3rd year high school students. The analysis revealed 1144 lexical errors. The most common are semantic problems (30%), errors related to morphosyntactic properties of words (21%) and the use of colloquial words (17%). This distribution shows that half of the lexical errors are due to a lack of knowledge of word properties other than meaning and form. The evaluation of error gravity is based on three criteria: their acceptability according to dictionaries, their impact on comprehension and their degree of integration to language. Problems related to register are usually those perceived as less serious and semantic problems represent the vast majority of serious errors. The third level of analysis concerns the possible causes of the errors and identifies three main sources: influence of oral language, semantic proximity and formal similarity between the word used and the target word. The second part of the thesis concerns French teachers’ relation to lexical errors and is based on the analysis of 224 corrected essays and eight interviews. When correcting, teachers focus their attention on errors involving morphosyntactic properties of words (gender, invariability, government pattern), which they consider as grammatical errors. The more genuine lexical errors (semantic errors, use of colloquial words and collocation errors) are rarely pointed out, and comments provided regarding these types of errors are vague and inconsistent, giving students very few hints for correction. The evaluation of vocabulary in written production is always subject to a qualitative assessment, based on the teacher’s general impression rather than specific criteria, the only clear indicator being repetition. The explanations teachers provide about lexical problems rely heavily on intuition, which shows some deficiencies in their training in regards to vocabulary.
Gazerani, Farzin. "L’enseignement centré sur la forme et l’apprentissage du vocabulaire en français langue seconde". Thèse, 2017. http://hdl.handle.net/1866/19255.
Texto completoDans cette thèse, l’auteur s’est penché sur la question de l’apprentissage/enseignement du vocabulaire en français langue seconde (L2). Depuis plusieurs années, la recherche en L2 fait face à une question essentielle : celle de l’efficacité de différentes approches d’enseignement lexical afin de favoriser l’apprentissage des mots. Certains chercheurs (par ex. Krashen, 1982, 1989) considèrent que l’apprentissage du vocabulaire en L2, tout comme celui des aspects morphosyntaxiques, se produit uniquement de façon incidente pendant l’exposition aux différents échantillons de la langue (c.-à-d., l’intrant) et à travers des activités centrées sur le sens communicatif telles que la lecture de textes. D’autres (par ex. Laufer, 2005, 2006) préconisent une approche plus explicite de l’enseignement du vocabulaire, centrée sur les aspects formels des éléments lexicaux (form-focused instruction). Cette question n’a pas fait l’objet d’une recherche exhaustive, surtout en ce qui concerne les modalités de l’enseignement centré sur la forme (FFI) et le moment approprié (le FFI intégré vs le FFI isolé) pour le fournir, d’où l’importance de cette recherche. Trois études expérimentales ont été effectuées afin d’examiner l’efficacité de différentes approches d’enseignement du vocabulaire en français. Quarante-deux apprenants de français L2 ont participé à deux études de cas multiples (n = 9 et n = 10) et à une étude quasi-expérimentale (n = 23). Les deux premières études ont servi de pilotes pour l’élaboration de la méthodologie de la troisième étude. L'intervention expérimentale (quatre périodes de 45 minutes chacune) ciblant 36 mots a été réalisée à travers trois conditions expérimentales (FFI intégré, FFI isolé et répétition) et une condition de contrôle (apprentissage incident via la lecture). Chacun des participants a bénéficié de toutes les conditions. En d’autres termes, parmi les mots ciblés, certains devaient être appris incidemment, certains à travers une exposition répétée et certains ont été enseignés par le FFI intégré et le FFI isolé. Des tâches lexicales ont été administrées avant et deux fois après l'intervention. Les résultats indiquent les avantages du FFI en comparaison avec l'apprentissage incident et la répétition sans aucune différence significative entre le FFI isolé et le FFI intégré. La conclusion de cette thèse met l’emphase sur l’importance du FFI afin d’améliorer l’apprentissage du vocabulaire, tout en précisant le caractère indispensable des activités de récupération pour diminuer la perte de l’apprentissage produit.
In this thesis, the author examined the question of vocabulary learning/teaching in French as a second language (L2). L2 research has been interested in the effects of different approaches of lexical instruction on vocabulary learning. Some researchers (e.g. Krashen, 1982, 1989) contend that L2 learning, vocabulary and morphosyntax, occurs incidentally through the exposure to comprehensible input and through meaning-based activities such as reading. Others (e.g. Laufer, 2005, 2006) advocate a more explicit approach to vocabulary teaching, focused on the form of lexical elements. The effects of lexical form-focused instruction (FFI) have not been thoroughly investigated, particularly its different modalities and timing (integrated FFI vs isolated FFI), hence the relevance of this research. Three experimental studies were conducted to examine the effectiveness of different vocabulary teaching approaches in French as an L2. Forty-two L2 French learners participated in two multiple case studies (n = 9 and n = 10) and a quasi-experimental study (n = 23). Among other things, the first two studies were designed to serve as pilots for the methodological design of the third study. The experimental intervention (four periods of 45 minutes each) targeting 36 words was carried out through three experimental conditions (integrated FFI, isolated FFI and repetition) and a control condition (incidental learning through reading). Each participant benefited from all the conditions. In other words, among the targeted words, some had to be learned incidentally, some through repeated exposure and some were taught by the integrated FFI and the isolated FFI. Lexical tasks were administered before intervention started and twice after it ended (immediate posttest and delayed posttest). Results indicate the advantages of FFI compared to incidental learning and repetition. However, there is no significant differences between the isolated FFI and the integrated FFI. The conclusion of this thesis emphasizes the importance of FFI in order to improve the vocabulary learning, while specifying the necessity of the retrieval activities to reduce learning loss.
Libros sobre el tema "French language – Vocabulary – Juvenile literature"
Mansfield, Andy y Sebastien Iwohn. First words: French. Carlton, Victoria: Lonely Planet, 2017.
Buscar texto completoAmery, Heather. First 500 words: French. London [England]: Usborne, 2003.
Buscar texto completoGunzi, Christiane. French ABC. Bromley: Picthall & Gunzi, 2009.
Buscar texto completoAnnie, Arnold, ed. Mantra's English-French words for school. London: Mantra, 1995.
Buscar texto completoJan, Lewis. My first 1000 words in French. Chester: Marks and Spencer, 2004.
Buscar texto completokids, Berlitz, ed. 1,000 French words. Singapore: Berlitz Pub./APA Pub. GmbH & Co. Verlag KG Singapore Branch, 2004.
Buscar texto completoMacKinnon, Debbie. My world of French words. Hauppauge, N.Y: Barron's, 1995.
Buscar texto completoKatherine, Folliot y Cartwright Stephen, eds. The first thousand words in French: With easy pronunciation guide. London: Usborne, 1992.
Buscar texto completoAmery, Heather. The Usborne first thousand words in French: With easy pronunciation guide. London, Eng: Usborne Pub., 1996.
Buscar texto completoAmery, Heather. The Usborne first thousand words in French: With easy pronunciation guide. London: Usborne, 1995.
Buscar texto completoCapítulos de libros sobre el tema "French language – Vocabulary – Juvenile literature"
Walsh, Olivia y Douglas Kibbee. "Metalinguistic Texts". En The Oxford Handbook of the French Language, 189–213. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780198865131.013.6.
Texto completoFlood, Victoria. "The Poetic Field, IV". En The Oxford History of Poetry in English, 118–27. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198827429.003.0008.
Texto completoAksiutina, Tatyana y Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS". En Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.
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