Littérature scientifique sur le sujet « Foreign language context »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Foreign language context ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Foreign language context"
Railianova, Viktoriia. « METHODS OF FOREIGN LANGUAGE TEACHING : PSYCHOLOGICAL CONTEXT ». Scientific Notes of Ostroh Academy National University : Psychology Series 1 (25 juin 2020) : 136–40. http://dx.doi.org/10.25264/2415-7384-2020-11-136-140.
Texte intégralNikolaeva, Tatyana Nikolaevna. « Ethnocultural Component of Content of Education in Intercultural Context ». Ethnic Culture 3, no 3 (25 septembre 2021) : 37–39. http://dx.doi.org/10.31483/r-99017.
Texte intégralBley-Vroman, Robert. « THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS ». Studies in Second Language Acquisition 31, no 2 (juin 2009) : 175–98. http://dx.doi.org/10.1017/s0272263109090275.
Texte intégralMuñoz Restrepo, Ana, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz et Ricardo Avendaño Franco. « Measuring Language Gains in a Foreign Language Context ». Colombian Applied Linguistics Journal 22, no 1 (31 octobre 2020) : 69–86. http://dx.doi.org/10.14483/22487085.14171.
Texte intégralFrances, Candice, Angela De Bruin et Jon Andoni Duñabeitia. « THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING ». Studies in Second Language Acquisition 42, no 4 (9 janvier 2020) : 891–903. http://dx.doi.org/10.1017/s027226311900072x.
Texte intégralRiyanti, Dwi. « THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE ». JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no 2 (21 avril 2019) : 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.
Texte intégralIvaz, Lela, Kim L. Griffin et Jon Andoni Duñabeitia. « Self-bias and the emotionality of foreign languages ». Quarterly Journal of Experimental Psychology 72, no 1 (13 juin 2018) : 76–89. http://dx.doi.org/10.1177/1747021818781017.
Texte intégralWojtowicz, Beata. « Cultural Norms of Greetings in the African Context ». Roczniki Humanistyczne 69, no 6 (29 juin 2021) : 171–87. http://dx.doi.org/10.18290/rh21696-10.
Texte intégralWALZ, JOEL. « Context and Contextualized Language Practice in Foreign Language Teaching ». Modern Language Journal 73, no 2 (juin 1989) : 160–68. http://dx.doi.org/10.1111/j.1540-4781.1989.tb02538.x.
Texte intégralNecheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych et Valentyna Zvozdetska. « Foreign language education as a scientific category in the context of future teachers‟ training ». Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no 8(128) (28 décembre 2020) : 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.
Texte intégralThèses sur le sujet "Foreign language context"
Goës, Ingelöv. « Alternative Identities and Foreign Language Learning ». Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1223.
Texte intégralMak, Ting-fung Martin, et 麥庭峰. « A case study : task-based language teaching in a Chinese foreign language context ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Gudkova, N. « Gamification in the context of special purpose foreign language teaching ». Thesis, Національний авіаційний університет, 2020. https://er.knutd.edu.ua/handle/123456789/15161.
Texte intégralMarkiewicz, Jan-Kristian. « Personalized and context sensitive foreign language training supported by mobile devices ». Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10137.
Texte intégralIn this research project I try to answer how context sensitive mobile devices can be used to complement traditional foreign language learning in a classroom. My approach to answering this question is based on the goal of creating a prototype application called the Personalized And context sensitive foreign Language training system for real Life situAtions using mobile devices (PALLAS). To be able to develop PALLAS satisfactory I start by performing a prestudy to create a theoretical ground for my ideas. This allows me to come up with ideas of how PALLAS could be used. To systemize my process I create a scenario-based development method. I start by writing user scenarios of the PALLAS system in use. This is the part where new ideas are included into PALLAS. Then I analyze the user scenarios and create formalized models of how PALLAS is supposed to work. The models are in turn used to design a system architecture, which finally is used to implement the PALLAS prototype. I finish my research by comparing the finished PALLAS prototype to the original user scenarios. It turns out that the process has resulted in an architecture that can almost completely satisfy the features found in the user scenarios. With this solid architecture in place the next natural step for PALLAS will be testing in real-life scenarios with students and teachers using the system.
Clark, John L. « Curriculum renewal in school foreign language learning : a project in context ». Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/26395.
Texte intégralBoraie, Deena. « Learners' perceptions of language proficiency, language test-taking strategies and emotional regulation in a test-taking context : a case study in an Egyptian EFL context ». Thesis, University of Wolverhampton, 2003. http://hdl.handle.net/2436/90236.
Texte intégralCeccon, Joangela <1991>. « Learning a Foreign Language in an Outdoor Education Context : Challenges and Possibilities ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18691.
Texte intégralWoods, Angie L. « Reaching Out and Jumping In| The Relational Context of Service-Learning ». Thesis, University of Cincinnati, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597991.
Texte intégralThis dissertation examines how college students' participation in a Spanish service-learning course affected their perceptions of language culture and community. Findings demonstrate that students will potentially experience connections, disconnections, and reconnections when they interact with others in a Spanish service-learning experience. The connections that they form may motivate them to improve their skills and knowledge related to the subject matter. In this qualitative, practitioner action research study, I interviewed four students who were enrolled in my service-learning course. The narratives were analyzed using the Listening Guide (Gilligan et al., 2003) a feminist relational methodology.
When the students spoke of their experiences with language, culture, and community in interviews prior to taking the course, they used voices of powerlessness, rejection, observation, and separation. In the interviews that occurred after the service-learning experience, their voices spoke of empowerment, acceptance, participation, and inclusion. Cross-case analysis revealed that students formed relationships with the community, other students, and the instructor during the service-learning experience. Even if these relationships were short-term and limited, they often experienced the cycle of connection, disconnection, and connection of long-term relationships. Prior to the course, students spoke of previous experiences with language-exclusion and disconnections that they experienced because of their relational images of observation and separation. When they spoke of their service-learning experiences, they described multiple relational triangles (Hawkins, 1974; Raider-Roth & Holzer, 2009) and revealed their developed sense of empathy. This empathy demonstrates the connections they formed with other students and with the community members. Two students spoke of disconnections that occurred during the course, but these disconnections were outweighed by connections. These connections led them to desire more meaningful connections, which they realized could only happen by improving their language skills.
The implications of this study suggest that in a relational service-learning course, instructors no longer are only part of the relational triangle between the instructor, the student, and the subject matter; they also facilitate relationships between students, community partner organizations, community members, other volunteers, and the subject matter. The multiple relational triangles that they facilitate combine to form a relational hexagon. This relational understanding of service-learning has implications for instructors, the discipline, and the university.
Eriksson, Daniel. « Teachers’ Perspectives on Foreign Language Speaking Anxiety : A Qualitative Study of Foreign Language Speaking Anxiety in a Swedish Upper Secondary School Context ». Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78319.
Texte intégralSyftet med denna studie var att ta reda på lärarnas medvetenhet, erfarenheter och specifika strategier som de använder sig av när det kommer till talängslan i främmande språk i en svensk gymnasieskolekontext. Fem lärare intervjuades för att få reda på deras medvetenhet och erfarenheter kring vad som bidrar till talängslan i främmande språk och hur det yttrar sig hos eleverna som lider av det. Vidare så var även syftet att ta reda på specifika strategier lärarna använder sig av i undervisningen för att reducera talängslan i främmande språk. Resultaten visade att oroliga studenter oftast är de som ställer orealistiska krav på sig själva och känner att allt utom ett utmärkt resultat är ett misslyckande. Alla deltagare var överens om att två bidragande orsaker till talängslan i främmande språk är rädslan för att bli generad framför andra, och den känslomässiga aspekten av lågt självförtroende eller självkänsla. Eleverna tenderar att vara oroliga i talsituationer där andra skulle kunna bedöma dem negativt, vilket antagligen har att göra med lågt självförtroende eller självkänsla. Det mest uppenbara yttrandet för talängslan i främmande språk visade sig vara undvikande, som till exempel, att eleverna vägrar att prata, blir tystlåtna, eller inte ens är närvarande under talaktiviteten. Den mest använda strategin för att reducera talängslan i främmande språk visade sig vara att dela upp eleverna i mindre grupper för att de skall känna sig mer bekväma med att tala engelska. Resultaten visade även på några intressanta strategier som inte nämnts i tidigare forskning.
Crerand, Mary E. Lavin. « From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context ». The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.
Texte intégralLivres sur le sujet "Foreign language context"
1955-, Pütz Martin, dir. The Cultural context in foreign language teaching. Frankfurt am Main : P. Lang, 1997.
Trouver le texte intégralMartin, Pütz, dir. The cultural context in foreign language teaching. Frankfurt am Main : Peter Lang, 1997.
Trouver le texte intégralSmith, Ann F. V. Adult language learners : Context and innovation. Alexandria, Va : Teachers of English to Speakers of Other Languages, 2009.
Trouver le texte intégralKattán-Ibarra, Juan. España nuevo siglo : Language in context. Lincolnwood, Ill : National Textbook Co., 1997.
Trouver le texte intégralSmith, Ann F. V. Adult language learners : Context and innovation. Alexandria, Va : Teachers of English to Speakers of Other Languages, 2009.
Trouver le texte intégralAnnikki, Koskensalo, dir. Foreign languages and multicultural perspectives in the European context. Berlin : Lit, 2007.
Trouver le texte intégralBrandt, Corine Van den. Context use and learning to read in a foreign language. The Hague : Holland Academic Graphics, 1999.
Trouver le texte intégralR, Denman Barbara, dir. Grammar in context. 4e éd. [Boston, Mass.] : Thomson Heinle, 2006.
Trouver le texte intégralVilches, Bustamante Patricia, dir. Spanish subjunctive in context. Lanham, Md : University Press of America, 1995.
Trouver le texte intégralJ, Miller Frank, Kudyma Ganna et Kagan Olga, dir. Russian grammar in context. 2e éd. Upper Saddle River, N.J : Pearson Prentice Hall, 2005.
Trouver le texte intégralChapitres de livres sur le sujet "Foreign language context"
Kinginger, Celeste. « Second Language Learning in a Study Abroad Context ». Dans Second and Foreign Language Education, 125–36. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_11.
Texte intégralKinginger, Celeste. « Second Language Learning in a Study Abroad Context ». Dans Second and Foreign Language Education, 1–12. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_11-1.
Texte intégralWarner, Chantelle. « Foreign Language Education in the Context of Institutional Globalization ». Dans Second and Foreign Language Education, 167–78. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_14.
Texte intégralWarner, Chantelle. « Foreign Language Education in the Context of Institutional Globalization ». Dans Second and Foreign Language Education, 1–12. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_14-1.
Texte intégralMackey, Alison, Akiko Fujii, Sigrun Biesenbach-Lucas, Heather Weger, Natalia Dolgova Jacobsen, Lyn Wright Fogle, Julie Lake et al. « 4. Tasks and traditional practice activities in a foreign language context ». Dans Language Learning & ; Language Teaching, 71–88. Amsterdam : John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.34.07ch4.
Texte intégralSzyszka, Magdalena. « Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies ». Dans Second Language Learning and Teaching, 51–85. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50642-5_3.
Texte intégralCriswell, Eleanor, Heidi Byrnes et Guenter Pfister. « Intelligent Automated Strategies of Teaching Foreign Language in Context ». Dans Intelligent Tutoring Systems for Foreign Language Learning, 307–19. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_20.
Texte intégralZhao, Huan, et Lawrence Jun Zhang. « Defining Teacher Cognition and the Research Context ». Dans Teaching Writing in English as a Foreign Language, 35–45. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_2.
Texte intégralHsueh, Shu-Hua, et Mei-Jin Hsiao. « Cultivate Deeper Cross-Cultural Context into Foreign Language Teaching ». Dans Cross-Cultural Design. Applications in Health, Learning, Communication, and Creativity, 291–99. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49913-6_25.
Texte intégralKiyota, Yoichi. « Fostering Positive Intercultural Attitudes in a Japanese High School Context through the Art Miles Mural Project ». Dans Global Citizenship in Foreign Language Education, 174–98. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003183839-11.
Texte intégralActes de conférences sur le sujet "Foreign language context"
Bonkowski, Robert. « THE PROBLEM OF LEARNING BORROWINGS IN SERBIAN AS A FOREIGN LANGUAGE ON THE EXAMPLE OF GERMANISMS (IN RELATION TO SPORTS VOCABULARY) ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.269b.
Texte intégralKnol, Marina, et Dariya Assanova. « INTERACTION OF LANGUAGES IN THE CONTEXT OF TRILINGUAL EDUCATION IN KAZAKHSTAN ». Dans Modern pedagogical technologies in foreign language education : trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(22).
Texte intégralXiao, Jiugen, Xijuan Chen et Jun Wang. « Context and Teaching Chinese as a Foreign Language ». Dans International Conference on Education, Management, Commerce and Society. Paris, France : Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.172.
Texte intégralBurlakova, Irina. « Modern Trends Of Foreign Language Education ». Dans International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.384.
Texte intégralMadkur, Ahmad, et Azkia Muharom Albantani. « Instilling Islamic Values in Foreign Language Teaching : An Indonesian Context ». Dans International Conference on Education in Muslim Society (ICEMS 2017). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.20.
Texte intégralGong, Xuewei. « Role of Literature in Teaching English as Foreign Language Context ». Dans 7th International Conference on Social Science and Higher Education (ICSSHE 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.159.
Texte intégralLjubičić, Gordana. « WHY SHOULD ORAL PRESENTATIONS BE INTRODUCED IN FOREIGN LANGUAGE TEACHING AT TEACHER TRAINING FACULTIES ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.431lj.
Texte intégralGalym, Aiganym, et Valentina Maximova. « IMPROVING THE APPROACH TO THE IMPLEMENTATION OF FOREIGN LANGUAGE COMMUNICATIVE ACTIVITIES OF STUDENTS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION ». Dans Modern pedagogical technologies in foreign language education : trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(11).
Texte intégralGrujić, Tatjana. « L2 TENSE TRANSFER IN EFL LEARNING ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.
Texte intégralVershinina, T. S. « Development Of Foreign Language Learners’ Value System In Multilingual Urban Environment ». Dans SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.284.
Texte intégralRapports d'organisations sur le sujet "Foreign language context"
Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko et Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], juin 2021. http://dx.doi.org/10.31812/123456789/4431.
Texte intégralPARSHUTKINA, T., O. BERKU et T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.
Texte intégralHamanyuk, Vita. Literarische Texte moderner deutscher Literatur als Mittel für die Entwicklung der interkulturellen Kompetenz. Univerzita Pardubice, 2018. http://dx.doi.org/10.31812/123456789/6064.
Texte intégralWoodhill, Jim, et Juliet Millican. Systems Thinking and Practice : A guide to concepts, principles and tools for FCDO and partners. Institute of Development Studies, février 2023. http://dx.doi.org/10.19088/k4d.2023.002.
Texte intégralUstinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii et Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3255.
Texte intégralOSIYANOVA, O. M., et V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION : LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.
Texte intégralPavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, février 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.
Texte intégralPrykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova et Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3252.
Texte intégralBuitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, septembre 2022. http://dx.doi.org/10.16925/gcnc.23.
Texte intégralPODDUBSKAYA, O., V. DARJINA et E. MAKSIMKINA. PECULIARITIES OF STORITELLING APPLICATION FOR SPEECH DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-3-7-15.
Texte intégral