Littérature scientifique sur le sujet « Teaching learning french as foreing language »
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Articles de revues sur le sujet "Teaching learning french as foreing language"
Ismail, Saidah, Omrah Hassan, Nor Azhar Mohd Taib et Noor Hanim Rahmat. « Surviving Online Foreign Language Learning : The Case for French Language ». International Journal of Asian Social Science 11, no 9 (29 septembre 2021) : 421–33. http://dx.doi.org/10.18488/journal.1.2021.119.421.433.
Texte intégralMitchell, Rosamond, et Florence Myles. « Learning French in the UK setting ». Apples - Journal of Applied Language Studies 13, no 1 (19 février 2019) : 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Texte intégralMyslihaka, Leonarda. « Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language) ». European Journal of Multidisciplinary Studies 1, no 4 (30 avril 2016) : 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
Texte intégralMyslihaka, Leonarda. « Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language) ». European Journal of Social Sciences Education and Research 6, no 2 (30 avril 2016) : 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
Texte intégralMyslihaka, Leonarda. « Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language) ». European Journal of Social Science Education and Research 3, no 2 (30 avril 2016) : 147. http://dx.doi.org/10.26417/948onc27s.
Texte intégralKang, Jiajia. « Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo ». Learning & ; Education 10, no 2 (16 septembre 2021) : 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
Texte intégralAndriani, Merry, Wening Udasmoro, Roberta Salsano et Tri Indri Hardini. « Stymie patterns : The case of French-language learning in Indonesian universities ». Indonesian Journal of Applied Linguistics 12, no 1 (31 mai 2022) : 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.
Texte intégralMessaoudani, Sara, et Ouarda Mecili. « The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors ». Milev Journal of Research and Studies 7, no 2 (31 décembre 2021) : 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.
Texte intégralShepeleva, Natalia Y. « FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES ». Vestnik Kostroma State University. Series : Pedagogy. Psychology. Sociokinetics, no 2 (2020) : 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
Texte intégralDIMOVA, SLOBODANKA. « Teaching and learning English in Macedonia ». English Today 19, no 4 (octobre 2003) : 16–22. http://dx.doi.org/10.1017/s0266078403004036.
Texte intégralThèses sur le sujet "Teaching learning french as foreing language"
Johnson, Brianna. « Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom ». OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.
Texte intégralMurray, Garold Linwood. « Bodies in cyberspace : language learning in a simulated environment ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.
Texte intégralMurphy, Elizabeth. « Strangers in a strange land, teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ54025.pdf.
Texte intégralMarsolais-Johnson, Suzanne Florence. « Enhancing foreign language learning through the integration of computer technology ». CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.
Texte intégralMichelson, Kristen E., et Kristen E. Michelson. « Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse : A Multiliteracies-Based Global Simulation in Intermediate French ». Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.
Texte intégralFazio, Lucy 1947. « The role of an experimental component in the analytic classrooms of minority-language students / ». Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36011.
Texte intégralCapliez, Marc. « Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments ». Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.
Texte intégralResearchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
Luk, Yuen-chau, et 陸婉秋. « The role of phonological awareness in second language reading ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.
Texte intégralVitullo, Maria Elisabeth. « O papel da gramática no ensino e na aprendizagem de francês - língua estrangeira : importância, função e delimitação ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-29082012-093335/.
Texte intégralThis study aims at discussing the issue of teaching and learning French as a foreign language, more specifically, the role of grammar and its complexity in such process in institutional environments. In order to achieve its goals, this research starts with a retrospective study of foreign language learning, triggered by the simple need for social exchanges until the systematization and development of teaching methods, considering the relevance of grammar in the linguistic and pedagogical thinking. It also presents a review of modern teaching methods of French for foreigners, with emphasis on the approach given to grammar as well as the way to cope with it in related textbooks. Then, it investigates what can be considered the core of this study: the concepts, the importance and the focus on grammar in the development of the teaching and learning process. The investigation was conducted by applying questionnaires to teachers and students, as well as class observation. The aim was to comprise the context taken into account in order to obtain more reliable results to the analysis. Finally, it intends to show the role of grammar in the teaching and learning of French as a foreign language.
Oliveira, Sônia Regina Nóbrega de. « Da dificuldade de produção oral à construção do indivíduo-aprendiz-adulto em língua francesa ». Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-27022009-153048/.
Texte intégralThis dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.
Livres sur le sujet "Teaching learning french as foreing language"
Stein, Gail. Learning French. 5e éd. Indianapolis, IN : Alpha Books, 2009.
Trouver le texte intégralCarter, Beverly-Anne. Teacher/student responsibility in foreign language learning. New York : Peter Lang, 2006.
Trouver le texte intégralRehorick, Sally. French second language learning in New Brunswick schools : Paradigms, challenges and strategies. [Fredericton, NB] : Faculty of Education, University of New Brunswick, 1993.
Trouver le texte intégralGail, Stein, dir. The complete idiot's guide to learning French. 2e éd. Indianapolis, IN : Alpha Books, 1999.
Trouver le texte intégralStein, Gail. The complete idiot's guide to learning French. 4e éd. Indianapolis, IN : Alpha, 2006.
Trouver le texte intégralThe complete idiot's guide to learning French. 3e éd. Indianapolis, IN : Alpha, 2003.
Trouver le texte intégralHeilenman, L. Kathy. Voilà ! : An introduction to French. 4e éd. Boston : Heinle & Heinle, 2001.
Trouver le texte intégralHeilenman, L. Kathy. Voilà ! : An introduction to French. New York : Harper & Row, 1989.
Trouver le texte intégralHeilenman, L. Kathy. Voilà : An introduction to French. 3e éd. Boston, Mass : Heinle & Heinle, 1997.
Trouver le texte intégralHeilenman, L. Kathy. Voilà ! : An introduction to French. 5e éd. Boston, MA : Thomson/Heinle, 2006.
Trouver le texte intégralChapitres de livres sur le sujet "Teaching learning french as foreing language"
Wrembel, Magdalena. « Foreign Accent Ratings in Third Language Acquisition : The Case of L3 French ». Dans Second Language Learning and Teaching, 31–47. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.
Texte intégralLindqvist, Christina. « Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language ». Dans Second Language Learning and Teaching, 87–99. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.
Texte intégralPhillips, David, et Caroline Filmer-Sankey. « Pupils' experience of learning languages other than French as first foreign languages ». Dans Diversification in Modern Language Teaching, 88–115. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003420156-6.
Texte intégralLipoff, Sabrina. « Issues and Challenges of Continuing Education for Teachers of French as a Foreign Language in the English-Speaking Caribbean ». Dans New Language Learning and Teaching Environments, 129–49. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34182-3_7.
Texte intégralAbeillé, Anne. « A Lexicalized Tree Adjoining Grammar for French and its Relevance to Language Teaching ». Dans Intelligent Tutoring Systems for Foreign Language Learning, 65–87. Berlin, Heidelberg : Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_6.
Texte intégralMaire, Jean-François. « Les Mots régionaux, c’est du “chenit” (or What to do with Regionalisms in the Teaching of French as a Foreign Language) ». Dans Learning, Keeping and Using Language, 41. Amsterdam : John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.06mai.
Texte intégralNuccorini, Stefania. « Chapter 3. Teaching phraseology in the 19th century ». Dans AILA Applied Linguistics Series, 43–58. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.03nuc.
Texte intégralOuald Chaib, Sara, Imane Joti et Samira Khoulji. « Learning Analytics in the Teaching of French as a Foreign Language (FFL) and Big Data : What Resources ? For What Skills ? » Dans Artificial Intelligence and Smart Environment, 572–80. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26254-8_83.
Texte intégralCaldas, Stephen. « French in Louisiana ». Dans Language Learning & ; Language Teaching, 450–77. Amsterdam : John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.22cal.
Texte intégralRamsey, Laurie Anne. « Treating French intonation ». Dans Language Learning & ; Language Teaching, 141–70. Amsterdam : John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.10ram.
Texte intégralActes de conférences sur le sujet "Teaching learning french as foreing language"
Chantova, Yasena. « USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE ». Dans 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.
Texte intégralMíguez Álvarez, Carla María. « CRITICAL READING AND USE OF COMICS IN TEACHING FRENCH AS A FOREIGN LANGUAGE ». Dans 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0271.
Texte intégralStanciu, Florentina. « Training in French communication skills in online learning through the efficient use of video sequences ». Dans Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.
Texte intégralPanicheva, Elena V., Alexandra V. Radyuk et Beibitkul S. Karimova. « INTEGRATION PROBLEMS OF INTERACTIVE FORMS AND METHODS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE BASED ON THE EXAMPLE OF THE FRENCH LANGUAGE ». Dans 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.35.
Texte intégralNistor, Cristina mihaela. « BLENDED LEARNING IN THE LANGUAGE CLASS : TEACHING ROMANIAN TO MULTICULTURAL GROUPS ». Dans eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.
Texte intégralAVORNICЕSĂ, Natalia. « Project-based learning as a strategy of developing literary skills ». Dans Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p160-165.
Texte intégralMavropoulou, Eleni, et Panagiotis Arvanitis. « INTEGRATION OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING FRENCH AS FOREIGN LANGUAGE : A CASE STUDY ». Dans 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1897.
Texte intégralKushner, P. S., L. A. Kistrina et I. M. Kachan. « FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS ». Dans SAKHAROV READINGS 2022 : ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.
Texte intégralYashina, Maria, Nataliia Poliakova, Svetlana Popova et Elena Kuznetsova. « NEOLOGISMS IN BUSINESS DISCOURSE OF A FOREIGN LANGUAGE : TEACHING METHODS AND STRATEGIES (BASED ON THE ITALIAN AND FRENCH MATERIAL) ». Dans International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1471.
Texte intégralMavropoulou, Eleni. « DIGITAL STORYTELLING IN THE TEACHING AND LEARNING OF FRENCH AS A FOREIGN LANGUAGE : DESIGN AND CREATION OF AN E-BOOK ». Dans 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0372.
Texte intégralRapports d'organisations sur le sujet "Teaching learning french as foreing language"
Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady et Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu : Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
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