Letteratura scientifica selezionata sul tema "Rappel de récit accompagné"
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Articoli di riviste sul tema "Rappel de récit accompagné"
Bishop, Marie-France, Véronique Boiron, Annette Schmehl-Postaï e Carine Royer. "Comprendre des histoires en cours préparatoire : l’exemple du « rappel de récit accompagné »". Repères, n. 55 (22 novembre 2017): 87–107. http://dx.doi.org/10.4000/reperes.1157.
Testo completoLavigne, Judith, Jocelyne Giasson e Lise Saint-Laurent. "Le rappel de récit : comparaison de trois méthodes de cotation". Nouveaux cahiers de la recherche en éducation 10, n. 2 (27 agosto 2013): 165–79. http://dx.doi.org/10.7202/1018169ar.
Testo completoLangevin, Jacques, e Micheline Fleury. "Intention de lecture et naissance d’un schéma de récit". Revue des sciences de l'éducation 14, n. 2 (26 novembre 2009): 245–65. http://dx.doi.org/10.7202/900597ar.
Testo completoBaron, Marie-Pierre, Hélène Makdissi e Andrée Boisclair. "Développement discursif de l’enfant sourd : récit et morphosyntaxe". Éducation et francophonie 39, n. 1 (27 giugno 2011): 26–53. http://dx.doi.org/10.7202/1004328ar.
Testo completoDanset, Marie-Laëtitia, e Ludivine Dulhoste. "Les fonctions du personnage dans le rappel de récit". Le français aujourd'hui 201, n. 2 (2018): 39. http://dx.doi.org/10.3917/lfa.201.0039.
Testo completoCalle-Gruber, Mireille. "Lyre de Laon. Le Chant du monde Butor ou Comment faire patrimoine". Nord' N° 83, n. 1 (21 giugno 2024): 21–32. http://dx.doi.org/10.3917/nord.083.0021.
Testo completoBrissette, Pascal. "LE CONTE ORAL AVANT LE RENOUVEAU DU CONTE". Dossier 46, n. 2 (4 febbraio 2022): 99–114. http://dx.doi.org/10.7202/1086110ar.
Testo completoParé, François. "Déshérence et mémoire dans l’oeuvre de Daniel Poliquin". Dossier 27, n. 3 (10 agosto 2006): 421–34. http://dx.doi.org/10.7202/013320ar.
Testo completoCôté-Martine, Philippe. "L’historiographie québécoise et le terrorisme : une historicité à définir pour un objet encore fuyant". Articles hors thème 35, n. 2-3 (7 luglio 2016): 195–214. http://dx.doi.org/10.7202/1037015ar.
Testo completoBEAULIEU, JEAN-PHILIPPE. "« N’HÉSITEZ PAS À JOUER LA CARTE DE L’HISTOIRE VÉCUE »". Dossier 43, n. 2 (26 aprile 2018): 59–78. http://dx.doi.org/10.7202/1045065ar.
Testo completoTesi sul tema "Rappel de récit accompagné"
Sanchez-Gil, Julie. "Parler à l'école maternelle : caractéristiques des productions verbales d'élèves "petits" et "grands" parleurs et des gestes professionnels langagiers dans trois activités". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0415.
Testo completoOral language is omnipresent in the classroom, especially in nursery school. However, its teaching remains complex and little implemented, even though it is one of the vectors of school success. This thesis examines the effects of three language activities implemented by a teacher with small groups of kindergarten pupils, selected on the basis of the quantitative and qualitative heterogeneity of their speech. It is part of a socioconstructivist framework that considers the role of interactions between children and their environment in language acquisition to be fundamental. Thus, in our study, carried out in a school context, verbal interactions between teacher and pupils are crucial to the learning of new discourse practices. Our analyses are based on quantitative observables (percentage of speaking time, utterances produced, LME, etc.) and qualitative observables (content of utterances), which enable us to draw up language portraits of the pupils and assess their variations according to the grouping modalities and activities proposed. This study shows that the variation in grouping modalities helps students learn to construct themselves as interlocutors in different contexts. But above all, this research shows that the choice of language activities has a far greater impact than grouping modalities on students' language productions, and more particularly on those of “little” talkers. Our study shows that it is important to vary the language activities aimed at students, so as to inscribe them in different discourse genres and teach them to use a variety of linguistic tools. This research also shows that the nature of the verbal productions of “high” talkers is more heterogeneous than those of “low” talkers. In fact, a language profile common to the “big talkers” in our study emerges during the three activities proposed, since they speak spontaneously, follow up on the teacher's speeches as well as those of their peers, and the content of their speeches is varied. The language profile of “small” talkers is more heterogeneous and depends more on the activities proposed. Nevertheless, we note some common features, such as the fact that most of them follow on from the teacher's speeches, and often after questioning on her part, or the fact that the content of their speeches is more stable than that of “big” talkers. Finally, the last part of our thesis focuses on the professional language gestures (LPG) mobilized in each of the activities, depending on whether the students are “small” or “big” talkers. This research, carried out with groups of four students, shows that working with a small number of students enables the teacher to feedback and adjust the LPGs to the needs of the students, the latter being different in the “small” and “large” talker groups, which explains why the number of LPGs and the nature of the latter vary according to the group. However, the teacher's representations of “little” and “big” talkers can sometimes have an effect on the LPGs mobilized during the activities
Baron, Marie-Pierre. "Le développement structural et morphosyntaxique du rappel de récit chez l'enfant sourd dans un contexte de lecture interactive". Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27807/27807.pdf.
Testo completoLenfant, Mickaël. "L' évaluation dans la narration interactive : rappel de récits par des enfants en interaction avec un adulte". Rouen, 2005. http://www.theses.fr/2005ROUEL506.
Testo completoThe aim of this research is to determine the labovian evaluative dimension in narrative retells of oral tales or a movie between 5-6-year-old children and an adult. We studied the different narrations, focusing essentially on : the evaluative zones delimitations (orientation, coda), the distinctions between the different types of labovian evaluations (external evaluation or evaluation through words or actions), the elements of dramatization, the content, the centring of the evaluation, the construction of the evaluative dimension, (mainly through the adult's support). What emerges from these different angles of analysis is, firstly, that the evaluative dimension (being richer in the retells of oral tales than in cartoon's retells) changes according to the type of initial narration. Secondly, the evaluative dimension varies according to individuals and doesn't seem standardized. Crosswise, this study emphasizes the heterogeneousness of narrative abilities among 5-6-year-old children
Libri sul tema "Rappel de récit accompagné"
Marchand, Georges Edmond Narcisse Le. Campagne des Anglais dans l\'Afghanistan 1878-1879: Récit des opérations militaires accompagné de notions historiques et géographiques sur le pays. Adamant Media Corporation, 2001.
Cerca il testo completoAmiotte-Suchet, Laurent. Frères de douleur. Récit d’un ethnologue en pèlerinage à Lourdes. Éditions Livreo-Alphil, 2021. http://dx.doi.org/10.33055/alphil.01528.
Testo completoConquête du Tong-Kin Par Vingt-Sept Français Commandés Par Jean Dupuis : Récit Accompagné de Son Portrait: Extrait du Journal de Jean Dupuis. Creative Media Partners, LLC, 2023.
Cerca il testo completoConquête du Tong-Kin Par Vingt-Sept Français Commandés Par Jean Dupuis : Récit Accompagné de Son Portrait: Extrait du Journal de Jean Dupuis. Creative Media Partners, LLC, 2023.
Cerca il testo completoCapitoli di libri sul tema "Rappel de récit accompagné"
Amblard, Marion. "Diplomatie culturelle britannique et captation artistique dans la ville du pape". In Diplomatie et mobilités, 181–96. Rome: Publications de l’École française de Rome, 2024. https://doi.org/10.4000/12zge.
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