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Artykuły w czasopismach na temat "Anglais de spécialité (ASP)"
Guyon, Étienne, i Anne Guyon. "Anglais de spécialité et plurilinguisme". ASp, nr 11-14 (1.12.1996): 1–12. http://dx.doi.org/10.4000/asp.3394.
Pełny tekst źródłaGardey, Claudine. "La compétence hypertextuelle en anglais de spécialité". ASp, nr 19-22 (1.12.1998): 347–56. http://dx.doi.org/10.4000/asp.2895.
Pełny tekst źródłaPercebois, Jacqueline. "Anglais de spécialité en économie de l'énergie". ASp, nr 11-14 (1.12.1996): 103–20. http://dx.doi.org/10.4000/asp.3446.
Pełny tekst źródłaSaber, Anthony. "Éditorial : Incursions littéraires en anglais de spécialité". ASp, nr 70 (1.11.2016): 1–3. http://dx.doi.org/10.4000/asp.4868.
Pełny tekst źródłaCharret-Del Bove, Marion, Philippe Millot i Séverine Wozniak. "Éditorial : Anglais de spécialité et milieux professionnels". ASp, nr 71 (1.03.2017): 2–5. http://dx.doi.org/10.4000/asp.4937.
Pełny tekst źródłaHesling, Isabelle. "L’hémisphère cérébral droit : un atout en anglais de spécialité". ASp, nr 37-38 (30.12.2002): 121–40. http://dx.doi.org/10.4000/asp.1541.
Pełny tekst źródłaCoulardeau, Jacques. "L’anglais de spécialité est un anglais de la liberté". ASp, nr 2 (1.10.1993): 333–44. http://dx.doi.org/10.4000/asp.4312.
Pełny tekst źródłaSaber, Anthony. "Éditorial – Anglais de spécialité et linguistique : naviguer de conserve". ASp, nr 82 (1.11.2022): 1–8. http://dx.doi.org/10.4000/asp.7928.
Pełny tekst źródłaBiros, Camille, i Marie-Hélène Fries. "L’évaluation des compétences langagières à travers le prisme des genres spécialisés en anglais de spécialité". ASp, nr 79 (9.03.2021): 49–74. http://dx.doi.org/10.4000/asp.7004.
Pełny tekst źródłaVillez, Barbara S. "Réflexions sur l’enseignant comme agent-médiateur en anglais de spécialité". ASp, nr 31-33 (1.10.2001): 179–87. http://dx.doi.org/10.4000/asp.1935.
Pełny tekst źródłaRozprawy doktorskie na temat "Anglais de spécialité (ASP)"
Crouzet-Conan, Muriel. "Interaction en anglais vétérinaire : l'interculturel en langue de spécialité". Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2032.
Pełny tekst źródłaThis doctoral research falls in the area of languages for specific purposes (LSP) and aims to define and characterise a new LSP, veterinary English, from a comparative, intercultural perspective. It aims to cater to the needs of different groups of learners, from undergraduate students to practicing vets who interact with animal owners in English.The first part of the thesis circumscribes the domain of interest, as well as the community and genres concerned. I propose the hypothesis that a veterinary consultation is a cultural social act which requires that a veterinarian working in an intercultural context should have competence in a second culture. In particular, such vets should be aware of the vet's role in society and the place of the animal in the family, in order to respond to clients' expectations. They also need to develop sociopragmatic competence, including for instance the politeness norms which underpin interactional outcomes.I take an ethnographic approach which relies both on the tools of conversation analysis as applied in human medicine and on the contrastive approach favoured by comparative linguistics. My corpus involves filmed consultations in France and the UK, and analysis focuses on parallel sequences in French and British contexts. By closely investigating the language used to co-construct actions in the two communities, it is possible to isolate the cultural influences operating in each. This second section of the dissertation thus focuses on methodology, the concepts employed in analysis, the constitution of the corpus, and data preparation.In the third and final part, I bring together observations from these filmed interactions to analyse the influence of context, models of communication and culturally specific conversational norms. The final chapter re-examines these results in the light of the questions concerning language teaching which provided the initial impetus for this research project. It includes proposals for a veterinary English syllabus and teaching/learning activities to meet the particular needs of learners, particularly with respect to intercultural competences.We trust that this research responds to Van de Yeught's (2016) call for a "collective project" to describe different LSPs both in terms of its methodological approach, inspired by interventionist sociolinguistics, and with respect to the results presented. Future work might confirm the findings of this research using different forms of triangulation
Liebenberg, Elizabeth Helena. "Comment établir un rapprochement entre l’enseignement de l’anglais de spécialité et les notions du droit". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030035/document.
Pełny tekst źródłaThe European Council’s policy of promoting linguistic and cultural diversity in the field of acquisition-teaching of foreign languages, has led to a profoundly modified situation in language learning. With the aim of encouraging mobility among students and teachers in the European education system, pluralinguistic methods, such as TIE-CLIL (Translanguage in Europe – Content and Language Integrated Learning) are used in an attempt to accelerate immersion programmes. However, in an action research undertaken in Legal English at the University of Nice, the conclusion was drawn that language immersion is not always feasible in Law. Therefore an integrated approach, Adjunct CLIL, based on logical observations, a modification of the concept CLIL : ALDIM (Applied Linguistics to another Discipline by Integrated Method), is suggested, to preserve both the quality of the language as well as content of the non-linguistic discipline, Law
Liebenberg, Elizabeth Helena. "Comment établir un rapprochement entre l'enseignement de l'anglais de spécialité et les notions du droit". Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2010. http://tel.archives-ouvertes.fr/tel-00833334.
Pełny tekst źródłaSionis, Claude. "Orientations pédagogiques en anglais, langue de spécialité des sciences et des techniques". Rennes 2, 1991. http://www.theses.fr/1991REN20015.
Pełny tekst źródłaThe main subject areas dealt with are 1) EST for engineering students in France’s "grandes ecoles"; 2) the pedagogical concepts: linguistic theories and learning theories; the methodological applications of general-purpose English (GPE) teaching to EST; 3) needs analysis : proficiency and acceptability standards of a language of communication used professionally; redefinition of the notion of l. Proficiency and of l. Models; transitional knowledge and know-how between GPE and EST; 4) teaching applications: teaching according to a programme; selecting or devising teaching materials, etc. 5) assessing the learner and the results of the course. The main conclusions reached are a)the necessity to associate communicative language teaching and est; b) the definition of EST as a l. For specific applications and not a special l. ; c)est methodology as a selection and adaptation of methodological procedures belonging to the teaching of GPE; D) the EST teacher is not alone in defining what the good user of EST should be - scientists and technicians also have their own acceptability standards. E) the necessity to teach communication strategies which, for EST, are most often strategies of avoidance (resorting to non-verbal devices, using mixed verbal visual, symbolic explicit discourse) which characterize scientific and technological communication regardless of the language used (French, English, Spanish, etc. )
Nicol-Benoit, Wendy. "L' approche par tâches dans l'apprentissage de l'anglais de spécialité : opérationnalisation contrôlée dans l'enseignement supérieur". Nantes, 2004. http://www.theses.fr/2004NANT3038.
Pełny tekst źródłaChenik, Nicole. "L'enseignement assisté par ordinateur et son application à l'enseignement de l'anglais de spécialité". Paris 4, 1992. http://www.theses.fr/1992PA040126.
Pełny tekst źródłaThis purpose of this thesis is to examine how Computer Assited Language Learning (CALL) can be usefully applied in ESP. .
Peyrard-Zumbihl, Hélène. "Anglais de spécialité et acquisition de la compétence de médiation culturelle en milieu universtaire". Nantes, 2004. http://www.theses.fr/2004NANT3040.
Pełny tekst źródłaIt is widely accepted today that linguistic competence is not enough for effective business negotiation in English. Competence in intercultural communication is also highly desirable. This action based research seeks to explain the process through which this additional competence is acquired in English courses for specific purposes e. G. Business English at the university. It also tries to identify teaching activities which will facilitate the acquisition of this competence. A first step in this research was to build a theoretical framework including concepts such as culture, cultural mediation, links between language and culture and empathy towards others with emphasis on cognitive, humanistic and constructivist approaches. Hypotheses were defined about the acquisition of intercultural competence and then checked through an experiment conducted with students enrolled in Business English in a school of management within a French university. This experiment included experiential learning
Chateau, Anne. "Anglais de spécialité : la communication orale à objectifs spécifiques : une approche expérimentale du guidage". La Rochelle, 2003. http://www.theses.fr/2003LAROF008.
Pełny tekst źródłaThis action research project aimed to improve oral expression for specific purposes of young researchers from Henri Poincaré University in Nancy. The objective was thus to answer both many young French scientists' needs and a local demand. Consulting various domains, in order to understand the specificity of oral scientific discourse and the numerous elements influencing language learning, was thus necessary to build the theoretical framework that helped to design a coherent pedagogical curriculum. Furthermore, the implementation of a guidance system to help students continue working on their own, emphasized one of the main characteristics of didactic action: the necessary adaptation of theories to any context and its practical demands in order to get social recognition
Colle, Pierre-Emmanuel. "Pour une méthodologie raisonnée de la langue de spécialité : le cas de la médecine". Bordeaux 2, 1996. http://www.theses.fr/1996BOR21010.
Pełny tekst źródłaMemet, Monique. "Anglais de spécialité dans le domaine du génie électrique : aspects sociolinguistiques et applications didactiques résultant du traitement informatique des données". Bordeaux 2, 1994. http://www.theses.fr/1994BOR21010.
Pełny tekst źródłaKsiążki na temat "Anglais de spécialité (ASP)"
Université Victor Segalen-Bordeaux 2. GERAS. Groupe d'étude et de recherche en anglais de spécialité. La langue, le discours et la culture en anglais du droit: [Actes du colloque organisé à Paris en 2004 dans le cadre des activités du GERAS, groupe d'étude et de recherche en anglais de spécialité, de l'université Victor Segalen-Bordeaux 2, avec la collaboration du CERLAC, centre de recherche en langues de spécialité et cultures, de l'université Paris I Panthéon-Sorbonne]. Paris: Publications de la Sorbonne, 2005.
Znajdź pełny tekst źródłaSebah, Sophie. Anglais. Spécialité LLCER. Anglais, monde contemporain classe de première. ELLIPSES, 2020.
Znajdź pełny tekst źródłaCollectif. Anglais Spécialité Monde contemporain 1re 2020 Fichier élève. Bordas, 2020.
Znajdź pełny tekst źródłaCoutherut, Margaux, i Gwen Le Cor. Genres en Anglais de Spécialité: Définitions, Méthodologies d'analyse et Retombées Pédagogiques. Lang AG International Academic Publishers, Peter, 2022.
Znajdź pełny tekst źródłaCzęści książek na temat "Anglais de spécialité (ASP)"
Hartwell, Laura M. "Routines d’attitude en anglais de spécialité oral". W Les routines discursives dans le discours scientifique oral et écrit, 179–93. UGA Éditions, 2022. http://dx.doi.org/10.4000/books.ugaeditions.28044.
Pełny tekst źródłaLemaire, Claire, i Jean-Philippe Guilbaud. "Corpus de registres différents pour le développement d’un aligneur d’unités polylexicales". W Lexique(s) et genre(s) textuel(s) : approches sur corpus, 13–24. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.2906.
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