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Artykuły w czasopismach na temat "Aquisition d'une langue seconde"
Sabatier, Cecile. "Modalites d'apprentissage d'une langue seconde (review)". Canadian Modern Language Review / La revue canadienne des langues vivantes 62, nr 3 (2006): 486–89. http://dx.doi.org/10.1353/cml.2006.0025.
Pełny tekst źródłaHarriet, Jisa. "variation individuelle dans l'acquisition d'une langue seconde". Travaux neuchâtelois de linguistique, nr 19 (1.03.1993): 43–60. http://dx.doi.org/10.26034/tranel.1993.2343.
Pełny tekst źródłaMyers, Marie J. "Apprentissage d'une langue seconde: principales causes d'échec". Canadian Modern Language Review 45, nr 2 (styczeń 1989): 241–44. http://dx.doi.org/10.3138/cmlr.45.2.241.
Pełny tekst źródłaCormier, René. "Bilinguisme et biculturalisme dans la grande industrie". Relations industrielles 23, nr 3 (12.04.2005): 440–44. http://dx.doi.org/10.7202/027924ar.
Pełny tekst źródłaSanz, Concha. "Processus psychologiques spontanés et acquisition d'une seconde langue". Cultura y Educación 11, nr 2-3 (styczeń 1999): 19–28. http://dx.doi.org/10.1174/113564002320516759.
Pełny tekst źródłaGiacomi, Alain, i Robert Vion. "La conduite du récit dans l'acquisition d'une langue seconde". Langue française 71, nr 1 (1986): 32–47. http://dx.doi.org/10.3406/lfr.1986.6419.
Pełny tekst źródłaRouleau, Maurice. "La langue médicale : une langue de spécialité à emprunter le temps d’une traduction". TTR : traduction, terminologie, rédaction 8, nr 2 (23.02.2007): 29–49. http://dx.doi.org/10.7202/037216ar.
Pełny tekst źródłaOates, Michael D., i Jean-Pierre Cuq. "Le francais langue seconde: Origines d'une notion et implications didactiques". Modern Language Journal 76, nr 2 (1992): 244. http://dx.doi.org/10.2307/329793.
Pełny tekst źródłaCornish, Francis, i Jean-Pierre. "Le Francais langue seconde: origines d'une notion et implications didactiques". Modern Language Review 88, nr 2 (kwiecień 1993): 447. http://dx.doi.org/10.2307/3733804.
Pełny tekst źródłaManaa, Gaouaou. "Nouvelle approche dans l’enseignement des langues étrangères : Le Passage d'une langue à l’autre Pourquoi Traduire ? Que Traduire ? Comment Traduire?" Traduction et Langues 1, nr 1 (31.12.2002): 79–85. http://dx.doi.org/10.52919/translang.v1i1.283.
Pełny tekst źródłaRozprawy doktorskie na temat "Aquisition d'une langue seconde"
Orabi, Magda. "Le Serious Game : enjeux et perspectives en acquisition d'une langue seconde à l'aune de l'ethos". Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0117.
Pełny tekst źródłaThe digital revolution has paved the way for the introduction of new technologies into language teaching. In effect, digital revolution changes mechanical to digital technologies and establishes new requirements for instruction, assessment and learning mechanisms and processes These new tools, as diverse as they are innovative, have made it possible to break the traditional codes and representations of what learning should be, and of the role of teachers in language lessons. Thus, learners are placed at the center of their learning, and language teachers now assume the role of knowledge "facilitators". These educational materials, in addition to taking into account learner profiles, are increasingly trying to meet their needs, by making the process of learning and acquiring knowledge more innovative, interactive and effective. Digital revolution changes mechanical to digital technologies and establishes new requirements for instruction, assessment and learning mechanisms and processes Specific research in the field has analyzed and identified the impact of these tools in new teaching practices, however, one tool, which seems promising, has caught the attention of researchers in didactics and linguistics: serious games. Serious Game used for learning and belongs to Information and Communications Technology (ICT). Nevertheless, the relationship between play and learning is a core element of these studies. In that respect, it has proven relevant to take advantage of this tool's contribution towards second-language acquisition in light of this ethos. From a didactic perspective, we reflect upon the lexical contribution brought by serious games, through an experiment which brought together learners of level A2/B1 of the CEFR, using a serious game exploited an ethos approach. We present here a comparative corpus-based analysis of two pedagogical activity sequences : one used serious game, and the other a traditional pedagogical sequence who respects action-oriented approach
Théophanous, Olga. "Confusions lexicales dans l'acquisition du vocabulaire d'une langue seconde/étrangère". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62105.pdf.
Pełny tekst źródłaHébert, Gilles. "L'activité interhémisphérique en sommeil paradoxal durant l'apprentissage intensif d'une langue seconde". Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6920.
Pełny tekst źródłaBonneville, Emmanuelle. "De la langue seconde a la seconde langue specificites d'une didactique adaptee a l'allemand lv2 : presuppposes et objectifs situations d'apprentissage, gestion des processus". Nantes, 1999. http://www.theses.fr/1999NANT3020.
Pełny tekst źródłaChouinard, Georges. "Étude du transfert des apprentissages en techniques de bureautique le cas de l'anglais langue seconde". Sherbrooke : Université de Sherbrooke, 2002.
Znajdź pełny tekst źródłaBrenu, Alain. "Les résistances à l'acquisition d'une langue étrangère". Paris 8, 1999. http://www.theses.fr/1999PA083740.
Pełny tekst źródłaThis thesis deals with the question of migrant populations in France having to acquire French as a second language, but also with the various implications it may have for such populations to use a second language in their everyday lives. We decided to focus on a specific part of the French migrant population, the one composed of intellectuals (scholars, university professors, writers). Indeed, such a population is presumably highly motivated to learn the language of the country they have migrated to. However, some resistances can be observed as to use the second language in general, and particularly, to conceptualize and create in this language. The resistances to acquire a second language are not necessarily linked to learning difficulties but in some cases are to be understood as a mere refusal to acquire and assimilate a second language. In fact, this refusal is not so much a matter of learning but a refusal that the second language becomes the first one. The French migrants having to use French as a second language may fear that their first language (mother tongue) would be replaced by the second language. Furthermore, the French migrants may consider that assimilating and speaking a second language might lead to integrating the group speaking this second language, which can be disturbing for the feeling of their identies
Cavanagh, Martine Odile. "L'effet de l'enseignement d'une stratégie de planification sur la production écrite en français langue maternelle et langue seconde". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22706.pdf.
Pełny tekst źródłaEmaleu, Djeumou Anselme Ledoux. "L’influence d’une langue non-standard sur l'apprentissage et l’utilisation d'une langue seconde : le cas des camerounismes et de l’italien". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/23992/.
Pełny tekst źródłaVanleene, François. "Le role de l'anticipation dans l'apprentissage d'une langue seconde : etudes et applications didactiques pour l'enseignement du francais langue etrangere". Thesis, Nice, 2013. http://www.theses.fr/2013NICE2005.
Pełny tekst źródłaThis study intends to decrypt experimentally the interpreting process in the learning of a second language such as French, by questioning the traditional concept of analytical decoding and by substituting it the principle of anticipation. Our hypothesis is that utterances are not understood through a continuous and chronological adding of signs, but is rather constructed from invariant procedures of identification of the meaning and from the recognition of structures and universal schemes. The first chapter prepares the ground for this research by introducing three essential theories which could explain the phenomenon of anticipation: the theories of Universal Grammar (Chomsky), of Enunciative and Predicative Operations (Culioli) and of General Semantics (Pottier). We discuss the various prospects brought by these theories and we relate them with the topic of our research. In the second chapter, we present the iconographic material we have conducted our experiment with, the advantages of which consist in being neutral, syntactically adjustable andinterpretable in the subjects’ native tongue as much as in the target language. We introduce the Chinese participants and the principles of our experiment, which consists in converting oral utterances to iconographic sequences. We present the linguistic features of the sentences we have used by the aid of the theories we reviewed in the first section. In our third chapter, we make the analysis of the 14 subjects’ productions by taking account of the nature of the chosen icons, the order in which they are selected and their placement in the sequences. These three parameters allow us to reveal various schemes of anticipation and to confirm the theory according to which comprehension is a process of reconstruction from conceptual, cognitive and linguistic knowledge. The last chapter sums the experiment up, summarize our conclusions and test them against the theories about language universals and invariants. It defines also some possible threads that can be followed in the field of language acquisition and which consider the role of anticipation
Diop, Aminata. "La dynamique des centres d'apprentissage de la langue francaise [CALF] du Tchad : les enjeux d'une formation en francais langue seconde". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030100.
Pełny tekst źródłaThis study contributes to understand strategies, initiatives and genuine effects of French language dissemination. It’s set in Chad, a black African space connecting two globalized linguistics communities : the French-speaking world and the Arabic-speaking world. This work aims to investigate dynamics of FLLC as a didactic intervention authority and a sharing place of powers and interests between Chad and France. Chad choppy linguistic and educational context analysis allows understanding the emergence issues of this training system and appraising the influence of the various policies on its evolution. Practical details of dividing out roles between the two states and functionality of didactic triangle are dissected and assessed. Cadence and conditions of FLLC network genuine independence are argued more particularly about the training of teachers. Finally the analysis of the Arabic-speaking learner integration in Chad French-speaking economic and administrative network allows estimating FLLC impact and its social utility for this nation in construction. Data and analysis produced claim to be instructive, pragmatic and useful for the coming development of this original organisation institution
Książki na temat "Aquisition d'une langue seconde"
Modalités d'apprentissage d'une langue seconde. Bruxelles: De Boeck.Duculot, 2004.
Znajdź pełny tekst źródłade, Vriendt Marie-Jeanne, i Renard Raymond, red. Apprentissage d'une langue étrangère seconde. Bruxelles: De Boeck Université, 2000.
Znajdź pełny tekst źródłaMyers, Marie J. Modalités d'apprentissage d'une langue seconde. Bruxelles: De Boeck.Duculot, 2004.
Znajdź pełny tekst źródłaApprentissage d'une langue étrangère seconde: La méthodologie. Bruxelles: De Boeck Université, 2003.
Znajdź pełny tekst źródłaTréville, Marie-Claude. Vocabulaire et apprentissage d'une langue seconde: Recherches et théories. Outremont, PQ: Éditions Logiques, 2000.
Znajdź pełny tekst źródłaCyr, Paul. Le point sur les stratégies d'apprentissage d'une langue seconde. Anjou, PQ: Éditions CEC, 1996.
Znajdź pełny tekst źródłaname, No. Apprentissage d'une langue trangre/seconde ; 2 : La phontique verbo-tonale. Bruxelles: De Boeck Universit, 2001.
Znajdź pełny tekst źródłaGoodmurphy, Tracy Lynn. Réflexions sur le rôle de la chanson et de la musique dans l'apprentissage d'une langue seconde. Sudbury, Ont: Département de français, Université Laurentienne, 1993.
Znajdź pełny tekst źródłaHuot, Diane. Etude comparative de différents modes d'enseignement/apprentissage d'une langue seconde: Aspects de l'intégration des pédagogies des langues maternelle et seconde pour un public adulte. Berne: P. Lang, 1988.
Znajdź pełny tekst źródłaRagoonaden, Karen. Comment les ordinateurs facilitent l'apprentissage d'une langue seconde: Recherche expérimentale sur la collaboration en ligne = How computers help students learn a foreign language. Lewiston, N.Y: Edwin Mellen Press, 2010.
Znajdź pełny tekst źródłaCzęści książek na temat "Aquisition d'une langue seconde"
Wambach, Michel, Marie-Jeanne De Man-De Vriendt i Séra De Vriendt. "Chapitre 6. Aborder une langue inconnue... autrement". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 125. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0125.
Pełny tekst źródłaBarbé, Ginette, i Janine Courtillon. "Introduction et présentation de l'ouvrage". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 7. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0007.
Pełny tekst źródłaCourtillon, Janine. "Chapitre 1. Une certaine vision du langage. Communiquer avec les textes oraux ou écrits". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 23. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0023.
Pełny tekst źródłaHardane, Jarjoura. "Chapitre 2. Une certaine vision de la culture -L’identité culturelle et la problématique SGAV". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 33. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0033.
Pełny tekst źródłaDenis, Myriam. "Chapitre 2. Une certaine vision de la culture -Vers la compétence interculturelle". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 39. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0039.
Pełny tekst źródłaGavelle, Geneviève. "Chapitre 3. Une certaine vision de l'apprentissage. La conception sous-jacente à la méthodologie SGAV revisitée à la lumière de la psychologie cognitive". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 59. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0059.
Pełny tekst źródłaBarbé, Ginette. "Chapitre 4. Une certaine vision de l'évaluation. Pour un retour au sens et au bon sens dans les pratiques évaluatives". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 85. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0085.
Pełny tekst źródłaRivenc-Chiclet, Marie-Madeleine. "Chapitre 5. Formation initiale des professeurs de langue. Interactions des savoirs et des savoir-faire". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 107. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0107.
Pełny tekst źródłaIntravaia, Pietro. "Chapitre 7. La formation verbo-tonale des professeurs de langue". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 139. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0139.
Pełny tekst źródłaDe Vriendt, Séra. "Chapitre 8. La formation à l'enseignement de la grammaire". W Apprentissage d'une langue étrangère/seconde. Vol. 4, 171. De Boeck Supérieur, 2005. http://dx.doi.org/10.3917/dbu.barbe.2005.01.0171.
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