Gotowa bibliografia na temat „Évaluation langagière en langue seconde”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Évaluation langagière en langue seconde”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Évaluation langagière en langue seconde"
Sauvage, Jérémi, Carole Fleuret i Nathalie Auger. "Étude des erreurs orthographiques en français langue seconde d’élèves issus de la communauté gitane roussillonnaise : une étude de cas". Articles 19, nr 2 (15.01.2018): 118–33. http://dx.doi.org/10.7202/1042852ar.
Pełny tekst źródłaCasanova, Dominique, i Marc Demeuse. "Évaluateurs évalués : évaluation diagnostique des compétences en évaluation des correcteurs d’une épreuve d’expression écrite à forts enjeux". Mesure et évaluation en éducation 39, nr 3 (12.06.2017): 59–94. http://dx.doi.org/10.7202/1040137ar.
Pełny tekst źródłaSaussure, Louis de. "Aimer une langue: de l’expérience linguistique à l’attachement". FLE: français langue en expérience(s) 323 (2024): 21–42. http://dx.doi.org/10.4000/11qee.
Pełny tekst źródłaLe Thiec, Morgan, Monika Jezak i Élissa Beaulieu. "Niveaux de compétence linguistique canadiens et les outils connexes : une proposition pédagogique raisonnée en FLS pour immigrants adultes en contexte francophone minoritaire". Canadian Journal of Applied Linguistics 21, nr 1 (28.02.2018): 123–40. http://dx.doi.org/10.7202/1057921ar.
Pełny tekst źródłaBurton, Jennifer, i Shakina Rajendram. "Translanguaging-as-Resource: University ESL Instructors’ Language Orientations and Attitudes Toward Translanguaging". TESL Canada Journal 36, nr 1 (1.10.2019): 21–47. http://dx.doi.org/10.18806/tesl.v36i1.1301.
Pełny tekst źródłaWallon, Estelle, Dalila Rezzoug, Malika Bennabi-Bensekhar, Coralie Sanson, Geneviève Serre, Marcellin Yapo, Élise Drain i Marie Rose Moro. "Évaluation langagière en langue maternelle pour les enfants allophones et les primo-arrivants." La psychiatrie de l'enfant 51, nr 2 (2008): 597. http://dx.doi.org/10.3917/psye.512.0597.
Pełny tekst źródłaRetana Calderón, Róger. "Analyse du discours: L'entretien comme pratique langagière différenciée". LETRAS, nr 42 (2.07.2007): 61–99. http://dx.doi.org/10.15359/rl.2-42.3.
Pełny tekst źródłaHahn, Martin. "Sprachstandstests Deutsch als Fremdsprache online". Traduction et Langues 4, nr 1 (31.12.2005): 36–42. http://dx.doi.org/10.52919/translang.v4i1.329.
Pełny tekst źródłaČervenková, Marie. "L’interférence de l’anglais dans la production langagière des étudiants de français". CASALC Review 10, nr 2 (20.12.2020): 41. http://dx.doi.org/10.5817/casalc2020-2-4.
Pełny tekst źródłaVignola, Marie-Josée, Richard Kenny, Mary-Anne Schilz i Bernard Andrews. "Multimédia interactif et formation des maîtres en français langue seconde: évaluation formative". Canadian Modern Language Review 56, nr 1 (wrzesień 1999): 180–202. http://dx.doi.org/10.3138/cmlr.56.1.180.
Pełny tekst źródłaRozprawy doktorskie na temat "Évaluation langagière en langue seconde"
Bignon, Matthieu. "Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning". Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Pełny tekst źródłaThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Wilkinson, Jane. "L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suivi". Master's thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/22440.
Pełny tekst źródłaHuver, Emmanuelle. "Les Critères d'évaluation de la dimension culturelle de la compétence langagière en français langue étrangère". Université Marc Bloch (Strasbourg) (1971-2008), 2003. http://www.theses.fr/2003STR20050.
Pełny tekst źródłaAssessment is one of the most burning issues in the foreign languages didactic (cf. The many researches about it). However, an analysis of the assessment activities which are now available shows that a lot of them provide a linguistic control, and not an effective assessment of the communicative competence in all its dimensions, including especially a cultural one. This research aims at conceiving an assessment of communicative competence which is compatible with the Council of Europe's instructions, and particularly it aims at proposing criteria for the cultural dimension of communicative competence. To achieve this goal, we have proceeded as following: 1. Definition of a communicative competence model including: - a linguistic dimension (i. E. Form and meaning of the different units of language); - a pragmatic dimension (i. E. Speech acts and their use in particular communicative events);- a cultural dimension (i. E. Cultural parameters of language use);2. Drawing up of criteria for the cultural dimension - a sociolinguistic criterion (i. E. Sociolinguistic aspects of the communicative task);- a ritual criterion (i. E. Realization of ritual constrains inferred by the communicative event); 3. Analysis of a corpus of papers written by students learning French as a foreign language, in order to experiment our theoretical model and to show that there are some mistakes which cannot be related to the linguistic and pragmatic dimensions of communicative competence. These mistakes are in fact cultural ones. Therefore, if we want to take into account every aspect of learners performances, the cultural dimension appears to be an essential criterion for the assessment of communicative competence
Wilkinson, Jane. "L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suvi". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27874/27874.pdf.
Pełny tekst źródłaWang, Hong. "Le "niveau-seuil" de la compréhension écrite du chinois langue seconde". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF008/document.
Pełny tekst źródłaThe subject addressed in this research concerns access to independent reading for the learners of Chinese as a foreign language. For a learner who is a native user of alphabetical writing systems, Chinese is a “geographically, culturally and linguistically distant language” (Bellassen, 2014). Therefore, it seemed necessary to explore under which conditions a learner starts independent reading and to establish a “Threshold of characters to Access First Readings in Autonomy” (TAFRA). This study is based on an investigation conducted with a study sample consisting of over 300 learners with whom we try to establish a language biography as well as to constitute a corpus of authentic first-read texts. The analysis of this material allows to better understand how a non-reader becomes an independent reader and to establish the “TAFRA” list. This study provides interesting insight into future learning as well as pedagogy
Lecocq, Katia. "Acquisition d'une seconde langue en milieu scolaire: évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais". Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210570.
Pełny tekst źródła
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Rezzoug, Dalila. "D'une langue à l'autre validation de l'ELAL d'Avicenne, outil transculturel d'évaluation langagière des langues maternelles". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD094/document.
Pełny tekst źródłaThere is a wide variety of bilingualism among the children of migrants. Numerous factors contribute to theestablishment of this dual skill in migratory settings. The native or first languages are often minority languages,and transmission processes can vary from one family to another, and among siblings in a given family. As aresult, assessing language acquisitions among the children of migrants is complex, and needs to take account ofthe specific features of bilingual development as well as the cultural background.In France we do not have any tool enabling the assessment of linguistic abilities handed down in families wherethe native (or first) language is not French, and this lack of an appropriate tool can lead to diagnostic errorsamong bilingual children.This thesis set out to validate the Avicenne ELAL, a transcultural evaluation tool for first languages intended forchildren aged between three and a half and six and a half. The validation population in France was made up of145 children speaking Arabic (Maghreb), Tamil (Sri-Lanka) and Soninke (West Africa). A group of 99 childrenwere recruited in countries where these languages of interest are used by the majority (Mauritania, Algeria, Sri-Lanka and Morocco). In this group the children spoke one of the three study languages. For the bilingualpopulation recruited in France, the protocol comprised a bilingual evaluation and an interview with the parentson the subject of practices and representations concerning the transmission of language. In the other group thefirst language was assessed using the Avicenne ELAL.The results showed that this instrument had satisfactory psychometric and clinical properties. The analysis of theprotocols as applied in the different cultural and linguistic settings shows that is has good transcultural validity.The use of the tool for the assessment of bilingualism enables a bilingual profile to be derived. We distinguishedfour profiles: harmonious coexistence of the two languages, lack of harmonious coexistence in favour of the firstlanguage or in favour of the second language, and linguistic vulnerability. We discuss these different profiles andthe preventive, therapeutic and pedagogical interventions that they suggest
Riviere, Véronique. "L'activité de prescription en contexte didactique. Analyse psycho-sociale, sémio-discursive et pragmatique des interactions en classe de langue étrangère et seconde". Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2006. http://tel.archives-ouvertes.fr/tel-00374551.
Pełny tekst źródłaÀ travers un corpus enregistré, transcrit et enrichi d'observations de cours universitaires de français langue étrangère dispensés à des étudiants japonais et de cours de français langue seconde à des apprenants nouveaux arrivants au collège, nous étudions différentes facettes de l'activité de prescription en interaction : ses modes plus ou moins ritualisés de communication (organisation des échanges), sa fonction de cadrage de l'activité des apprenants, ses dimensions symboliques et interpersonnelles, ses modes et régimes discursifs, les ressources sémiotiques (orales, écrites, gestuelles, iconiques) et les procédés de reformulation qu'elle nécessite. Cette étude convoque les outils de la microsociologie, de la linguistique des interactions, de la pragmatique psycho-sociale et de l'analyse du discours.
Thiam, Ousseynou. "Didactique du français langue seconde au Sénégal : le cas du français dans les établissements moyen et secondaire". Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3030.
Pełny tekst źródłaReflexions on French language in Senegal are often considered from a historical, sociolinguistical or educational perspective. The orientation of this thesis is rather didactic. Its aim is to analyze the Teaching/Learning of French in college and secondary schools. The research deals with a specific problematic for an institutional system which aims at the mastery of French as a native language when this idiom is a second language. Does this expectation from the institution allow for an effective teaching activity an appropriation of the language, of the school culture and of the anthropological culture? The answer to this question has required the elucidation of the concepts of knowledge, know-how, skill, language, culture. We have characterized objects, tools, contents, and fundamental methods for teaching and learning. That, in a context where the language biographies and cultural identities of the learners are defined by multilingual and multicultural status. Didactic transposition and joint action are studied to describe teaching activities and the circulation of knowledge. This work has priviledged an ethnographical approach with videographs of classes, interviews, selfconfrontations, and a collection of written productions. The analysis of the results from this empirical study is presented around three poles: skills, teachers and learners. Eventually, it has confirmed the idea that the didactics of french as a second language helps to elaborate linguistic and cultural skills adapted to the Senegalese context, to overcome difficulties in teaching activity, to make learners the actors of their learning. This analysis is completed with didactic suggestions
Driedger, Christina. "Students' perceptions of their intercultural communicative competence following intercultural encounters with language assistants : a multiple case study". Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67000.
Pełny tekst źródłaThe official languages program, Odyssey, has existed for over 40 years, yet no known empirical research has investigated its impact on L2 learners—the largest number of stakeholders involved. To address this gap, this study looked at English L2 learners’ perceptions of their intercultural communicative competence following intercultural encounters with official language assistants. A multiple case study approach was used to collect quantitative and qualitative data from a language assistant (n=1) and English L2 learners (N=124) at two secondary schools in the province of Quebec, located in a semi-urban and rural community. The primary objective of this study was to examine how intercultural encounters with language assistants might shape the knowledge and affective dimensions of learners’ intercultural communicative competence. It also considered how sociodemographic factors might influence the results. Main results reveal that participants in both schools felt that learning with the language assistant shaped their intercultural attitudes and knowledge, but not to the same degree. This study highlights the potential influence of sociodemographic factors on participants’ intercultural attitudes and knowledge as well as the role the language assistant may have played in shaping participants’ intercultural knowledge. Finally, this study suggests that the intersection of intercultural competence and language assistant research is an important area of inquiry and that official languages programs in Canada would benefit from further research in this direction.
Książki na temat "Évaluation langagière en langue seconde"
Alberta. Direction de l'éducation française. Modèles de rendement langagier: French language arts : français langue seconde, immersion : [4e à 12e année]. Edmonton: Alberta Learning, Direction de l'éducation française, 2000.
Znajdź pełny tekst źródłaClaire, Bélanger, National Core French Assessment Project., Canadian Association of Second Language Teachers., Projet pancanadien en évaluation formative en français de base. i Association canadienne des professeurs de langues secondes., red. L' évaluation formative des apprentissages en français, langue seconde =: Assessment instruments for French as a second language. [Winnipeg: Association canadienne des professeurs de langues secondes, 1996.
Znajdź pełny tekst źródłaGauthier, Claude A. Évaluation formative en anglais langue seconde au primaire: 190 instruments ; incluant le jumelage des instruments d'évaluation formative au matériel didactique "Keep talking". Wyd. 3. Montréal, Qué: Guérin, 1990.
Znajdź pełny tekst źródłaRieussec, Angelika Krönert. Des stratégies de production langagière aux stratégies d'apprentissage d'une langue seconde: Analyse linguistique, psycholinguistique et didactique du phénoméne de l'erreur dans l'acquisition guidée de l'allemand par des étudiants francophones. Lille: A.N.R.T. Université de Lille III, 1996.
Znajdź pełny tekst źródłaDiane, August, Hakuta Kenji i National Research Council (U.S.). Committee on Developing a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students., red. Educating language-minority children. Washington, D.C: National Academy Press, 1998.
Znajdź pełny tekst źródłaDana, Ferris, red. Written corrective feedback in second language acquisition and writing. New York: Routledge, 2011.
Znajdź pełny tekst źródłaBarkaoui, Khaled, i Ali Hadidi. Assessing Change in English Second Language Writing Performance. Taylor & Francis Group, 2020.
Znajdź pełny tekst źródłaBarkaoui, Khaled, i Ali Hadidi. Assessing Change in English Second Language Writing Performance. Taylor & Francis Group, 2020.
Znajdź pełny tekst źródłaBarkaoui, Khaled, i Ali Hadidi. Assessing Change in English Second Language Writing Performance. Taylor & Francis Group, 2020.
Znajdź pełny tekst źródłaBarkaoui, Khaled, i Ali Hadidi. Assessing Change in English Second Language Writing Performance. Taylor & Francis Group, 2020.
Znajdź pełny tekst źródła