Gotowa bibliografia na temat „FLE acquisition”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „FLE acquisition”.
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 "FLE acquisition"
1
Kruk, Mariusz, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan i Elyas Barabadi. "When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model". Studies in Second Language Learning and Teaching 13, nr 1 (31.03.2023): 39–69. http://dx.doi.org/10.14746/ssllt.37174.
Pełny tekst źródłaStreszczenie:
In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
2
Guo, Yi. "The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning". Lecture Notes in Education Psychology and Public Media 70, nr 1 (15.11.2024): 184–89. http://dx.doi.org/10.54254/2753-7048/70/20241021.
Pełny tekst źródłaStreszczenie:
Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.
3
Shi, Lanyu. "A Review of Research on Foreign Language Enjoyment in Second Language Learning". Lecture Notes in Education Psychology and Public Media 62, nr 1 (1.08.2024): 57–62. http://dx.doi.org/10.54254/2753-7048/62/20241726.
Pełny tekst źródłaStreszczenie:
Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.
4
Khan, Shahzad Dilshad, Lubna Ali Mohammed i Muhammad Mustafa. "How enjoyment affects English acquisition and anxiety for university students: An analytical study". Journal of Language and Pragmatics Studies 3, nr 1 (11.03.2024): 43–52. http://dx.doi.org/10.58881/jlps.v3i1.41.
Pełny tekst źródłaStreszczenie:
One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.
5
Botes, E’Louise, Jean-Marc Dewaele i Samuel Greiff. "The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning". European Journal of Applied Linguistics 8, nr 2 (11.09.2020): 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.
Pełny tekst źródłaStreszczenie:
AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.
6
Mierzwa, Ewelina. "THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS". Journal of Education Culture and Society 9, nr 2 (5.09.2018): 117–35. http://dx.doi.org/10.15503/jecs20182.117.135.
Pełny tekst źródłaStreszczenie:
In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
7
Kamil SEVİL, Necmettin. "Acquisition De La Competence Semantique En Didactique Du FLE". Journal of Turkish Studies 8, Volume 8 Issue 10 (1.01.2013): 619. http://dx.doi.org/10.7827/turkishstudies.5203.
Pełny tekst źródła
8
Arévalo Benito, María José, i Leyre Ruiz de Zarobe. "L’acquisition des pronoms personnels par des apprenants de FLE hispanophones". Çédille, nr 25 (2024): 229–57. http://dx.doi.org/10.25145/j.cedille.2024.25.10.
Pełny tekst źródłaStreszczenie:
"The acquisition of personal pronouns in French as a foreign language (FFL) is one of the key points in the learning of French grammar. In order to study this aspect, we have compiled the written production of Spanish-speaking speakers of FFL. The results show that these speakers acquire the personal pronoun system at different at different stages in the learning process in the following order: firstly, they acquire the subject pronouns, secondly the tonic pronouns, then the atonic pronouns, and lastly the pronouns en/y, these results are in line with the studies carried out on the acquisition of personal pronouns in FLE. In this order of acquisition, linguistic competence is also significant."
9
Ruiz de Zarobe, Leyre. "conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico ." Anales de Filología Francesa 28, nr 1 (23.10.2020): 599–626. http://dx.doi.org/10.6018/analesff.425141.
Pełny tekst źródłaStreszczenie:
La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´objet de notre étude est de mener une recherche empirique afin d´examiner le niveau de conscience pragmatique d´étudiants espagnols avancés de FLE. Nos résultats montrent que cette conscience ne va de pair avec leur niveau linguistique, ce qui nous conduit à signaler le besoin de renforcer l´enseignement de cette compétence dans l´enseignement du FLE. The importance of pragmatic competence, which is part of communicative competence, has increased in recent years for foreign language learners in order to help them become communicative competent in a globalised and internationalised world. Nevertheless, this competence is not very present in French as a foreign language (FLE) teaching which leads us to question if learners have pragmatic awareness in the foreign language as this pragmatic awareness plays a key role in its acquisition. The aim of this study is to examine the pragmatic awareness of Spanish advanced students in FLE. Our results show that their pragmatic awareness doenot correlate with their linguistic proficiency, which leads us to reinforce the importance of teaching pragmatic competence in FLE.
10
Su, Huina. "Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency". Journal of Language Teaching and Research 13, nr 1 (2.01.2022): 101–9. http://dx.doi.org/10.17507/jltr.1301.12.
Pełny tekst źródłaStreszczenie:
Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.
Rozprawy doktorskie na temat "FLE acquisition"
1
Outaleb-Pellé, Aldjia. "Erreurs d'apprenants du FLE : le cas des lycéens de Tizi Ouzou". Nice, 2010. http://www.theses.fr/2010NICE2009.
Pełny tekst źródłaStreszczenie:
Cette thèse se veut une contribution à la recherche dans le domaine de l’enseignement du français langue étrangère. Son objet est un corpus de productions écrites d’apprenants kabylophones scolarisés en classes de terminale des lycées. Sa méthode est l’analyse des « erreurs ». Son objectif est de rendre compte des mécanismes linguistiques et psycholinguistiques sous-jacents à la production des « erreurs » par rapport à une norme : le français standard. Les énoncés « erronés » sont soit générés par une mauvaise assimilation de la langue cible (erreurs intralinguales), soit le résultat des interférences de règles de la langue maternelle des apprenants (erreurs interlinguales), soit commis sous les contraintes communicatives quotidiennes (mélange berbère-arabe-français)This thesis contributes to the research in French foreign language teaching. Its object is a corpus taken from final Kabylian learners’ copies of high school. Its method is « error » analysis. Its purpose is to give an account of the underlying linguistic and psycholinguistic mechanisms in the production of « errors » in relation to academic or standard French. The « wrong » statements are either generated by a bad assimilation of the target language, or are resulted from the mother tongue’s rules interferences, or are committed under the daily communicative constraints
2
BADALAMENTI, Rosa Leandra. "Acquisition ou acquisitions? Une étude empirique sur l'acquisition de la grammaire du fle par des apprenants italophones adultes en contexte guidé". Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/95512.
Pełny tekst źródła
3
Chanier, Thierry. "Acquisition des Langues Assistée par Ordinateur (ALAO)". Habilitation à diriger des recherches, Université Blaise Pascal - Clermont-Ferrand II, 1995. http://tel.archives-ouvertes.fr/tel-00180340.
Pełny tekst źródłaStreszczenie:
Ce document a pour but de définir le domaine de "l'Acquisition des Langues Assistée par Ordinateur" (ALAO), et d'y décrire mes travaux. Ce premier chapitre esquisse une définition de l'ALAO. Les liens entre ce thème et le contenu de ma thèse sont discutés. Dans le deuxième chapitre, j'examine les éléments constitutifs de l'espace de recherche : l'acquisition d'une langue seconde d'une part, le milieu de l'ALAO d'autre part, avec ses orientations passées et ses nouveaux principes de recherche. Le chapitre 3 développe mes travaux suivant un plan en partie identique aux étapes de déroulement d'un projet de recherche ALAO, en mettant particulièrement l'accent sur l'expertise du domaine, la modélisation de l'apprenant, et les stratégies pédagogiques adoptées. Dans le dernier chapitre, j'évoque ma contribution à l'organisation et à la diffusion de la recherche en ALAO.
4
Viana, dos Santos Gabriela. "Représentations et schémas sociolinguistiques en langue étrangère : l'exemple d'apprenants sinophones et anglophones du FLE". Thesis, Université Grenoble Alpes, 2021. http://www.theses.fr/2021GRALL003.
Pełny tekst źródłaStreszczenie:
L’une des particularités du processus d’acquisition sociolinguistique en langue étrangère porte sur la difficulté des apprenants à intégrer les normes sociolinguistiques de la langue cible. Si dans leur culture native, les apprenants construisent un réseau d’associations entre connaissances linguistiques et connaissances sociales, en langue étrangère ils doivent développer cette capacité. Notre préoccupation centrale dans ce travail était de comprendre d’une part si les apprenants développent des schémas qui associent des variantes sociolinguistiques avec des paramètres sociaux et d’autre part quelles valeurs socio-indexicales des apprenants attribuent aux variétés. Nous avons donc mené deux études auprès d’apprenants de FLE en séjour d’étude en France. Pour la première étude, nous avons fait passer une tâche de répétition auprès de 24 étudiants anglophones et de 42 étudiants sinophones. La deuxième étude, un test de réaction subjective, a été menée auprès de 40 étudiants anglophones, de 41 étudiants sinophones et de 88 francophones natifs. Notre analyse met en évidence la tendance des apprenants à rendre homogènes des énoncés non homogènes sur le plan sociolinguistique. Ce résultat suggère que les apprenants construisent des schémas sociolinguistiques des variétés standard et non standard en langue étrangère. Nous avons également constaté que les apprenants sont sensibles aux variations sociolinguistiques en langue cible. En effet, ils ont jugé de façon différente des énoncés standard et non standard du français. En outre, notre analyse fait émerger des différences dans la construction des schémas sociolinguistiques et dans les jugements des variétés entre les deux nationalités de notre étudeOne of the particularities of the process of sociolinguistic acquisition in a foreign language concerns the difficulty of learners to integrate the sociolinguistic norms of the target language. If in their native culture, the learners build a network of associations between linguistic knowledge and social knowledge, in a foreign language, they must develop this capacity. The main objectives of this work are to understand how learners develop schemas that associate sociolinguistic variants with social parameters and how they associate socio-indexical values to varieties. We carried out two studies with FLE learners studying in France. For the first study, we did a repetition task with 24 English-speaking students and 42 Chinese-speaking students. The second study, a subjective reaction test, was conducted among 40 English-speaking students, 41 Chinese-speaking students, and 88 native French-speaking students. Our analysis highlights the tendency of learners to make homogeneous statements that are not homogeneous at the sociolinguistic level. This result suggests that learners construct sociolinguistic schemas of standard and non-standard varieties in a foreign language. We have also found that learners are sensitive to sociolinguistic variations in the target language. Indeed, they judged standard and non-standard French statements differently. Our analysis also reveals differences in the construction of sociolinguistic schemas and in the judgments of varieties between the two nationalities of our study
5
Pieters, Tatiana. "L'influence de la langue maternelle dans l'acquisition du genre grammatical en français langue seconde". Doctoral thesis, Universite Libre de Bruxelles, 2020. https://dipot.ulb.ac.be/dspace/bitstream/2013/312149/5/Contrat.pdf.
Pełny tekst źródłaStreszczenie:
La langue maternelle (L1) peut faciliter l’apprentissage du genre grammatical (GG) en langue seconde (L2), d’autant plus si, d’après certains chercheurs, les deux systèmes de genre présentent des similitudes. Les études – relativement peu nombreuses (par ex. Sabourin et al. 2006, Ellis et al. 2012, et Ragnhildstveit 2017) – comparant l’appropriation du genre en L2 à partir de plus de deux groupes d’apprenants avec différentes L1, appréhendent souvent différents phénomènes morphosyntaxiques sous la même rubrique d’« accord grammatical » en genre. Aussi s’attardent-elles peu sur les critères utilisés pour déterminer le degré de proximité ou d’éloignement de la L1 à la L2. La présente recherche applique une approche différente des études précédentes en distinguant la maîtrise de trois sous-systèmes du GG en français langue seconde (FL2), à savoir l’assignation (SA), l’accord (SAC) et la reprise pronominale (SRP) du GG, et elle étudie la maîtrise du genre en français L2 à partir de plusieurs L1 à l’aide d’une grille paramétrique définissant le degré de proximité ou d’éloignement des langues considérées pour chaque sous-système. Notre recherche porte sur un corpus de productions orales de trois groupes d’apprenants âgés entre 9 et 11 ans (n=75) de L1 différentes, à savoir l’allemand (25), l’anglais (25) et l’espagnol (25). Tous ont bénéficié d’un input comparable en français comme première langue étrangère et sont scolarisés dans un contexte d’apprentissage plurilingue identique. Les résultats globaux, qui se concentrent sur la maîtrise de ces trois sous-systèmes du GG en FL2, indiquent qu’il existe un lien entre le degré de précision atteint pour ces sous-systèmes en FL2 et les différences paramétriques observées entre le système de GG de la L1 et celui du français. Les données confirment néanmoins que l’étendue de l’impact de la L1 sur les taux de précision du GG en FL2 n’est pas parallèle selon le sous-système envisagé pour chaque groupe d’apprenants.Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
6
Khalil-Akil, Hagar. "Exploitation du potentiel d’Internet pour consolider l’intake dans l’apprentissage du FLE (Français Langue Étrangère) : quelles tâches proposées sur Internet pour améliorer l’acquisition chez des apprenants arabophones de FLE en Égypte ?" Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030095.
Pełny tekst źródłaStreszczenie:
Cette recherche relève du domaine de la didactique des langues et plus particulièrement de l‘intégration d‘Internet dans l‘enseignement/apprentissage des langues étrangères (désormais L2). Elle se donne pour objectif de consolider l'intake et d‘améliorer l‘acquisition de L2 (ici le français) chez des apprenants de français, langue étrangère, à travers un dispositif hybride. Celui-ci est fondé sur des macro-tâches réalisées à distance et des micro-tâches administrées en présentiel. Ce dispositif s‘appuie également sur l‘exploitation du potentiel d‘Internet pour concevoir des tâches d‘apprentissage et pour créer un centre de ressources virtuel. Il a été conçu pour répondre aux difficultés particulières que rencontrent les apprenants lors de l‘appropriation de L2 et selon leurs besoins langagiers.Cette recherche-action a été menée en Egypte pour des arabophones égyptiens qui apprennent le français comme deuxième langue étrangère (FLE) au Centre Français de Culture et de Coopération (CFCC) au Caire. Elle m‘a conduite à élaborer ce dispositif hybride de tâches afin de vérifier l‘hypothèse générale de ma recherche qui stipule que les tâches d‘apprentissage fondées sur l‘exploitation du potentiel d‘Internet peuvent consolider l‘intake et améliorer l‘acquisition des apprenants de FLE. Ce dispositif m‘a permis de mettre en œuvre des expériences d‘apprentissage potentiellement favorables à l‘acquisition de L2 à travers la réalisation des macro-tâches à distance et des micro-tâches en présentiel. Celles-ci ont été administrées à travers notre centre de ressources en ligne.J‘ai donc conduit une série d‘études expérimentales destinées à évaluer le potentiel acquisitionnel de différentes tâches, réalisées avec des apprenants égyptiens de L2. La réalisation de ces tâches était en autonomie et/ou en collaboration, et sous différentes conditions. Elles avaient pour objectif de dénativiser, a priori, l‘intake des apprenants de L2 afin de les conduire, a posteriori, à un output compréhensible en L2. L‘exploitation d‘Internet m‘a donc permis de présenter aux apprenants un input authentique dans la conception des macro-tâches et de créer un centre de ressources virtuel pour la réalisation des micro-tâches.Grâce à la méthodologie suivie dans cette recherche, j‘ai pu valider mes hypothèses et rendre ces pratiques transférables à d‘autres contextes. Le contenu des tâches semble déterminant par rapport à leur valeur acquisitionnelle. J‘ajoute que les conditions et le contexte dans lesquels les tâches sont réalisées (la défaillance des technologies et du réseau Internet qui s‘imposent parfois sur le terrain) jouent évidemment aussi un grand rôle, et doivent en ce sens recevoir une attention égale dans la recherche en acquisition des L2The objective of this research, which lies within the field of language teaching and especially the integration of the Internet in the teaching/learning of foreign languages (Henceforth L2), is to enhance students‘ intake and improve L2 acquisition (French in this case) in French as a foreign language classes through a hybrid environment based on macro-tasks performed in distance and micro-tasks administered in class. This environment also relies on the exploitation of the Internet to design learning tasks and to create a virtual resource center in order to address the specific difficulties that students faced in their learning of the L2. This action research was conducted in Egypt for Egyptian Arabic-language students learning French as a foreign language (FFL) in the French Culture and Cooperation Centre (CFCC) in Cairo. It helped me develop this hybrid task environment to validate the general hypothesis of my research, which states that! learning tasks based on exploiting the Internet can reinforce the intake and improve the acquisition of FFL. This environment allowed me to implement learning experiences that are potentially favorable to the acquisition of L2 through the completion of macro-tasks performed in distance as well as micro-tasks performed in class. These tasks were administered through our virtual resource center. Therefore, Iconducted a series of experimental studies to assess different tasks‘ learnability when performed by Egyptian learners of L2. These tasks were completed independently and/or in collaboration, under various conditions. They were intended to first denativize the intake of L2 learners in order to then help them produce comprehensible output in the L2. The use of the Internet allowed me to present learners with authentic input in the planning and completion of macro-tasks and to create a virtual resource center for the production of micro-tasks. Thanks to the methodology applied in this research, I was able to validate my initial hypotheses and make this environment transferable and adaptable to other contexts as well. The content of the tasks is relative to its learnability. I would finally add that the conditions and context in which these tasks were performed (the failure of technology and Internet network, which may happen quite often in this setting) obviously played a bi! g role in their successful or unsuccessful completion and those factors must be given equal attention in L2 acquisition research
7
Yun, Hyeon. "Echanges à distance entre apprenants de FLE. : Etude des interactions synchrones en contexte académique". Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00440899.
Pełny tekst źródłaStreszczenie:
Cette recherche relève du domaine de la didactique du FLE et de l'usage de la communication médiée par ordinateur [CMO], plus particulièrement du clavardage, outil de communication synchrone à base textuelle. Notre recherche se place dans une perspective interactionnelle et acquisitionnelle en L2 en mettant l'accent sur la construction des discussions entre participants lors de séances de clavardage. Le public étudié est composé d'étudiants de nationalités variées en master ou doctorat dans des universités en France, et qui souhaitent améliorer la langue qu'ils doivent utiliser en milieu académique. Notre analyse du " discours-en-interaction par clavardage " a pour but d'étudier les interactions en tenant compte des spécificités de l'outil et du contexte de la discussion. En premier lieu, nous examinons la structure des énoncés en L2 au niveau de l'utilisation du lexique, des structures complexes et des marques transcodiques. En deuxième lieu, nous analysons l'utilisation des topogrammes dans un contexte académique et leurs diverses fonctions. Cette analyse montre la manière dont les apprenants se focalisent à la fois sur l'objet thématique de la discussion et sur la résolution des obstacles linguistiques ou discursifs auxquels ils sont confrontés lors des échanges. En dernier lieu, nous étudions la manière dont les apprenants construisent et co-construisent les discussions par clavardage. Les énoncés que l'apprenant construit à partir des discours de ses différents interlocuteurs lui permettent, tout en alimentant ses compétences pragmatiques, d'approfondir le sujet en discussion. Nous examinons également comment les savoirs sur les pratiques académiques naissent et se transforment au fil des interactions. Nous cherchons à montrer à la fois le bénéfice de l'utilisation du clavardage pour la recherche sur la langue d'apprenants avancés et son intérêt comme outil po! ur favoriser l'appropriation d'une L2.
8
Damar, Marie-Eve. "Pour une linguistique applicable: l'exemple du subjonctif en FLE". Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210654.
Pełny tekst źródłaStreszczenie:
Cette thèse s’inscrit dans le domaine de la linguistique applicable, discipline médiane entre linguistique et didactique, qui s’intéresse aux contenus grammaticaux proposés pour l’enseignement. On y aborde la problématique de la grammaire sous l’angle exclusif de l’acquisition du FLE (français langue étrangère), et la première partie de la thèse est consacrée à une mise au point théorique dans les études psycholinguistiques et didactiques. La deuxième partie examine la méthodologie relative à la grammaire dans les ressources pour l’enseignement-apprentissage du FLE, les manuels et les ouvrages de référence grammaticaux, ainsi que sur les cd-rom et les sites internet consacrés au FLE. Les contenus relatifs au subjonctif ont été recensés dans ces supports pédagogiques, et on peut aisément montrer qu’ils ne correspondent pas aux usages réels de la langue. Faut-il préférer le silence ou le mensonge métalinguistique ?Si l’on ne peut se résoudre à aucune de ces options, peut-on reposer la question de l’apport de la linguistique à la didactique ?Répondant par l’affirmative, la troisième partie de la thèse passe en revue les théories linguistiques abordant le subjonctif :sémantiques, syntaxiques, générativistes, mentalistes, énonciatives, psychomécaniques, etc. Pour passer de la linguistique théorique à la didactique, un concept novateur est nécessaire :la valeur d’applicabilité. Elle est définie comme la tendance d’une théorie linguistique à être plus ou moins transposable pour l’enseignement-apprentissage. Les critères de cette valeur sont empruntés à des domaines variés, comme la philosophie des sciences, la lisibilité, et bien sûr la didactique. Le passage en revue des théories linguistiques montre que la théorie la plus transposable est celle de Marc Wilmet, mais qu’elle est ne rencontre pas tous les critères de la valeur d’applicabilité. Différentes propositions d’aménagement de la théorie guillaumienne, qui a inspiré celle de Wilmet, prennent place dans la suite de ce travail, et, même si elles ont une valeur d’applicabilité plus élevée, elles ne rencontrent pas non plus tous les critères. Enfin, cette thèse propose une théorie applicable qui concerne le subjonctif, mais aussi, plus largement, les modes français :infinitif, subjonctif et indicatif. Cette théorie fait appel à un principe explicatif unique :l’ancrage. Ancrer signifie lier le procès, par la personne et/ou le temps, au repère choisi par l’énonciateur pour l’énonciation. L’infinitif n’ancre pas le procès, le subjonctif l’ancre sur le plan de la personne et l’indicatif ancre le procès par le temps et la personne. L’ancrage est un terme simple, imagé, métaphorique, qui permettra aux apprenants de comprendre à moindre coût le système des modes français. La théorie permet de prédire les emplois dans un très grand nombre de cas, et cela, avec l’avantage d’une grande économie conceptuelle.Les emplois du subjonctif français sont passés en revue à la lumière de cette théorie, ainsi que les nombreux cas de concurrence entre les modes. Enfin, on propose une séquence applicable, composée d’une synthèse sur les modes et d’explications sur le fonctionnement des emplois du subjonctif français, et incluant une progression des contenus grammaticaux. Cette ultime partie fait donc le lien avec le début de la thèse, et profite des recherches sur la grammaire en psycholinguistiques et en didactique.
En conclusion, cette thèse ouvre la voie à une rénovation profonde des contenus grammaticaux pour l’enseignement, tant pour le FLE que pour le FLM, car, si la grammaire française est réputée difficile, c’est peut-être autant dû à une inadéquation entre les règles et les usages donc à des lacunes de ses descriptions, qu’à une complexité inhérente au fonctionnement de la langue.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
9
Yadegari, Parisa. "De l'intérêt pour l’acquisition d’une compétence communicative non linguistique en didactique du FLE en Iran". Strasbourg, 2011. https://publication-theses.unistra.fr/restreint/theses_doctorat/2011/YADEGARI_Parisa_2011.pdf.
Pełny tekst źródłaStreszczenie:
Cette thèse propose une nouvelle démarche pédagogique dans l’enseignement du français langue étrangère en Iran (notre contexte) en mettant en valeur le rôle de la compétence communicative non linguistique dans le développement et l’enrichissement du potentiel socioculturel et interculturel des apprenants Iraniens. Inscrite dans une perspective interculturelle, cette recherche s’interroge sur la fonction d’intermédiaire socioculturelle que la compétence communicative non linguistique de l’apprenant pourra jouer dans les situations de communication envers l’autrui. Nous sommes d’avis que la compétence communicative non linguistique en englobant d’une part les savoirs socioculturels (savoir-être, savoir-faire, savoir-vivre) et d’autre part les comportements et les attitudes non verbaux constituent autant de factures sociales et culturelles décisives et nécessaires pour le bon fonctionnement d’un échange interculturel. Elle doit ainsi faire partie des compétences générales que l’apprenant d’une langue étrangère doit acquérir au cours de son processus d’apprentissage de cette langue. L’enjeu de cette nouvelle démarche pédagogique est de taille dans l’enseignement/apprentissage du français langue étrangère en Iran, car elle lui apporte une valeur ajoutée forte par rapport aux cours de langue où ne seraient développées que des compétences linguistiquesThis thesis proposes a new pedagogical approach in teaching French as a foreign language in Iran (our context) by highlighting the role of non-linguistic communicative competence in the development and enhancement of the socio-cultural and intercultural potential of the Iranian learners. Placed within the intercultural perspective, this research examines the socio-cultural intermediary function that the non-linguistic communicative competence of the learner can play in situations of communication with others. We believe that the non-linguistic communicative competence by including, on the one hand, the sociocultural knowledge (social skills, know-how, good manners) and on the other hand, the behavior and nonverbal attitudes, constitutes necessary sociocultural factors for the proper functioning of an intercultural communication. It must therefore be part of the general skills that learners of a foreign language must acquire during the process of learning this one. The challenge of this new pedagogical approach is considerable in the teaching/learning of French as a foreign language in Iran, because it can bring to it a significant value, in comparison with the language courses where only the language skills would be developed
10
Nicolaev, Viorica. "L'apprentissage du FLE dans un dispositif vidéographique synchrone : étude des séquences métalinguistiques". Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00793185.
Pełny tekst źródłaStreszczenie:
Cette recherche s'inscrit dans le champ de la didactique du FLE et de la communication médiée par ordinateur (CMO). L'étude se place dans une perspective interactionniste de l'acquisition d'une langue seconde (L2), selon laquelle l'apprentissage d'une L2 est facilité par les interactions interpersonnelles qui se produisent durant la réalisation d'une tâche. La recherche s'appuie sur le projet d'enseignement-apprentissage du FLE le " Français en 1ère ligne ", qui met en relation des tuteurs en France et des apprenants américains de Berkeley dans un dispositif de visioconférence. L'objectif de l'étude est d'évaluer le potentiel acquisitionnel de ce dispositif, à travers l'analyse des séquences métalinguistiques déclenchées aux cours des interactions. Celles-ci constituent des épisodes où les interlocuteurs traitent les problèmes de code liés à l'intercompréhension et à la production langagière. En nous appuyant sur les principes de l'analyse conversationnelle d'inspiration ethnométhodologique, notre étude est empirique et principalement descriptive. La catégorisation des séquences métalinguistiques, la description du contexte situationnel d'apparition et des configurations interactionnelles, ainsi que l'analyse de la nature discursive des procédés utilisés pour solliciter l'aide du partenaire et réparer interactivement les obstacles linguistiques indiquent que les interactions vidéographiques en ligne sont susceptibles de déclencher des séquences métalinguistiques, similaires à celles produites en face-à-face. L'analyse de la multimodalité du dispositif, et plus précisément la façon dont les interlocuteurs ont recours aux différents modes de communication pour résoudre les problèmes de communication, montre les effets positifs de celle-ci sur l'apprentissage d'une L2. En effet, la multimodalité permet à l'apprenant une meilleure focalisation sur la forme et une prise de conscience plus efficace des écarts entre son interlangue et la langue cible.
Książki na temat "FLE acquisition"
1
United States Government Printing Office. Publication Reference File (PRF): User's guide. Washington, DC: Bibliographic Systems Branch, Sale Management Division, Supt. of Docs., U.S. G.P.O., 1994.
Znajdź pełny tekst źródła
2
Montana. Dept. of Fish, Wildlife, and Parks., red. Fleecer Mountain WMA fee title acquisition: A proposal by the Montana Fish, Wildlife & Parks. [Butte?, MT]: The Dept., 1997.
Znajdź pełny tekst źródła
3
Fei-Chiu, Huang, red. NUMOD and NUTSA: Software for interactive acquisition and analysis of time domain reflectometry measurements. Washington, D.C: U.S. Dept. of the Interior, Bureau of Mines, 1993.
Znajdź pełny tekst źródła
4
Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA special review: Land acquisition practices of the Miami-Dade County School District. Tallahassee, FL: The Office, 2001.
Znajdź pełny tekst źródła
5
Francom, Gerald Lee. A proposal to change the Federal Acquisition Regulation: Recognizing the award fee incentive in fixed-price contracts. Monterey, Calif: Naval Postgraduate School, 1989.
Znajdź pełny tekst źródła
6
Group, First Micro, red. A Financial approach to mergers and acquisitions, using 1-2-3: Manual. [Watertown, MA] (85 Main St., Watertown 02172): American Management Association, Extension Institute, 1987.
Znajdź pełny tekst źródła
7
Larson-Hall, Jenifer. A guide to doing statistics in second language research using SPSS. New York, NY: Routledge, 2009.
Znajdź pełny tekst źródła
8
Center, Langley Research, red. A description of the software element of the NASA EME flight tests. Hampton, Va: National Aeronautics and Space Administration, Langley Research Center, 1996.
Znajdź pełny tekst źródła
9
Montana. Dept. of Fish, Wildlife, and Parks. Sieben Ranch (Rattlesnake Creek) conservation easement, Sieben Ranch (Mill Creek) fee title acquisition, Lyons Creek (Sieben and O'Connell Ranches) conservation easement: Proposal by Montana Fish, Wildlife & Parks. Helena, MT: Montana Fish, Wildlife & Parks, 1996.
Znajdź pełny tekst źródła
10
Scott, Caroline. Teaching English as an additional language, 5-11: A whole school resource file. New York: Routledge, 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "FLE acquisition"
1
Shinge, Jayanti, Vishakha Mandrawadkar, Naveenkumar Aigol i Khezia Olagundi. "Measuring influence of emotional empowerment on English language acquisition of freshman engineering students through FLE and FLCA scale". W Pedagogical Revelations and Emerging Trends, 37–42. London: CRC Press, 2024. https://doi.org/10.1201/9781003587538-6.
Pełny tekst źródła
2
Humberto da Silva, Hugo Plácido, Hugo Silveira Filipe Gamboa, Rui Sousa Pedro Varandas i Guilherme dos Alexandre Santos Espadanal Ramos. "File Exploration". W Biosignal Acquisition and Processing, 251–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35187-7_16.
Pełny tekst źródła
3
Devonshire-Ellis, Chris, Andy Scott i Sam Woollard. "Converting a Chinese Company into an FIE". W Mergers & Acquisitions in China, 93–101. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-14919-1_11.
Pełny tekst źródła
4
Seel, Olaf Immanuel. "Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence". W Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 215–39. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.12see.
Pełny tekst źródłaStreszczenie:
This chapter intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.
5
Pawlaszczyk, Dirk. "SQLite". W Mobile Forensics – The File Format Handbook, 129–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98467-0_5.
Pełny tekst źródłaStreszczenie:
AbstractSQLite is, without doubt, the most widely used database systemworldwide at the moment. The single file database system is used, among other things, in operating systems for cell phones, such as Android, iOS or Symbian OS. On a typical smartphone, we usually find several hundred SQLite databases used by a wide variety of apps. Due to its widespread use, the database format is of particular importance in mobile forensics. It is not uncommon for the suspect to try to cover his tracks by deleting database content. Recovering deleted records from a database presents a special challenge. In this chapter, the on-disk database format of the SQLite database system is highlighted. Therefore,we take a closer look at the database header as well as record structure on a binary level. We first examine the structure of the data. Recovery options for erased records are discussed as well. Special attention is paid to the slack areas within the database: unallocated space, Freelist as well as free blocks. In this context, we discuss basic techniques for carving and acquisition of deleted data artefacts. Despite the main database format and recovery options, temporary file types like write-ahead logs and rollback journals are analyzed as well.
6
Weber, Corinne. "Chapitre 19. Acquisition d’une langue étrangère ou comment l’adulte apprend une langue étrangère ?" W Le FLE et la francophonie dans le monde, 219–26. Armand Colin, 2021. http://dx.doi.org/10.3917/arco.chiss.2021.01.0219.
Pełny tekst źródła
7
LE LIÈVRE, Françoise, i Gulseren AKSEL. "Les modalités dans les textes argumentatifs d'étudiants turcophones de FLE en Turquie". W Echantillons représentatifs et discours didactiques, 55–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6539.
Pełny tekst źródłaStreszczenie:
La maîtrise du texte argumentatif, incontournable dans les écrits universitaires, est un exercice cognitif particulièrement exigeant en langue étrangère. Son acquisition et sa maîtrise, inévitable pour des étudiants se préparant à une poursuite d'études en France, requièrent une connaissance des règles linguistiques et discursives, mais également des conventions rhétoriques de la langue. Notre chapitre s’intéressera à un cours intitulé « Analyse textuelle » dispensé à des étudiants turcophones de FLE (niveau B2) en Turquie. Dans ce cours les étudiants sont familiarisés à différents courants de la littérature française et invités à produire des écrits académiques dont le commentaire composé. Nous partirons de l'hypothèse que les turcophones apprenants du FLE conservent dans leurs textes, des références aux modalités, des traces de l’organisation discursive de leur L1. Après avoir interrogé la sélection et le traitement des textes retenus dans le cadre de l'enseignement dont il est question, nous montrerons comment le recours à un modèle d'analyse issu de la rhétorique contrastive par l'enseignante peut s’avérer didactiquement extrêmement formateur quant à leur capacité des étudiants à produire des textes tels qu’attendus.
8
Muukkonen, Hanni, Kai Hakkarainen i Minna Lakkala. "Computer-Mediated Progressive Inquiry in Higher Education". W Online Collaborative Learning, 28–53. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-174-2.ch002.
Pełny tekst źródłaStreszczenie:
With the introduction of new learning technology into universities, schools and classrooms, there is the potential to change educational practices in the direction of collaborative knowledge advancement. Yet, fundamental change in educational practices necessitates re-examining the foundations and goals of the prevailing learning culture in higher education. This chapter will describe the theoretical background of a pedagogical model of progressive inquiry and provide an overview of how this model has been implemented in the structure of a collaborative learning environment, the Future Learning Environment (FLE). We will take a brief look at studies of implementation of the model of progressive inquiry in university education. In conclusion, we discuss the challenges of changing educational settings and students’ study practices, how they may be encouraged to go beyond using individualistic knowledge acquisition skills, towards employing metaskills that are central in academic literacy, knowledge creation and developing expertise.
9
"Image Types and File Management". W Image Acquisition and Processing with LabVIEW, 1–14. CRC Press, 2003. http://dx.doi.org/10.1201/9780203487303.ch1.
Pełny tekst źródła
10
Anderson, Raymond A. "Data Acquisition—Observation". W Credit Intelligence & Modelling, 577–96. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844194.003.0016.
Pełny tekst źródłaStreszczenie:
First of four chapters covering data assembly, being i) observation (predictors); ii) performance (target); iii) target definition; iv) data merge. (1) Make a plan—finalize the what, where, who and how of data, especially as regards internal and external data sources and how subject-level data will be matched. (2) Gather—identify key fields and determine what data aggregates are required, set retention rules and obtain retrospective histories from external sources. (3) Reduce—identify predictors to be dropped or ignored, especially those un- or under-populated, unpredictive, proscribed, highly correlated and … those populated after the decision was made. (4) Cleanse—individual records that are out-of-scope, underpopulated, and duplicates. Mention is also made of the treatment of outliers for continuous targets and of inconsistencies within the data {e.g. varying codes by time or source}. (5) Check—ensure file contents are consistent with expectations.
Streszczenia konferencji na temat "FLE acquisition"
1
Linoski, Alexis. "Acquiring E-books – Does (Should) Workflow Play a Role?" W Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317166.
Pełny tekst źródłaStreszczenie:
The methods in which e-books can be purchased vary greatly compared to print books. In the past, a print book was purchased either as an individual title (firm order) or through an approval plan. Once the books were received, there was little deviation in how the items were processed – purchase orders were created, books were processed, invoices were input and paid. However, with e-books, the work is more complex and there are a many ways to purchase e-books – firm order, Demand (or Patron) Driven Acquisiton (DDA), Evidence Based Acquisition (EBA), yearly front-file purchases, back-file purchases, or subscription to e-book packages. Each of the methods involves a workflow that goes from easy to somewhat complex. This begs the question of whether the acquisitions workflow can or should influence how e-books are purchased.
2
Young, Rick. "File-Based News Acquisition". W SMPTE Advanced Motion Imaging Conference. IEEE, 2006. http://dx.doi.org/10.5594/m00376.
Pełny tekst źródła
3
Maqueira, Benigno. "Position loop compensation for flex pivot mounted gimbal stabilization systems". W Acquisition, Tracking, and POinting IV. SPIE, 1990. http://dx.doi.org/10.1117/12.2322212.
Pełny tekst źródła
4
Jiang, Qi, Hong-Sheng Xi i Bao-Qun Yin. "Dynamic File Grouping for Load Balancing in Streaming Media Clustered Server Systems". W 2007 International Conference on Information Acquisition. IEEE, 2007. http://dx.doi.org/10.1109/icia.2007.4295784.
Pełny tekst źródła
5
Thompson, Connor. "FLL Aided Acquisition in Resource Constrained Platforms". W 2024 IEEE Aerospace Conference. IEEE, 2024. http://dx.doi.org/10.1109/aero58975.2024.10521234.
Pełny tekst źródła
6
Persad, Jeevan, Daniel Ringis i Cathy Radix. "Leveraging student motivation in engineering skills acquisition". W 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044223.
Pełny tekst źródła
7
Foti, Michael. "Case Study: File Based Workflow from Acquisition to Air". W SMPTE Technical Conference. IEEE, 2009. http://dx.doi.org/10.5594/m001303.
Pełny tekst źródła
8
Dilger, Werner. "Computer-aided acquisition of design knowledge". W Orlando '91, Orlando, FL, redaktor Mohan M. Trivedi. SPIE, 1991. http://dx.doi.org/10.1117/12.45500.
Pełny tekst źródła
9
Wiesen, Carina, Steffen Becker, Nils Albartus, Christof Paar i Nikol Rummel. "Promoting the Acquisition of Hardware Reverse Engineering Skills". W 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028668.
Pełny tekst źródła
10
Jiang, Li-hua, i Ya-qin Li. "Design and realization of multi-port register file based on FPGA". W 2010 3rd International Symposium on Knowledge Acquisition and Modeling (KAM). IEEE, 2010. http://dx.doi.org/10.1109/kam.2010.5646298.
Pełny tekst źródłaRaporty organizacyjne na temat "FLE acquisition"
1
Best, Cody, Carl Hart i Michael Muhlestein. Data acquisition software for impedance tube measurements. Engineer Research and Development Center (U.S.), październik 2022. http://dx.doi.org/10.21079/11681/45740.
Pełny tekst źródłaStreszczenie:
Transmission impedance tube measurements are necessary to measure the asymmetric acoustic property known as Willis coupling. However, software is required to measure and store data from an impedance tube for acoustic material characterization. This report details the overall structure of custom-developed software built from low-level functions. Software libraries from the data acquisition system as well as the HDF5 file system are the basis for the code. A command line user interface guides a user through the necessary steps in data collection.
2
Horwitz, Benjamin A., i Barbara Gillian Turgeon. Fungal Iron Acquisition, Oxidative Stress and Virulence in the Cochliobolus-maize Interaction. United States Department of Agriculture, marzec 2012. http://dx.doi.org/10.32747/2012.7709885.bard.
Pełny tekst źródłaStreszczenie:
Our project focused on genes for high affinity iron acquisition in Cochliobolus heterostrophus, a necrotrophic pathogen of maize, and their intertwined relationship to oxidative stress status and virulence of the fungus on the host. An intriguing question was why mutants lacking the nonribosomal peptide synthetase (NRPS) gene (NPS6) responsible for synthesis of the extracellular siderophore, coprogen, are sensitive to oxidative stress. Our overall objective was to understand the mechanistic connection between iron stress and oxidative stress as related to virulence of a plant pathogen to its host. The first objective was to examine the interface where small molecule peptide and reactive oxygen species (ROS) mechanisms overlap. The second objective was to determine if the molecular explanation for common function is common signal transduction pathways. These pathways, built around sensor kinases, response regulators, and transcription factors may link sequestering of iron, production of antioxidants, resistance to oxidative stress, and virulence. We tested these hypotheses by genetic manipulation of the pathogen, virulence assays on the host plant, and by following the expression of key fungal genes. An addition to the original program, made in the first year, was to develop, for fungi, a genetically encoded indicator of redox state based on the commercially available Gfp-based probe pHyper, designed for animal cell biology. We implemented several tools including a genetically encoded indicator of redox state, a procedure to grow iron-depleted plants, and constructed a number of new mutants in regulatory genes. Lack of the major Fe acquisition pathways results in an almost completely avirulent phenotype, showing how critical Fe acquisition is for the pathogen to cause disease. Mutants in conserved signaling pathways have normal ability to regulate NPS6 in response to Fe levels, as do mutants in Lae1 and Vel1, two master regulators of gene expression. Vel1 mutants are sensitive to oxidative stress, and the reason may be underexpression of a catalase gene. In nps6 mutants, CAT3 is also underexpressed, perhaps explaining the sensitivity to oxidative stress. We constructed a deletion mutant for the Fe sensor-regulator SreA and found that it is required for down regulation of NPS6 under Fe-replete conditions. Lack of SreA, though, did not make the fungus over-sensitive to ROS, though the mutant had a slow growth rate. This suggests that overproduction of siderophore under Fe-replete conditions is not very damaging. On the other hand, increasing Fe levels protected nps6 mutants from inhibition by ROS, implying that Fe-catalyzed Fenton reactions are not the main factor in its sensitivity to ROS. We have made some progress in understanding why siderophore mutants are sensitive to oxidative stress, and in doing so, defined some novel regulatory relationships. Catalase genes, which are not directly related to siderophore biosynthesis, are underexpressed in nps6 mutants, suggesting that the siderophore product (with or without bound Fe) may act as a signal. Siderophores, therefore, could be a target for intervention in the field, either by supplying an incorrect signal or blocking a signal normally provided during infection. We already know that nps6 mutants cause smaller lesions and have difficulty establishing invasive growth in the host. Lae1 and Vel1 are the first factors shown to regulate both super virulence conferred by T-toxin, and basic pathogenicity, due to unknown factors. The mutants are also altered in oxidative stress responses, key to success in the infection court, asexual and sexual development, essential for fungal dissemination in the field, aerial hyphal growth, and pigment biosynthesis, essential for survival in the field. Mutants in genes encoding NADPH oxidase (Nox) are compromised in development and virulence. Indeed the triple mutant, which should lack all Nox activity, was nearly avirulent. Again, gene expression experiments provided us with initial evidence that superoxide produced by the fungus may be most important as a signal. Blocking oxidant production by the pathogen may be a way to protect the plant host, in interactions with necrotrophs such as C. heterostrophus which seem to thrive in an oxidant environment.
3
Jurkevitch, Edouard, Carol Lauzon, Boaz Yuval i Susan MacCombs. role of nitrogen-fixing bacteria in survival and reproductive success of Ceratitis capitata, the Mediterranean fruit fly. United States Department of Agriculture, wrzesień 2005. http://dx.doi.org/10.32747/2005.7695863.bard.
Pełny tekst źródłaStreszczenie:
Objectives: to demonstrate nitrogen fixation in the gut of Ceratitiscapitata, the Mediterranean fruit fly and that fixed nitrogen is important for the fly. Background: Fruit flies (Diptera: Tephritidae) are a highly successful, widespread group of insects causing enormous economic damage in agriculture. They are anautogenous, i.e. the acquisition of nitrogenous compounds by both male and female is essential for the realization of their reproductive potential. Nitrogen, although abundant in the atmosphere, is paradoxically a limiting resource for multicellular organisms. In the Animalia, biological nitrogen fixation has solely been demonstrated in termites. Major achievements and conclusions: We found that all individuals of field-collected medflies harbor large diazotrophicenterobacterial populations that express dinitrogenreductase in the gut. Moreover, nitrogen fixation was demonstrated in isolated guts and in live flies and may significantly contribute to the fly’s nitrogen intake. Specific components of these communities were shown to be transmitted vertically between flies. Moreover, we found that the gut bacterial community changes during the fly’s active season both in composition and complexity. Moreover, strong changes in community structure were also observed between the fly's various developmental stages. An initial analysis using SuPERPCR, a technology enabling the detection of minor populations by selective elimination of the dominant 16S rDNA sequences revealed that Pseudomonasspp. may also be part of the gut community. Implications: The presence of similar bacterial consortia in additional insect orders suggests that nitrogen fixation occurs in vast pools of terrestrial insects. On such a large scale, this phenomenon may have a considerable impact on the nitrogen cycle.
4
Hake, K. A. An examination of electronic file transfer between host and microcomputers for the AMPMODNET/AIMNET (Army Material Plan Modernization Network/Acquisition Information Management Network) classified network environment. Office of Scientific and Technical Information (OSTI), listopad 1990. http://dx.doi.org/10.2172/6204817.
Pełny tekst źródła
5
Li, Baisong, i Bo Xu. PR-469-19604-Z01 Auto Diagnostic Method Development for Ultrasonic Flow Meter. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), luty 2022. http://dx.doi.org/10.55274/r0012204.
Pełny tekst źródłaStreszczenie:
The objectives of this research are to develop methods for performing ultrasonic flow meter (USM) diagnostic evaluation automatically and a software tool with all necessary attachments. USM-based diagnostics have been established and thirteen categories of knowledge rules of existing cases have been learned and integrated. A search engine for relevant standards, specifications, and other documents of the measurement system has been developed, which enables the free search of text content. Further, with the assistance of modern reasoning techniques, the authorized user only needs to configure an EXCEL file or scripts to activate the rules of the knowledge base by using Drools technology. Therefore, the integration of any potential knowledge rules is convenient and requires no professional skills or changing of the internal source code of the software. Secondly, a new flow meter diagnostic method is proposed based on multiple information methodologies and it is based on the real-time measurement data, operation data, and video data if applicable. The method is intended to identify abnormal states of the measurement system on a real-time basis with the assistance of the knowledge rules and to provide a strategy for mitigating the meter error of components within the measurement system. Thirdly, the applications of Gaussian quadrature diagnostics in daily acquisition nomination change situations and compressor-induced pulsating flow scenarios have been investigated and results are shown in the document. Based on the results, it can be concluded that the measurement uncertainty caused by compressor-induced pulsating flows is obvious, while the measurement uncertainty caused by daily acquisition nomination change is relatively smaller. The software is then developed based on the knowledge, the idea of multiple information methods, and applications of the Gaussian quadrature diagnostics method with all necessary attachments. The architecture, the algorithm, and a few examples are introduced.
6
Caritat, P. de, i U. Troitzsch. Towards a regolith mineralogy map of the Australian continent: a feasibility study in the Darling-Curnamona-Delamerian region. Geoscience Australia, 2021. http://dx.doi.org/10.11636/record.2021.035.
Pełny tekst źródłaStreszczenie:
Bulk quantitative mineralogy of regolith is a useful indicator of lithological precursor (protolith), degree of weathering, and soil properties affecting various potential landuse decisions. To date, no national-scale maps of regolith mineralogy are available in Australia. Catchment outlet sediments collected over 80% of the continent as part of the National Geochemical Survey of Australia (NGSA) afford a unique opportunity to rapidly and cost-effectively determine regolith mineralogy using the archived sample material. This report releases mineralogical data and metadata obtained as part of a feasibility study in a selected pilot area for such a national regolith mineralogy database and atlas. The area chosen for this study is within the Darling-Curnamona-Delamerian (DCD) region of southeastern Australia. The DCD region was selected as a ‘deep-dive’ data acquisition and analysis by the Exploration for the Future (2020-2024) federal government initiative managed at Geoscience Australia. One hundred NGSA sites from the DCD region were prepared for X-Ray Diffraction (XRD) analysis, which consisted of qualitative mineral identification of the bulk samples (i.e., ‘major’ minerals), qualitative clay mineral identification of the <2 µm grain-size fraction, and quantitative analysis of both ‘major’ and clay minerals of the bulk sample. The identified mineral phases were quartz, plagioclase, K-feldspar, calcite, dolomite, gypsum, halite, hematite, goethite, rutile, zeolite, amphibole, talc, kaolinite, illite (including muscovite and biotite), palygorskite (including interstratified illite-smectite and vermiculite), smectite (including interstratified illite-smectite), vermiculite, and chlorite. Poorly diffracting material (PDM) was also quantified and reported as ‘amorphous’. Mineral identification relied on the EVA® software, whilst quantification was performed using Siroquant®. Resulting mineral abundances are reported with a Chi-squared goodness-of-fit between the actual diffractogram and a modelled diffractogram for each sample, as well as an estimated standard error (esd) measurement of uncertainty for each mineral phase quantified. Sensitivity down to 0.1 wt% (weight percent) was achieved, with any mineral detection below that threshold reported as ‘trace’. Although detailed interpretation of the mineralogical data is outside the remit of the present data release, preliminary observations of mineral abundance patterns suggest a strong link to geology, including proximity to fresh bedrock, weathering during sediment transport, and robust relationships between mineralogy and geochemistry. The mineralogical data generated by this study are presented in Appendix A of this report and are downloadable as a .csv file. Mineral abundance or presence/absence maps are shown in Appendices B and C to document regional mineralogical patterns.
7
Kahima, Samuel, Solomon Rukundo i Victor Phillip Makmot. Tax Certainty? The Private Rulings Regime in Uganda in Comparative Perspective. Institute of Development Studies, styczeń 2021. http://dx.doi.org/10.19088/ictd.2021.001.
Pełny tekst źródłaStreszczenie:
Taxpayers sometimes engage in complex transactions with uncertain tax treatment, such as mergers, acquisitions, demergers and spin-offs. With the rise of global value chains and proliferation of multinational corporations, these transactions increasingly involve transnational financial arrangements and cross-border dealings, making tax treatment even more uncertain. If improperly structured, such transactions could have costly tax consequences. One approach to dealing with this uncertainty is to create a private rulings regime, whereby a taxpayer applies for a private ruling by submitting a statement detailing the transaction (proposed or completed) to the tax authority. The tax authority interprets and applies the tax laws to the requesting taxpayer’s specific set of facts in a written private ruling. The private ruling offers taxpayers certainty as to how the tax authority views the transaction, and the tax treatment the taxpayer can expect based on the specific facts presented. Private rulings are a common feature of many tax systems around the world, and their main goal is to promote tax certainty and increase investor confidence in the tax system. This is especially important in a developing country like Uganda, whose tax laws are often amended and may not anticipate emerging transnational tax issues. Private rulings in Uganda may be applied for in writing prior to or after engaging in the transaction. The Tax Procedures Code Act (TPCA), which provides for private rulings, requires applicants to make a full and true disclosure of the transaction before a private ruling may be issued. This paper evaluates the Ugandan private rulings regime, offering a comparative perspective by highlighting similarities and contrasts between the Ugandan regime and that of other jurisdictions, including the United States, Australia, South Africa and Kenya. The Ugandan private rulings regime has a number of strengths. It is not just an administrative measure as in some jurisdictions, but is based on statute. Rulings are issued from a central office – instead of different district offices, which may result in conflicting rulings. Rather than an elaborate appeals process, the private ruling is only binding on the URA and not on the taxpayer, so a dissatisfied taxpayer can simply ignore the ruling. The URA team that handles private rulings has diverse professional backgrounds, which allows for a better understanding of applications. There are, however, a number of limitations of the Ugandan private rulings system. The procedure of revocation of a private ruling is uncertain. Private rulings are not published, which makes them a form of ‘secret law’. There is no fee for private rulings, which contributes to a delay in the process of issuing one. There is understaffing in the unit that handles private rulings. Finally, there remains a very high risk of bias against the taxpayer because the unit is answerable to a Commissioner whose chief mandate is collection of revenue. A reform of the private rulings regime is therefore necessary, and this would include clarifying the circumstances under which revocation may occur, introducing an application fee, increasing the staffing of the unit responsible, and placing the unit under a Commissioner who does not have a collection mandate. While the private rulings regime in Uganda has shortcomings, it remains an essential tool in supporting investor confidence in the tax regime.
8
Knight, R. D., i B. A. Kjarsgaard. Comparative pXRF and Lab ICP-ES/MS methods for mineral resource assessment, Northwest Territories. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331239.
Pełny tekst źródłaStreszczenie:
The Geological Survey of Canada undertook a mineral resource assessment for a proposed national park in northern Canada (~ 33,500 km2) spanning the transition from boreal forest to barren lands tundra. Bedrock geology of this region is complex and includes the Archean Slave Craton, the Archean and Paleoproterozoic Rae domain of the Churchill Province, the Paleoproterozoic Thelon and Taltson magmatic-tectonic zones, and the Paleoproterozoic East Arm sedimentary basin. The area has variable mineral potential for lode gold, kimberlite-hosted diamonds, VMS, vein uranium and copper, SEDEX, as well as other deposit types. A comparison of analytical methods was carried out after processing the field collected samples to acquire both the &lt; 2 mm and for the &lt; 0.063 mm size fractions for 241 surficial sediment (till) samples, collected using a 10 x 10 km grid. Analytical methods comprised: 1) aqua regia followed by ICP-MS analysis, 2) 4-acid hot dissolution followed by ICP-ES/MS analysis, 3) lithium metaborate/tetraborate fusion methods followed by ICP-ES for major elements and ICP-MS for trace elements and, 4) portable XRF on dried, non-sieved sediment samples subjected to a granular segregation processing technique (to produce a clay-silt proxy) for seventeen elements (Ba, Ca, Cr, Cu, Fe, K, Mn, Ni, Pb, Rb, Sr, Th, Ti, U, V, Zn, and Zr) Results indicate that pXRF data do not replicate exactly the laboratory 4-acid and fusion data (in terms of precision and accuracy), but the relationship between the datasets is systematic as displayed in x-y scattergrams. Interpolated single element plots indicate that till samples with anomalies of high and low pXRF concentration levels are synonymous with high and low laboratory-based analytical concentration levels, respectively. The pXRF interpolations thus illustrate the regional geochemical trends, and most importantly, the significant geochemical anomalies in the surficial samples. These results indicate that pXRF spectrometry for a subset of elements is comparable to traditional laboratory methods. pXRF spectrometry also provides the benefit of rapid analysis and data acquisition that has a direct influence on real time sampling designs. This information facilitates efficient and cost-effective field projects (i.e. where used to identify regions of interest for high density sampling), and to prioritize samples to be analyzed using traditional geochemical methods. These tactics should increase the efficiency and success of a mineral exploration and/or environmental sampling programs.