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Artykuły w czasopismach na temat "Teaching learning french as foreing language"
Ismail, Saidah, Omrah Hassan, Nor Azhar Mohd Taib i Noor Hanim Rahmat. "Surviving Online Foreign Language Learning: The Case for French Language". International Journal of Asian Social Science 11, nr 9 (29.09.2021): 421–33. http://dx.doi.org/10.18488/journal.1.2021.119.421.433.
Pełny tekst źródłaMitchell, Rosamond, i Florence Myles. "Learning French in the UK setting". Apples - Journal of Applied Language Studies 13, nr 1 (19.02.2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
Pełny tekst źródłaMyslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Multidisciplinary Studies 1, nr 4 (30.04.2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
Pełny tekst źródłaMyslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Social Sciences Education and Research 6, nr 2 (30.04.2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
Pełny tekst źródłaMyslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)". European Journal of Social Science Education and Research 3, nr 2 (30.04.2016): 147. http://dx.doi.org/10.26417/948onc27s.
Pełny tekst źródłaKang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo". Learning & Education 10, nr 2 (16.09.2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
Pełny tekst źródłaAndriani, Merry, Wening Udasmoro, Roberta Salsano i Tri Indri Hardini. "Stymie patterns: The case of French-language learning in Indonesian universities". Indonesian Journal of Applied Linguistics 12, nr 1 (31.05.2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.
Pełny tekst źródłaMessaoudani, Sara, i Ouarda Mecili. "The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors". Milev Journal of Research and Studies 7, nr 2 (31.12.2021): 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.
Pełny tekst źródłaShepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES". Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, nr 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
Pełny tekst źródłaDIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia". English Today 19, nr 4 (październik 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
Pełny tekst źródłaRozprawy doktorskie na temat "Teaching learning french as foreing language"
Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.
Pełny tekst źródłaMurray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.
Pełny tekst źródłaMurphy, Elizabeth. "Strangers in a strange land, teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ54025.pdf.
Pełny tekst źródłaMarsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.
Pełny tekst źródłaMichelson, Kristen E., i Kristen E. Michelson. "Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.
Pełny tekst źródłaFazio, Lucy 1947. "The role of an experimental component in the analytic classrooms of minority-language students /". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36011.
Pełny tekst źródłaCapliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments". Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.
Pełny tekst źródłaResearchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
Luk, Yuen-chau, i 陸婉秋. "The role of phonological awareness in second language reading". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.
Pełny tekst źródłaVitullo, Maria Elisabeth. "O papel da gramática no ensino e na aprendizagem de francês - língua estrangeira: importância, função e delimitação". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-29082012-093335/.
Pełny tekst źródłaThis study aims at discussing the issue of teaching and learning French as a foreign language, more specifically, the role of grammar and its complexity in such process in institutional environments. In order to achieve its goals, this research starts with a retrospective study of foreign language learning, triggered by the simple need for social exchanges until the systematization and development of teaching methods, considering the relevance of grammar in the linguistic and pedagogical thinking. It also presents a review of modern teaching methods of French for foreigners, with emphasis on the approach given to grammar as well as the way to cope with it in related textbooks. Then, it investigates what can be considered the core of this study: the concepts, the importance and the focus on grammar in the development of the teaching and learning process. The investigation was conducted by applying questionnaires to teachers and students, as well as class observation. The aim was to comprise the context taken into account in order to obtain more reliable results to the analysis. Finally, it intends to show the role of grammar in the teaching and learning of French as a foreign language.
Oliveira, Sônia Regina Nóbrega de. "Da dificuldade de produção oral à construção do indivíduo-aprendiz-adulto em língua francesa". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-27022009-153048/.
Pełny tekst źródłaThis dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.
Książki na temat "Teaching learning french as foreing language"
Stein, Gail. Learning French. Wyd. 5. Indianapolis, IN: Alpha Books, 2009.
Znajdź pełny tekst źródłaCarter, Beverly-Anne. Teacher/student responsibility in foreign language learning. New York: Peter Lang, 2006.
Znajdź pełny tekst źródłaRehorick, Sally. French second language learning in New Brunswick schools: Paradigms, challenges and strategies. [Fredericton, NB]: Faculty of Education, University of New Brunswick, 1993.
Znajdź pełny tekst źródłaGail, Stein, red. The complete idiot's guide to learning French. Wyd. 2. Indianapolis, IN: Alpha Books, 1999.
Znajdź pełny tekst źródłaStein, Gail. The complete idiot's guide to learning French. Wyd. 4. Indianapolis, IN: Alpha, 2006.
Znajdź pełny tekst źródłaThe complete idiot's guide to learning French. Wyd. 3. Indianapolis, IN: Alpha, 2003.
Znajdź pełny tekst źródłaHeilenman, L. Kathy. Voilà!: An introduction to French. Wyd. 4. Boston: Heinle & Heinle, 2001.
Znajdź pełny tekst źródłaHeilenman, L. Kathy. Voilà!: An introduction to French. New York: Harper & Row, 1989.
Znajdź pełny tekst źródłaHeilenman, L. Kathy. Voilà: An introduction to French. Wyd. 3. Boston, Mass: Heinle & Heinle, 1997.
Znajdź pełny tekst źródłaHeilenman, L. Kathy. Voilà!: An introduction to French. Wyd. 5. Boston, MA: Thomson/Heinle, 2006.
Znajdź pełny tekst źródłaCzęści książek na temat "Teaching learning french as foreing language"
Wrembel, Magdalena. "Foreign Accent Ratings in Third Language Acquisition: The Case of L3 French". W Second Language Learning and Teaching, 31–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.
Pełny tekst źródłaLindqvist, Christina. "Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language". W Second Language Learning and Teaching, 87–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.
Pełny tekst źródłaPhillips, David, i Caroline Filmer-Sankey. "Pupils' experience of learning languages other than French as first foreign languages". W Diversification in Modern Language Teaching, 88–115. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003420156-6.
Pełny tekst źródłaLipoff, Sabrina. "Issues and Challenges of Continuing Education for Teachers of French as a Foreign Language in the English-Speaking Caribbean". W New Language Learning and Teaching Environments, 129–49. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34182-3_7.
Pełny tekst źródłaAbeillé, Anne. "A Lexicalized Tree Adjoining Grammar for French and its Relevance to Language Teaching". W Intelligent Tutoring Systems for Foreign Language Learning, 65–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_6.
Pełny tekst źródłaMaire, Jean-François. "Les Mots régionaux, c’est du “chenit” (or What to do with Regionalisms in the Teaching of French as a Foreign Language)". W Learning, Keeping and Using Language, 41. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.06mai.
Pełny tekst źródłaNuccorini, Stefania. "Chapter 3. Teaching phraseology in the 19th century". W AILA Applied Linguistics Series, 43–58. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.03nuc.
Pełny tekst źródłaOuald Chaib, Sara, Imane Joti i Samira Khoulji. "Learning Analytics in the Teaching of French as a Foreign Language (FFL) and Big Data: What Resources? For What Skills?" W Artificial Intelligence and Smart Environment, 572–80. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26254-8_83.
Pełny tekst źródłaCaldas, Stephen. "French in Louisiana". W Language Learning & Language Teaching, 450–77. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.22cal.
Pełny tekst źródłaRamsey, Laurie Anne. "Treating French intonation". W Language Learning & Language Teaching, 141–70. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.10ram.
Pełny tekst źródłaStreszczenia konferencji na temat "Teaching learning french as foreing language"
Chantova, Yasena. "USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.
Pełny tekst źródłaMíguez Álvarez, Carla María. "CRITICAL READING AND USE OF COMICS IN TEACHING FRENCH AS A FOREIGN LANGUAGE". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0271.
Pełny tekst źródłaStanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences". W Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.
Pełny tekst źródłaPanicheva, Elena V., Alexandra V. Radyuk i Beibitkul S. Karimova. "INTEGRATION PROBLEMS OF INTERACTIVE FORMS AND METHODS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE BASED ON THE EXAMPLE OF THE FRENCH LANGUAGE". W 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.35.
Pełny tekst źródłaNistor, Cristina mihaela. "BLENDED LEARNING IN THE LANGUAGE CLASS: TEACHING ROMANIAN TO MULTICULTURAL GROUPS". W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.
Pełny tekst źródłaAVORNICЕSĂ, Natalia. "Project-based learning as a strategy of developing literary skills". W Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p160-165.
Pełny tekst źródłaMavropoulou, Eleni, i Panagiotis Arvanitis. "INTEGRATION OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING FRENCH AS FOREIGN LANGUAGE: A CASE STUDY". W 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1897.
Pełny tekst źródłaKushner, P. S., L. A. Kistrina i I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS". W SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.
Pełny tekst źródłaYashina, Maria, Nataliia Poliakova, Svetlana Popova i Elena Kuznetsova. "NEOLOGISMS IN BUSINESS DISCOURSE OF A FOREIGN LANGUAGE: TEACHING METHODS AND STRATEGIES (BASED ON THE ITALIAN AND FRENCH MATERIAL)". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1471.
Pełny tekst źródłaMavropoulou, Eleni. "DIGITAL STORYTELLING IN THE TEACHING AND LEARNING OF FRENCH AS A FOREIGN LANGUAGE: DESIGN AND CREATION OF AN E-BOOK". W 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0372.
Pełny tekst źródłaRaporty organizacyjne na temat "Teaching learning french as foreing language"
Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady i Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.
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