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Artykuły w czasopismach na temat "Vidéo et language"
Trocme, Hélène. "Phonétique et vidéo". Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, nr 2 (1985): 33–34. http://dx.doi.org/10.3406/apliu.1985.2470.
Pełny tekst źródłaCasado Valenzuela, Alicia. "Los universales de localización". Babel. Revue internationale de la traduction / International Journal of Translation 65, nr 5 (20.12.2019): 678–95. http://dx.doi.org/10.1075/babel.00118.val.
Pełny tekst źródłaEscudié, Chantal. "Grille n°2. Activité pédagogique. Compréhension et vidéo". Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 17, nr 2 (1997): 71–72. http://dx.doi.org/10.3406/apliu.1997.1259.
Pełny tekst źródłaHughes, Edward. "Proust et les images: peinture, photographie, cinéma, vidéo". French Studies 59, nr 4 (1.10.2005): 566–67. http://dx.doi.org/10.1093/fs/kni258.
Pełny tekst źródłaBaron, Irène. "«Attention ! Surveillance vidéo» La linguistique à l’intersection des langues et du droit". Scolia 22, nr 1 (2007): 105–23. http://dx.doi.org/10.3406/scoli.2007.1107.
Pełny tekst źródłaTaranger, Marie-Claude. "Ratons-laveurs et « nouvelles » techniques. L'utilisation de la vidéo dans une enquête linguistique." Langue française 71, nr 1 (1986): 87–100. http://dx.doi.org/10.3406/lfr.1986.6422.
Pełny tekst źródłaBarkaoui, Khaled. "Exploring Second Language Learners’ Writing Processes and Texts When Writing to Different Audiences". Canadian Modern Language Review 77, nr 3 (1.08.2021): 234–38. http://dx.doi.org/10.3138/cmlr-2020-0055.
Pełny tekst źródłaLung, Rachel. "On Mis-translating Sexually Suggestive Elements In English-Chinese Screen Subtitling". Babel. Revue internationale de la traduction / International Journal of Translation 44, nr 2 (1.01.1998): 97–109. http://dx.doi.org/10.1075/babel.44.2.02lun.
Pełny tekst źródłaGalante, Angelica. "Developing EAL Learners’ Intercultural Sensitivity Through a Digital Literacy Project". TESL Canada Journal 32, nr 1 (25.03.2015): 53. http://dx.doi.org/10.18806/tesl.v32i1.1199.
Pełny tekst źródłaSéror, Jérémie. "L’écriture à l’ère du numérique : apport de la capture vidéo écran pour l’étude de la composition et de la reformulation". Éla. Études de linguistique appliquée N° 207, nr 3 (27.01.2023): 365–78. http://dx.doi.org/10.3917/ela.207.0113.
Pełny tekst źródłaRozprawy doktorskie na temat "Vidéo et language"
Miech, Antoine. "Large-scale learning from video and natural language". Electronic Thesis or Diss., Université Paris sciences et lettres, 2020. http://www.theses.fr/2020UPSLE059.
Pełny tekst źródłaThe goal of this thesis is to build and train machine learning models capable of understanding the content of videos. Current video understanding approaches mainly rely on large-scale manually annotated video datasets for training. However, collecting and annotating such dataset is cumbersome, expensive and time-consuming. To address this issue, this thesis focuses on leveraging large amounts of readily-available, but noisy annotations in the form of natural language. In particular, we exploit a diverse corpus of textual metadata such as movie scripts, web video titles and descriptions or automatically transcribed speech obtained from narrated videos. Training video models on such readily-available textual data is challenging as such annotation is often imprecise or wrong. In this thesis, we introduce learning approaches to deal with weak annotation and design specialized training objectives and neural network architectures
Gagné, Maxime. "L'impact des jeux vidéo sur la maîtrise des temps verbaux en anglais langue seconde = : The effect of video games on the mastery of verb tenses in English as a second language (ESL)". Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69382.
Pełny tekst źródłaVideo games are not only a source of entertainment, as they also provide authentic language input for second language learners. Specifically, this study investigates the effect of video games on grammatical mastery of English as a second language (ESL) among a targeted sample of Quebecers. To test the hypothesis that video games impact a higher level of mastery of ESL, an online survey was distributed to 16 volunteer participants who were divided into two specific groups identified as gamers and non-gamers. Participants provided a written text in English of approximately 250 words on any topic which was evaluated for grammar and lexical quality. All participants were UQAC students, and all students were identified as originating from historically high percentage French-speaking environments. Moreover, a small sample of participants was directly observed during the process of gaming to evaluate the specific use and frequency of certain common verb tenses. All submissions were evaluated for the correct use of verb tense and data was gathered based on the number of grammatical and lexical errors. Comparison of these values allows for a qualitative means of analyzing these two groups of participants. In general, it was found that gamers statistically performed better than non-gamers, both grammatically and lexically. They also made fewer mistakes. However, it became apparent during this study that there are additional influences that may contribute to the mastery of ESL.
Miqil, Salem. "Enseignement de la communication non verbale par la vidéo authentique en classe de FLE en Libye". Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0249.
Pełny tekst źródłaCurrently, the teaching of foreign languages generally aims to teach students to communicate. Referring to the communication to the expression of a vast universe of beliefs and behaviors that are expressed interactively and / or non-interactively, thanks to sensitive and / or intelligible systems. When these beliefs and behaviors, and their forms of expression, are shared by a group of people, we are facing the concept of culture. Thus, foreign students must acquire the essential skills that will enable them to communicate with people of another culture : they will then know, understand and, if possible, acquire all of the information characterizing this culture, that is their verbal and non-verbal activities, their beliefs and communication systems. Nonverbal communication is a vast field within the cultural system of communication, concerning all signs and linguistic signs systems that are used to communicate. The importance of the integration of signs and systems incorporating non-verbal communication in the curricula of FFL (French as a Foreign Language) is reported and included in the European Framework of Reference for Languages : learning, teaching, assessing (Council of Europe, 2001). In the chapter about the use of language, the CEFRL recommends taking into account the skills that students must acquire concerning the actions and gestures used with words (verbal and nonverbal communication), and the situations in which the students will have to implement these skills. Furthermore, it is stated that foreign language learners must be able to identify, recognize and understand the behaviors of paralinguistic, gestural, proxemics and facial expressions of the target language (Council of Europe, 2001: 72-73). The main objective of this study is to select non-verbal signs in the broadest sense for the application to the teaching and learning of the FFL for a Libyan public. In the classroom, these elements can be introduced using video documents representing authentic situations so that learners can observe non-verbal signs and re-use them correctly when intercultural contacts
Miqil, Salem. "Enseignement de la communication non verbale par la vidéo authentique en classe de FLE en Libye". Electronic Thesis or Diss., Université de Lorraine, 2016. http://www.theses.fr/2016LORR0249.
Pełny tekst źródłaCurrently, the teaching of foreign languages generally aims to teach students to communicate. Referring to the communication to the expression of a vast universe of beliefs and behaviors that are expressed interactively and / or non-interactively, thanks to sensitive and / or intelligible systems. When these beliefs and behaviors, and their forms of expression, are shared by a group of people, we are facing the concept of culture. Thus, foreign students must acquire the essential skills that will enable them to communicate with people of another culture : they will then know, understand and, if possible, acquire all of the information characterizing this culture, that is their verbal and non-verbal activities, their beliefs and communication systems. Nonverbal communication is a vast field within the cultural system of communication, concerning all signs and linguistic signs systems that are used to communicate. The importance of the integration of signs and systems incorporating non-verbal communication in the curricula of FFL (French as a Foreign Language) is reported and included in the European Framework of Reference for Languages : learning, teaching, assessing (Council of Europe, 2001). In the chapter about the use of language, the CEFRL recommends taking into account the skills that students must acquire concerning the actions and gestures used with words (verbal and nonverbal communication), and the situations in which the students will have to implement these skills. Furthermore, it is stated that foreign language learners must be able to identify, recognize and understand the behaviors of paralinguistic, gestural, proxemics and facial expressions of the target language (Council of Europe, 2001: 72-73). The main objective of this study is to select non-verbal signs in the broadest sense for the application to the teaching and learning of the FFL for a Libyan public. In the classroom, these elements can be introduced using video documents representing authentic situations so that learners can observe non-verbal signs and re-use them correctly when intercultural contacts
Le, Gouez Guillaume. "L'image malsaine : le trouble identitaire du cinéma Américain et ses modes de représentations dans les années quatre-vingt-dix". Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01H305.
Pełny tekst źródłaHybrid image born of the contamination of the film image by the video image and then by the digital image, the unhealthy image of the American cinema during the nineties stemmed from the technological changes of the end of the 20th century. Indeed, from an aesthetic point of view, the unhealthy image, usually close to the borders of the ethics of representation, cannot be the result of a moral sentence administered by a looking at a watched. It cannot follow from a judgment of value, difficult to analyze, but must be treated as a medical metaphor, able to highlight the dangerous relationships that may have existed at the end of the 20th century. Also, she sketches, by reinvent the material and language of the traditional American movie, the cinema of the future. Modification of the genetic code of the image, the birth of a representation of the digital body, or the insatiable des ire to mix all sorts of visuals to create out-of-the-ordinary compositions, a lot of factors that push the nineties cinematographic image to reinvent herself. The image was already abject, grotesque, perverse or even pornographic in the American cinema of the Seventies, it will become, hybrid, mutant, and definitely unhealthy in the nineties
Picard, François. "Contextualisation & Capture de Gestuelles Utilisateur : Contributions à l'Adaptativité des Applications Interactives Scénarisées". Phd thesis, Université de La Rochelle, 2011. http://tel.archives-ouvertes.fr/tel-00691944.
Pełny tekst źródłaNorwood, Annette L. "The acquisition of Spanish through videoconferencing and video-based lessons by individual fifth-graders". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001530.
Pełny tekst źródłaKhaled, Fazia. "La communication des émotions chez l’enfant (colère, joie, tristesse) ; études de cas et confrontation de théories linguistiques". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA137.
Pełny tekst źródłaThis research provides a multimodal analysis of the expression of emotion in two monolingual American children and their parents. The children were filmed in natural interactions in a family setting from the ages of 11 months to 3 years 10 months, and from 1 year 1 month to 4 years.We adopted a broad definition of language in this research which encompasses various semiotic resources – from verbal resources (lexicon and grammatical features), to nonverbal (vocalizations, facial expressions, and gestures). We focus on the children’s acquisition and development of these verbal and nonverbal markers and on how they are used by their parents. Our research shows that children develop specific and distinct communicational patterns, which are greatly influenced by the input to which they are exposed.From a theoretical perspective, our research draws from a constructivist and functionalist approach (Tomasello, 2003), and our data is analyzed in light of language socialization and of studies which have shown that facial expressions and gestures are used as communicational signals in face-to-face dialogue. Our methodology combines quantitative and qualitative methods to investigate each speaker’s verbal and nonverbal behavior when expressing emotions.Having outlined our theoretical and methodological foundation (Part I), we present our results on the expression of three emotions (happiness, sadness, and anger) in children and adults (Part II). Our research suggests that while children’s linguistic development has little impact on the richness of their emotional expression parental input and attitudes both play a crucial role in the acquisition of each modality and in the transmission of communicational patterns
Verreman, Alain. "La vidéo en classe de langue, un révélateur des modèles et des matrices d'une discipline : Etude des livrets pédagogiques accompagnant les vidéos en allemand". Université Marc Bloch (Strasbourg) (1971-2008), 1999. http://www.theses.fr/1999STR20035.
Pełny tekst źródłaMartin, Laurence. "S'entraîner à expliquer une procédure instrumentale : ethnographie multisituée d'un projet filmique mené avec des aides à domicile engagées dans une formation en français langue étrangère". Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30023.
Pełny tekst źródłaThis research examines highly multimodal activities constituting a video project conducted in collaboration with home helpers, in the context of adult language training. The activities under study focus on explaining procedures carried out in various situations, weakly or heavily instrumented (spontaneous group oral, simulation, camera-facing shooting) and participate in the process of appropriation of the foreign language by placing the learner in an expert role. Participant observations in an ethnographic approach, supported by audiovisual recordings of these activities, brought together a corpus that we organized into two main collections. They are based primarily on these data. They deal with the dynamics of multi-sensory, situated actions and interactions (verbal actions, gestures, object manipulations, body placements, movements), as they were developed by the participants. They also discuss the Goffmanian notions of framework, position, commitment and reiteration. This ecological approach to human activity, relatively recent in language science, highlights the multimodality of the resources deployed in those educational situations, and shows their connection with the environment in its social and material dimensions
Książki na temat "Vidéo et language"
Cooper, Richard. Video. Oxford, [England]: Oxford University Press, 1993.
Znajdź pełny tekst źródłaMike, Lavery, i Rinvolucri Mario, red. Video. Oxford: Oxford University Press, 1991.
Znajdź pełny tekst źródłaVideo journalism for the web: A practical introduction to documentary storytelling. New York: Routledge, 2012.
Znajdź pełny tekst źródłaJean-Marie, Fortin, i Québec (Province). Comité de terminologie de l'audio-vidéo., red. Vocabulaire du magnétoscope et du caméscope: Vocabulaire anglais-français. [Québec]: Gouvernement du Québec, Office de la langue française, 1991.
Znajdź pełny tekst źródłaJohn, Ellis. Visible fictions: Cinema, television, video. London: Routledge, 1989.
Znajdź pełny tekst źródłaVisible fictions: Cinema, television, video. London: Routledge, 1992.
Znajdź pełny tekst źródłaClass, language, and American film comedy. Cambridge, UK: Cambridge University Press, 2002.
Znajdź pełny tekst źródłaPanacée, La, red. His master's voice: Sur la voix et le langage. Cinisello Balsamo, Milano: Silvana editoriale, 2015.
Znajdź pełny tekst źródłaO'Neil, Mary Anne. La France et la francophonie: Conversations with native speakers. New Haven: Yale University Press, 2005.
Znajdź pełny tekst źródłaKenn, Rabin, red. Archival storytelling: A filmmaker's guide to finding, using, and licensing third-party visuals and music. Amsterdam: Focal Press, 2008.
Znajdź pełny tekst źródłaCzęści książek na temat "Vidéo et language"
BRANCA, Marina, i Nicolas SORBA. "Les TIC au service de la revitalisation d'une langue minoritarisée : étude à partir du corse". W Langue(s) en mondialisation, 145–54. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5285.
Pełny tekst źródłaMULLER, Catherine. "Analyse critique d’images et production visuelle créative". W "L'interculturel" dans l’enseignement supérieur, 115–30. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.4999.
Pełny tekst źródłaFondo, Marta. "Supporting intercultural communication with visual information in virtual exchanges: when a picture paints a thousand words". W Virtual exchange: towards digital equity in internationalisation, 73–81. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1291.
Pełny tekst źródłaLee, Clifford H., i Antero D. Garcia. "“I Want Them to Feel the Fear…”". W Exploring Multimodal Composition and Digital Writing, 364–78. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch022.
Pełny tekst źródłaLee, Clifford H., i Antero D. Garcia. "“I Want Them to Feel the Fear…”". W Gamification, 2196–211. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch111.
Pełny tekst źródłaVaidya, Jeanny. "mLearning Apps for Specialized Curriculum". W Advances in Mobile and Distance Learning, 299–314. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0251-7.ch015.
Pełny tekst źródłaPapadima-Sophocleous, Salomi, i Savvi Antoniou. "Using Moodle Quiz to respond to emergency: a case study with a tertiary L2 French teacher". W CALL and professionalisation: short papers from EUROCALL 2021, 243–47. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1340.
Pełny tekst źródłaLiu, Kuo-Yu, i Herng-Yow Chen. "Web-Based Synchronized Multimedia Lecturing". W Multimedia Technologies, 1. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch073.
Pełny tekst źródłaSchneider, Andrew. "A corpus-driven approach to Aviation English in pilot flight training ........87". W Aviation English - A global perspective: analysis, teaching, assessment, 87–115. Bookerfield Editora, 2022. http://dx.doi.org/10.53268/bkf22080505.
Pełny tekst źródłaSharma, Sushil K. "Gender Inequalities for Use and Access of ICTs in Developing Countries". W Information Communication Technologies, 488–95. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch033.
Pełny tekst źródłaStreszczenia konferencji na temat "Vidéo et language"
Abdullah, Nur Nabilah, i Rafidah Sahar. "Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes". W GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-3.
Pełny tekst źródłaGhedhahem, Zeineb. "Cap sur le premier MOOC FOFLE en Afrique francophone pour se (re)mettre à flot". W XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3049.
Pełny tekst źródłaBerg, Samantha, Catherine Neubauer, Shan Lakhmani, Andrea Krausman, Sean Fitzhugh i Daniel Forster. "Psychometric Properties of Team Resilience and Team Complementarity as Human-Autonomy Team Cohesion Factors". W 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003762.
Pełny tekst źródłaRaporty organizacyjne na temat "Vidéo et language"
Hunter, Janine, Lorraine van Blerk, Thomas d'Aquin Rubambura, Cold Musiwa Mubigalo, Luc Mufano, Wayne Shand, Anabelle i in. Vie de rue dans la ville à la frontière: Des jeunes de la rue racontent leurs vies quotidiennes à Bukavu, RDC. StreetInvest, sierpień 2022. http://dx.doi.org/10.20933/100001259.
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