Статті в журналах: "FSL Didactics"

1

Bartolini, Chiara. "Museum audio description as a foreign language learning tool." Babylonia Journal of Language Education 3 (December 23, 2022): 64–71. http://dx.doi.org/10.55393/babylonia.v3i.221.

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This contribution focuses on museum audio description (AD), originally intended as an access tool for people with visual impairments, in order to consider its potential for foreign language learning (FLL). Screen AD of films and videos has already been investigated as catering new groups, such as migrants and learners, and as a teaching activity for foreign language (FL) education. Likewise, this paper argues that museum AD may similarly be revisited as a didactic instrument to engage with people studying FLs (e.g. English), as part of both formal and informal learning. The benefits of museum AD for FLL will be discussed by analysing an example of a museum AD script in English and proposing a lesson plan comprising passive and active AD tasks.

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2

Broutin, Jonathan, and Erdogan Kartal. "Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique." Traduction et Langues 22, no. 2 (December 31, 2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.

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Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.

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3

Ra, Young-kyun. "Literary Didactics and Literary History." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 51–68. http://dx.doi.org/10.22344/fls.2022.86.51.

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4

Wąsińska, Kinga. "Cyfrowe narzędzia w dydaktyce akademickiej. Badania diachroniczne polskiej fleksji z użyciem systemu Chronofleks." Forum Lingwistyczne, no. 7 (November 21, 2020): 151–67. http://dx.doi.org/10.31261/fl.2020.07.12.

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This paper describes the possibilities of the diachronic description of Polish inflection by the Chronofleks system and using it in academic didactics of historical linguistics classes. In new didactic seems necessary to use solutions based on new technologies that use students’ digital skills. Therefore, the observations carried out were to check the extent to which Chronofleks is helpful both in verifying the information available in academic textbooks and in the independent acquisition of knowledge by students. Three grammar issues were selected for research: Kopczyński’s rules, distribution of historic singular endings of male nouns, and ending frequency of the first person plural of verbs. The tests showed that a student can successfully learn the morphology of old Polish using the Chronofleks tool. In addition, Chronofleks allows you to implement a self-study teaching model.

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5

Kazlauskienė, Vitalija. "The Apposition in the Written Production of Lithuanian Learners in French." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 89–104. http://dx.doi.org/10.2478/sm-2019-0015.

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Summary The acquisition of lexical competence is a complex process, because for learners, it is not enough to distinguish the form and meaning of a lexical element in order to know how to integrate it correctly into the language context. The skill also involves the understanding of the properties of lexical and grammatical combinatorics. The present analysis of the written production of Lithuanian learners of French as a Second Language (FSL) is based on an annotated corpus and focuses on apposition. The term refers to a noun to which it provides additional information on its quality or nature. Choosing apposition for the study is prompted its particular use for elucidation in French then makes it possible to compare its use by FSL learners of and native speakers. The use of apposition in L1 of the analysed level is not very frequent, which poses another question, namely, how Lithuanian learners convey information without apposition. We task ourselves with noting, the different uses of apposition in FSL learners’ writing and analysing their particularities and correspondences in native speakers’ use. Apposition, as NP (noun phrase) constituent, will be analysed syntactically, taking into account correct, erroneous or uncertain constructs. The learners’ writings serve to orient the didactic reflections towards the general use of apposition in the learners’ corpora and a better represent typical interlanguage constructions.

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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (June 15, 2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.

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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.

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Durandin, Jonathan. "Towards Learners’ Empowerment and Plurilingualism in FFL Didactics at University? The Latvian Case." Sustainable Multilingualism 1, no. 1 (November 11, 2012): 56–64. http://dx.doi.org/10.7220/2335-2027.1.6.

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8

AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (November 21, 2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.

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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.

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9

KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (July 9, 2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.

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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.

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10

Ragni, Valentina. "Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 9–29. http://dx.doi.org/10.1075/ttmc.00002.rag.

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Abstract Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

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11

Lee, Ukjin. "The Narrative Structure and Didactic Function of Shijing Mao 154." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 93–118. http://dx.doi.org/10.22344/fls.2022.86.93.

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12

Adlerová, Linda, Paula Píšová, and Erzsébet Szabó. "Development of Grammar Competence via Work with the Literary Text in Teaching FFL." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 4 (November 28, 2023): 102–16. http://dx.doi.org/10.18662/rrem/15.4/783.

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In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations.

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Montero-Izquierdo, Ana Isabel, Jin Su Jeong, and David González-Gómez. "Mathematics Future Classroom Lab to Measure the Affective Domain of Pre-Service Teachers." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 21 (March 26, 2024): 1–10. http://dx.doi.org/10.37394/232010.2024.21.1.

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The affective domain has a great influence on mathematics learning and academic performance. Therefore, it is important to analyze different variables to propose mathematics interventions that stimulate positive emotion, self-efficacy, and attitude in students. Pre-service teachers (PST) benefit from a novel pedagogical intervention in which they experience a positive classroom environment. The scope of this study is to understand the effects of PSTs by performing an innovative didactic intervention in the future classroom lab (FCL) in a mathematics course.

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Shobeiri, Leila. "The study of the role of memory in the didactics of grammar and grammatical exercises of FFL in Iran." Critical Language and Literary studies 18, no. 26 (June 22, 2021): 135–62. http://dx.doi.org/10.52547/clls.18.26.135.

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15

Yakhontova, Tatyana. "A LINGUISTIC AND DIDACTIC MODEL OF TEACHING ENGLISH RESEARCH ARTICLE WRITING TO DOCTORAL STUDENTS." Inozenma Philologia, no. 131 (October 15, 2018): 166–73. http://dx.doi.org/10.30970/fpl.2018.131.2150.

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16

Baten, Lut. "Vreemde-Talenonderwijs." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 13–21. http://dx.doi.org/10.1075/ttwia.58.02bat.

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Eclecticism tends to be the most popular approach in current foreign language learning (FLL) methodology. This does not mean that the differences between methods or a diversification in the market have disappeared. On the contrary, diversified approaches continue to serve the different needs and styles of different learners and teachers. Therefore, the notion of 'method' is re-defined as the selection and programming of tasks. Instead of adjusting the learner and the teacher to the method, as was done before, choices are now made to optimalize the learning process of particular learners in a given learning environment. These choices should be sustained by research, a didactic FLL vision and by an array of materials and designs. Only then will the individual teacher or curriculum designer be able to fulfil his or her role as filter to adopt a method, adapt the approach and apply strategies. This task is not an obvious one.

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Ruyffelaert, Ariane. "Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal." Language Learning in Higher Education 12, no. 2 (October 1, 2022): 617–26. http://dx.doi.org/10.1515/cercles-2022-2063.

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Abstract Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of the goals to be achieved is to “improve education, awareness and human and institutional capacity for climate change mitigation, adaptation and early warning”. Education and environmental awareness in relation to CAS remain one of the main challenges, especially in foreign language teaching and learning. By means of an innovative educational strategy, this project aims to address four CAS in university language learning/teaching of French as a foreign language (FFL): 1. Climate action, environment, resource and raw material efficiency, 2. Smart, green and integrated transport, 3. Safe, clean and efficient energy, and 4. Health, demographic change and social well-being. The aim is to train and raise awareness of key concepts among undergraduate students through the integration of the CAS as didactic units in FFL subjects of the Bachelor’s Degree in French Studies at the University of Granada (Spain). This project may well have a positive impact on the environmental attitude, interest and motivation of students towards the CAS and the acquisition of linguistic competences in the French language.

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Navarrete, Marga. "The use of audio description in foreign language education." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (April 24, 2018): 129–50. http://dx.doi.org/10.1075/ttmc.00007.nav.

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Abstract Audio description (AD) is a type of audiovisual translation (AVT) used for making video content accessible to the blind and visually impaired. Over the last decade, the pedagogic potential of AVT in foreign language learning (FLL) has gained increasing recognition by experts. However, AD as a didactic tool in FLL is an innovative area that has received very little attention so far, despite its significant potential for language learners. In addition, many experts in Applied Linguistics have shown a growing interest in the study of fluency, pronunciation and intonation. With these ideas in mind the author of the present article has carried out a small scale preliminary experiment with university students of Spanish as a foreign language. This article presents the methodological framework of the experiment which includes the instruments for data gathering. Although only six students completed the experiment, their responses were positive and encouraging as they found active AD tasks useful for language learning. It is hoped that the lessons learnt will inform the methodological framework for larger scale studies.

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GUECHI, Lamia Ali, and Bouba SAADANI. "LANGUAGE PRACTICE AND DEVELOPMENT OF PLURILINGUAL COMPETENCE IN THE CLASSROOM OF FFL." RIMAK International Journal of Humanities and Social Sciences 03, no. 02 (February 1, 2021): 258–67. http://dx.doi.org/10.47832/2717-8293.2-3.20.

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In recent years, the field of didactics has been marked by the development of consensus in the intercultural field, which is of concern to many specialists in linguistic and cultural diversity. However, the objectives of the Council of Europe’s guidelines are the development of plurilingual and pluricultural competence, which is essential for teaching and learning languages. Thus, our reflection is part of a research framework that focuses on language practices as important teaching tools for the learning of a new foreign language allowing learners to broaden linguistic and cultural knowledge in situation of authentic communication. Emphasis is placed on developing plurilingual competence for an adult audience using the linguistic and cultural prerequisites of the first foreign language, how participants react in a socio-cultural context with the activation of languages other than English and mother tongue during verbal interaction. It is obvious that social representations remain anchored in the conversational exchange between subjects emphasizing this self-image, and a recognition of the other that reflects symbolic traits by appealing to culturally associated knowledge abroad. Thus, the reinvestment of knowledge underlines this capacity which is useful in a varied communication situation for the awareness of the assets of other linguistic repertoires and the tolerance of others in the improvement of the communicative competence of the learner. Our study focuses on an interactive analysis that involves taking into account the language repertoire of the participant when confronting cultural values of another language in an institutional setting

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Kątny, Andrzej. "Zu Tautonymen und Internationalismen aus linguistischer und didaktischer Sicht." Folia Scandinavica Posnaniensia 20, no. 1 (December 1, 2016): 141–54. http://dx.doi.org/10.1515/fsp-2016-0032.

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Abstract The article presents an outline of issue of translator’s ‘false friends’ and internationalisms from linguistic point of view. This discourse has been supported by chosen examples of words from a few languages. The second part of the article has been focused on didactic issues; the author suggests that a positive transfer in teaching of vocabulary should be used, especially in the context of the called for multilingualism.

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JEANNIN, Magali. "La francophonie en contexte FLE : Littérature et éducation interculturelle." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 117–32. http://dx.doi.org/10.29302/jolie.2020.13.7.

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Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted both by teaching materials and by teachers and reproduced by learners. It is therefore a question of restoring to the concepts of otherness and intercultural education their full meaning, which is today diluted, even betrayed, by a global approach that reduces the complexity of the encounter with the other. In this context, French-language literature appears to be a privileged tool for intercultural mediation because it presents an experience of linguistic and cultural plurality and allows the learner to live this experience himself, provided that the teacher implements a genuine didactic approach to involvement. Three examples are presented, from level A2 to C2, from works by contemporary French-speaking authors - including migrant literature. We attempt to show how a didactic approach to French-language literature at the service of intercultural education can mobilise the subjectivity of the learner and enable him/her to meet the subjectivity of the author on the one hand, and that of other learners on the other. The FFL class thus becomes the place where a community of readers develops, with universal and singular paths, and where intersubjectivity is experimented. The proposed examples show how the literary approach can reveal subjectivity, linguistic and cultural plurality, and also present universal and shared figures and principles. In this way, it fights against the enclosure and essentialisation of identity, and closes the gap between us and others. It enables the implementation of a dialogue between individuals and cultures, but also within each individual, who thus discovers that he or she is plural.

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Taylor, J. "The Place of Thought: The Complexity of One in Late Medieval French Didactic Poetry." French Studies 62, no. 4 (October 1, 2008): 465–66. http://dx.doi.org/10.1093/fs/knn110.

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Hasan Kandeel, Rana, Wafa Bedjaoui, and Faten Mansi. "L’enseignement de la notion linguistique de symbole à l’aide des symboles culturels pour un public FLE." Moderna Språk 115, no. 1 (July 5, 2021): 1–18. http://dx.doi.org/10.58221/mosp.v115i1.6883.

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Cet article a pour objectif de décrire une démarche de didactisation de la notion de symbole dans un contexte de français langue étrangère (FLE). Dans le cadre d’un module de linguistique qui fait partie d’une formation en traduction, les enseignantes ont rencontré des difficultés à faire comprendre des notions telles que « le symbole » à leurs apprenantes arabophones. Il a donc fallu adapter l’enseignement du concept en mettant en oeuvre des activités sur les représentations culturelles. Cette méthode a aidé les étudiantes à assimiler le concept abstrait de symbole et à acquérir une méthodologie de travail pour l’appréhender. Nous y revenons ici en trois temps. Dans la première partie, nous présentons le cadre théorique qui replace la notion de symbole dans sa relation avec la culture. Nous explorons ensuite les spécificités socio-culturelles et pédagogiques du contexte d’étude, et les difficultés de l’enseignement de la notion en cours de linguistique. Dans la dernière partie, nous mettons en lumière les démarches didactiques mises en oeuvre par les enseignantes de français dans un cours de linguistique pour faciliter l’apprentissage de la notion de symbole. This article aims to analyze a didactic approach to teach the linguistic concept of symbol in a context of French as a foreign language (FFL). The teachers who taught the linguistics courses found it difficult to inculcate concepts such as symbol to Arabic-speaking learners enrolled in a translation specialization. Therefore, they had to change the way of teaching the concept through the implementation of activities about cultural representations in FFL classes. This method helped the students to assimilate the abstract concept of symbol and to acquire a method to apprehend them. Our article is divided into three parts. In the first part, we present the theoretical framework based on the concept of symbol and its relationship with culture. Then, we proceed to the description of the socio-cultural as well as pedagogical characteristics of our context of study and we analyze the difficulties of teaching symbols. In the last part, we highlight the didactic approaches implemented by French teachers in a linguistics course to facilitate the learning of the concept of symbol, through the learning of French symbols by giving concrete examples from French culture.

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Marić, Antonela, Marko Dragić, and Ana Plavša. "THE GROTESQUE AND MYTH IN GIAMBATTISTA BASILE’S IL PENTAMERONE." Folia linguistica et litteraria XII, no. 36 (September 2021): 141–58. http://dx.doi.org/10.31902/fll.36.2021.9.

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This paper, besides a short introduction concerning general information on themes and the structure present in the short story collection Lo cunto de li cunti overo lo trattenemiento de’ peccerille, written by the Italian Baroque author Giambattista Basile, whose masterpiece enjoyed great fame abroad much earlier than in Italy, is concerned with the analysis of fantastic and grotesque elements which generally characterise oral tradition, fairy tales and myths. The above-mentioned elements were identified in the fifty short stories which Basile wrote and included in his collection. Various sources were used in the analysis, relying on myths and fairy tales with the aim of explaining the presence of the grotesque. Besides its great literary value, this collection is also of great historical importance because, just like many other examples of oral tradition, it fosters a vast span of costumes and traditions that are typical of the Mediterranean folklore. From one tale to another, the collection slowly but surely reveals the Mediterranean identity of the people from the South of Italy and explains the function of the grotesque and its didactic purpose.

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Bolotnikova, Anastasiia, Yaroslava Pushkarova, Galina Zaitseva, and Serhii Hozhdzinskyi. "Interactive Methods in Teaching of the Elective Discipline “Fundamentals of Patent Law” as an Element of the Legal Education of Future Doctors." European Journal of Education and Pedagogy 3, no. 4 (August 12, 2022): 104–8. http://dx.doi.org/10.24018/ejedu.2022.3.4.415.

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This article is devoted to the consideration of interactive tests and games in elective course of the discipline “Fundamentals of Patent Law”. This discipline is aimed at training specialists of the second (master's) level of higher education, field of knowledge – 22 “Health Care”, specialty – 222 “Medicine“. “Fundamentals of Patent Law” (FPL) is intended to develop in future professionals the skills of legal regulation of intellectual property, application of basic regulations in the field of intellectual property regulation, to study the role and significance of intellectual activity in modern society. Fundamentals of patent law, intellectual property and technology transfer determines peculiarities of intellectual property application in medicine, namely – copyright and related rights, patent law, the right to secret of production, the right to individualization of legal entities, goods, works and services, the right to use intellectual activities as part of a single technology, legislation on the protection of rights over the results of intellectual activity and individualization means; main ways of using intellectual activity as an additional source of financial resources for of economic entities, types of liability for violation of rights over the results of intellectual activity. In addition to involving in practice for the training of future doctors a professional-oriented methodology for teaching FPL and the development of an educational-methodical complex aimed at providing didactic support for all types of educational and cognitive activities teachers analyzed the modern system of interactive techniques and related methods. This article reveals some proven interactive techniques based on the Quizzes platforms.

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Horbowicz, Paulina. "Adverbial Markers of Modality in Norwegian L1 and L2 Conversations." Folia Scandinavica Posnaniensia 23, no. 1 (December 1, 2017): 4–24. http://dx.doi.org/10.1515/fsp-2017-0004.

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AbstractThe aim of this paper is to investigate how second language speakers of Norwegian (henceforth Norwegian L2 speakers) differ in their use of modality expressions from native speakers (L1 speakers). As modality is a very broad subject, the main focus of the study is limited to one-word modal adverbs, such askanskje‘maybe’, and modal particles such asjo. The study compares the frequency of using different types of modal adverbials by L1 and L2 speakers, and their syntactic position. The implications of the study are two-fold. First of all, it is to contribute to the studies of the field of modality in Norwegian. The second implication is didactic, as describing the use of modal adverbials in Norwegian conversation can help devise right teaching materials to allow second language users achieve a more native-like competence in this respect.

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Dellalou, Naouèl. "Pourquoi Privilégier Approche Générique des Œuvres Policières en Classe de FLE." Traduction et Langues 15, no. 1 (December 31, 2016): 188–200. http://dx.doi.org/10.52919/translang.v15i1.730.

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Why Privileging Generic Approach to Detective Storiesin FLE Classes This article is the result of an involved research, carried out during our doctoral research related to the issue of writing and which falls within the framework of didactics of the literary text. A research which aimed to propose it in Algerian colleges (whose teaching-learning of French as a foreign language responds exclusively to a textual typology) a new approach in the teaching-learning of French as a foreign language in general, and of writing specifically. It is a question of projecting our views into a new dialectic of reading- writing which favors a generic approach to literary works in the FLE class. With the intention of essentially developing the scriptural competence among Algerian middle school pupils, we have opted for the introduction of literature by genres in FLE classes, and mainly, the reading of the complete literary work. Knowing that going to complete works is one of the objectives of middle school education in Algeria, where the learner is invited to move from school reading to social reading. This article is then to plan for a new dialectic reading-writing with a generic approach wich favors literary works in FFL classes. To do so, the romance genre object of our proposal in this article is the detective novel.

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Bakešová, Václava. "Compétences clés des futurs enseignants de FLE : l’apport des textes littéraires choisis." Neofilolog, no. 59/1 (October 24, 2022): 19–34. http://dx.doi.org/10.14746/n.2022.59.1.3.

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Understanding of literary texts and cultural knowledge acquisition are not the only objectives of French or Francophone literature courses that are part of the university program for future FFL teachers. Reading excerpts of literary texts allows students to develop their key skills, especially their cultural awareness and expression, but also their ability to communicate in a foreign language which is the fundamental goal of language teaching. This study presents an example of pedagogical mediation during which various skill sets (global, professional, key, etc.) are being developed through a number of selected literary texts. Pedagogical mediation is understood as a thoughtful process during which students develop the self-awareness in the role of foreign-language and foreign-culture mediator by acquiring the skills necessary for their personal and professional growth, using the full potential of literary texts. At the same time, by deepening the receptive language skills, reading of texts develops also the productive language skills, i.e. speaking and writing, and to the awareness of students’ didactic thinking. Students’ lesson plans show the level at which they are at the moment on their professional skills development path.

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Амір, Адріана, та Тарас Шмігер. "СТАН СУЧАСНОГО ПЕРЕКЛАДОЗНАВСТВА У СЛОВАЧЧИНІ". Inozenma Philologia, № 134 (15 грудня 2021): 48–58. http://dx.doi.org/10.30970/fpl.2021.134.3510.

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The article reveals the main achievements of the modern Slovak school of translation studies in the fi elds of theory, history, criticism and didactics of translation. In today’s Slovakia translation research is concentrated in four academic centres: the Slovak Academy of Arts and Sciences in Bratislava as well as the Universities of Banska Bystrica, Nitra and Presov. Slovak researchers are developing a number of partial theories of translation, including the theory of audiovisual translation and the theory of translation competencies. Interestingly, machine translation is also well-studied, although the topic might be neglected as the number of Slovak speakers is not so numerous. Researchers are very active in studying the history of translation, especially in the fi eld of biography studies. History studies apply the methodology of sociological research which help to evaluate the reception of foreign literatures in various perspectives. On the basis of judging books in translation, translation criticism does not seem to be very popular as a research topic, although the publication of the specialized journal “Kritika prekladu” will defi nitely stimulate this domain. Ukrainian studies in Slovakia – including the domain of translation studies – also have a strong position due to the scholars of Prešov University. This can be explained by long and fruitful academic traditions of the Ukrainian autochthonous community. Within the last decade, the researchers of Ukrainian background also contributed to translation studies in the areas of the cultural theory of translation and court interpreting and translation. Although there are a number of books in translation, publishing eff orts have some problems as well, i. e. the small volume of monographic editions, which sometimes resemble a lengthy article rather than a book. The books are published not only in print, but also in electronic format and online which will facilitate the availability of these publications to much wider readership. Key words: Slovakia, translation theory, translation history, audiovisual translation, Ukrainian studies.

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MICHALSKI, Rajmund, Marcel M. DUDA, Paula N. ȘERDEAN, Joanna KERNERT, Katarzyna GRYGOYC, Paulina PECYNA, and Edward MUNTEAN. "Heavy Metals in Several Soybean Varieties Cultivated in the Transylvanian Plain, Romania." Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Food Science and Technology 77, no. 1 (May 24, 2020): 74. http://dx.doi.org/10.15835/buasvmcn-fst:2019.0040.

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Soybeans are species of legume that has become one of the most widely consumed food in the world, because they are easy to cultivate and very beneficial for human health. The quality of the cultivated plants, including the content of toxic heavy metals depends to a large extent on the contaminants present in the soils in which they are grown and the method of fertilization. Through this research we aim to highlight the degree of accumulation of cadmium, chromium, cobalt, copper, nickel, lead and zinc in relation with the cultivated soybean genotype and fertilization. Three soy varieties (Cristina, Felix and Onix) were cultivated in an experimental field located at Cojocna Experimental Didactic Center of the University of Agricultural Sciences and Veterinary Medicine of Cluj-Napoca. The above-mentioned heavy metals were determined from the harvested mature soybean seeds using inductively coupled plasma-optical emission spectrometry, using an Avio 200 instrument. The obtained results demonstrated that the accumulation of heavy metals in soybean seeds is influenced by the cultivated genotype and fertilization; the Onix variety is more prone to the accumulation of heavy metals, while the highest values of the above listed metals were recorded in the case of fertilizing with „Fertitel”.

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BEINSAN, Carmen, Radu ȘUMĂLAN, Anamaria VÂTCĂ, Ștefania GÂDEA, and Sorin VÂTCĂ. "Research Regarding the Chemical Fertilizers Effects on Physiological Indices and Protein at Soybean (Glycine max L. Merr.)." Bulletin of University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca. Food Science and Technology 77, no. 1 (May 24, 2020): 80. http://dx.doi.org/10.15835/buasvmcn-fst:2019.0041.

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In this experiment we studied the influence of chemical fertilizers on physiological indices and the amount of protein in two soybean varieties, Atlas and Hodgson. Researches has been carried out between 2017-2019 at Didactic Station of BUASMV Timişoara with different doses of chemical fertilizers. Observations and measurements were made on plant physiology and yield characteristics. The process of accumulation of dry substances in different organs of the plant during the vegetation period is dependent to the effectiveness of fertilization. The dynamics of the total water content in the plant and especially its modification under the influence of chemical fertilizers is of interest for the appreciation of the process of formation of dry substances, respectively of agricultural harvest. In both varieties between the experimental and the control variant, significant differences appeared in all followed indicators, the most favorable variant being N45P63K45. Superior results were registered at Atlas, better adapted to the ecological conditions of the reference area. Fertilizers are decisive factors in the increase of yield and the quantity of protein, although this plant has the capacity to supply some of the necessary nitrogen with bacterial symbionts. High doses of phosphorus did not produce higher yields compared to moderate ones.

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Belghitar, Imene. "L’apprentissage du FLE par la télévision : des formes télévisuelles à l’exploitation didactique." Traduction et Langues 16, no. 2 (December 31, 2017): 6–16. http://dx.doi.org/10.52919/translang.v16i2.594.

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FFL Learning through Television: TV forms for Educational Exploitation The FL teaching / learning requires the exploration of new didactic tracks except those already in place. In our case, and in order to increase the possibilities of improving communication skills in French as a foreign language, it is a question of resorting to the television platform. Methodologically, and nothing but the level of the oral comprehension, for example, the authentic speeches in French are often characterized by such a complexity that even the linguistic competence, on its own, cannot account for all their significant scope. The communicational scope of certain cultural-heavy discourses, as the example we propose in this modest article, requires on the part of the teacher a new refocus on the encyclopedic competence, as a subsidiary form of cultural competence, but how decisive to decipher the messages which shape exolingual communication in French. To do this, the television tool embodied by the fiction- documentary proves to us to be very interesting, since, by its contribution in audiovisual information, it will facilitate access to some hidden forms (but which are both quite obvious and implicit for the native speaker) of the meaning inherent to any authentic production in contemporary French.

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EL-ZINE, Nesrine, and Hana AL-NAGGAR. "POUR UNE DÉMARCHE DIDACTIQUO-CULTURELLE DANS L’ENSEIGNEMENT DU FLE À TRAVERS L’EXPLOITATION DES « EXPRESSIONS IMAGÉES »." FRANCISOLA 2, no. 2 (December 31, 2017): 170. http://dx.doi.org/10.17509/francisola.v2i2.9409.

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RÉSUMÉ. L’objectif principal de cet article n’est pas d’insister sur l’importance d’introduire la dimension culturelle dans l’enseignement du Français Langue Étrangère (FLE). Or, ceci n’est certainement pas une idée innovatrice de notre part, mais l’intérêt de cet article est de souligner et de suggérer un aspect culturel possible qui pourrait, tout en étant intéressant et enrichissant, aider nos apprenants à acquérir un savoir-faire interprétatif socio-culturel. Une recherche-enquête sur terrain était menée au sein du Département de Langue Française à l’université de Sana’a afin de répondre aux questions suivantes: Comment peut-on développer chez nos apprenants un savoir-faire interprétatif à travers la découverte des « Expressions imagées » françaises? Quelle est la démarche méthodologique la plus adéquate à adopter compte tenu du niveau de ces apprenants et des moyens fournis par l’université? Les résultats de cette recherche-enquête ont démontré un énorme intérêt chez les apprenants yéménites pour un apprentissage linguistico-culturel du français. Mots-clés : Compétence Communicative, Culture/ Culture de l’Autre, Didactique du FLE, Expressions Imagées, Savoir-faire Interprétatif. ABSTRACT. The main purpose of this paper is not to lay emphasis on the importance of introducing the cultural dimension into the teaching of French as a Foreign Language (FFL), which is certainly not an innovative idea on our part. However, the objective of this paper is to highlight and to suggest a possible cultural aspect that could, while interesting and enriching, help learners to acquire an interpretative socio-cultural competence. A case study research was conducted in the Department of French at Sana’a University to address the following questions: How can we, through the discovery of French "Figurative expressions", develop in our learners of French an interpretative socio-cultural competence? What is the most appropriate methodology to adopt with our learners taking in consideration their language level and the resources provided by the university? The results of this research have shown a great interest among Yemeni learners for a dual learning (linguistic-cultural) of French. Keywords: Communicative Competence, Culture/ Culture of the « Other », Didactic of FFL, Figurative Expressions, Interpretative Competence.

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Kaspary, Danielly, Marilena Bittar, and Hamid Chaachoua. "La Raison d’être des Propriétés D’opération D’addition à L’école Primaire : un Sujet Curriculaire Encore Controversé ?" Jornal Internacional de Estudos em Educação Matemática 14, no. 4 (December 21, 2021): 394–403. http://dx.doi.org/10.17921/2176-5634.2021v14n4p394-403.

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RésuméLe curriculum prescrit d’une société change dans le temps pour des raisons diverses. Dans cet article, nous proposons de centrer notre attention au changement curriculaire concernant quatre propriétés d’addition (commutativité, associativité, élément neutre et clôture) à l’école primaire au Brésil. La période que nous analysons est limitée à la période 1990 - 2020. Des documents officiels sont examinés dans le but de nous apporter un regard prescripteur sur les conditions et contraintes qui doivent, selon l’État, soutenir l’étude de ce contenu à ce niveau scolaire. Dans un deuxième moment, nous proposons également d’analyser différentes versions d’une collection de manuels qui permettent d’illustrer l’évolution curriculaire au fil du temps. Des concepts de la théorie anthropologique du didactique et les notions d’objet et d’outil sous-tendent notre analyse sur la raison d’être de ces propriétés. Mots-clés: Curriculum. Manuels. Outil/Objet. Noosphère. Champ additif. Praxéologie AbstractA society's prescribed curriculum changes over time for a variety of reasons. In this article, we propose to focus our attention on the curricular change concerning four addition properties (commutativity, associativity, neutral element and closure) in primary school in Brazil. The period we are analyzing is limited from the 1990s to the present day, 2020. Official documents are examined in order to provide us with a more general view of the conditions and constraints that, according to the state, should support the study of this content at this school level. In a second moment, we also propose to analyze different versions of a collection of textbooks that illustrate curricular evolution over time. Concepts from the anthropological theory of didactics and the notions of object and tool underpin our analysis of the rationale behind these properties. Keywords: Curriculum. Manuals. Tool/Object. Noosphere. Additive Field. Praxeology.

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VAHED, Shiva, and Marzieh MEHRABI. "MISE EN PLACE DE L’APPROCHE ACTIONNELLE DANS UNE CLASSE INVERSÉE DU FLE : VERS UNE ÉVOLUTION DE LA PÉDAGOGIE UNIVERSITAIRE." FRANCISOLA 2, no. 1 (July 5, 2017): 93. http://dx.doi.org/10.17509/francisola.v2i1.7530.

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RÉSUMÉ. Les transformations des systèmes universitaires du monde, dues à l’insertion des TIC et des approches pédagogiques différentes, nous ont amenée à faire une recherche sur l’une des possibilités favorisant le terrain de mutation de l’enseignement supérieur du FLE, une mutation qui implique le changement du système universitaire et du comportement des acteurs du terrain afin d’acquérir le savoir comment agir. Cet article s’est donc assigné un objectif : créer un lien entre deux mouvements récents en didactique, la classe inversée et l’approche actionnelle. Après avoir effectué une étude analytique sur ces concepts ainsi que sur la pédagogie universitaire s’inscrivant dans les pédagogies active et numérique, un scénario didactique a été proposé pour les niveaux A1-A2 du CECRL destiné aux étudiants de la première année de licence, tout en appliquant les concepts théoriques présentés au cours de l’article. Mots-clés : approche actionnelle, classe inversée, pédagogie universitaire, scénario pédagogique, TIC ABSTRACT. The transformations of the world's academic systems, due to the integration of ICT and different pedagogical approaches, led us to research one of the possibilities providing the field of mutation of the higher education in the FFL, a mutation that implies the change of the university system and behavior of actors in order to acquire knowledge how to act. The goal of this article is to create a link between two recent movements in didactics, the flipped learning and the actional approach. After an analytical study on these concepts as well as on university teaching in active and digital pedagogy, an educational scenario was proposed for the A1-A2 levels for students in the first year of BA applying the theoretical concepts presented in this article. Keywords: Actional approach, Flipped learning, University teaching, Pedagogical scenario, ICT

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BOURRAY, Mounir. "L’interculturel dans l’enseignement/apprentissage du FLE au Maroc." FRANCISOLA 3, no. 2 (March 2, 2019): 122. http://dx.doi.org/10.17509/francisola.v3i2.15746.

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RÉSUMÉ. Dans le cadre de la didactique des langues étrangères, cet article ayant tracé pour objectif d’étudier la place et le rôle de l’interculturel dans l’enseignement / apprentissage du FLE, présente, dans un premier temps, les résultats d’une enquête menée auprès des enseignants de FLE et des apprenants du cycle secondaire qualifiant au Maroc, et qui se résument comme suit : l’enseignement / apprentissage du FLE implique impérativement l’enseignement / apprentissage de sa culture. Ce rapport langue / culturelle exige de la part des enseignants et leurs apprenants l’adoption en classe de nouvelles approches pédagogiques qui doivent prendre en charge, en plus des dimensions linguistiques et communicatives, celles culturelles et interculturelles du FLE. Dans un second temps, il leur propose quelques pistes pédagogiques possibles pour profiter au maximum de leur contexte plurilingue et multiculturel dans l’enseignement / apprentissage de la dite langue. Mots-clés : apprentissage - enseignement – FLE - interculturel ABSTRACT. In the process of foreign languages didactic, the objective of this article is to investigate the place and role of the intercultural in teaching/ learning process of FLE, to present, in the first phase, the results of a survey on FLE teachers and high school Moroccan learners as follows: The teaching/learning operation of FLE dictates the teaching and learning of its culture. The language/culture rapport urges teachers and learners to adopt the pedagogical approaches and methods to account for the linguistic and communicative dimensions, be them cultural and intercultural of FLE. In the second phase, it recommends some pedagogical implications to be implemented in their multi-lingual and multi-cultural contexts in the process of teaching/learning of the same language. Keywords : FFL - learning – intercultural - teaching

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TARNAOUI, Moulay Mohamed, and Boujghagh HASSAN. "La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation." FRANCISOLA 3, no. 2 (March 2, 2019): 141. http://dx.doi.org/10.17509/francisola.v3i2.15747.

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RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production

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Ciornei, Laurențiu. "Ion Barbu: ”Pădurile noastre au fost gestionate de așa manieră încât diversitatea biologică s-a menținut la cote maxime. În Carpați se află poate singurele păduri din Europa în care piramida trofică și prezența tuturor formelor de viață a rămas nederanjat”." Bucovina Forestiera 21, no. 1 (June 30, 2021): 93–104. http://dx.doi.org/10.4316/bf.2021.008.

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Ion Barbu s-a născut, acum 69 de ani, în inima Deltei Dunării, în satul Sarinasuf, absolvind, ca șef de promoție, Facultatea de Silvicultură din Brașov, în 1971. De atunci, cu mici excepții, a lucrat în cercetarea științifică, la Stațiunea Experimentală de Cultură a Molidului din Câmpulung Moldovenesc. A publicat mai bine de 100 de articole științifice, cărți și monografii în reviste și publicații de prestigiu internațional. Cadru didactic universitar cu personalitate, Ion Barbu a condus și coordonat numeroase proiecte de cerectare internaționale. Doctor în silvicultură, din 1982, cunoaște engleză, germană și franceză. Ion Barbu ar trebui considerat drept cercetătorul științific care are voință de adevăr, putând fi lesne perceput ca un chirurg al silviculturii românești. Critic, exigent, deosebit de realist, profesorul nu se sfiește să arate tumoarea și să insiste pentru îndepărtarea acesteia. Prezintă și soluții, fapt remarcabil, în zilele noastre, chiar și pentru specialiștii silvici care încă mai caută vinovați decât rezolvări. Potrivit opiniei domniei sale, pădurea românească, prin marea sa diversitate și prin gradul ridicat de naturalitate - comparativ cu pădurile din alte țări europene - are un mare potențial și o valoare genetică deosebită. Amenințarea cea mai mare o constituie goana după materia primă principală pe care o produce pădurea, lemnul, singurul sortiment solicitat de firmele străine fiind lemnul de calitate superioară, lemnul de cherestea, toate celelalte produse ale pădurii nemaiavând cerere, din cauza distrugerii industriei autohtone a lemnului care, altădată, valorifica și sortimentele inferioare. Acest fapt a determinat nu numai o reducere drastică a locurilor de muncă, dar și o rentabilitate redusă a economiei forestiere pe ansamblu, ponderea în PIB a economiei forestiere scăzând de circa cinci ori în ultimii 30 de ani. De altfel, nici serviciile ecosistemice generate de pădure nu sunt valorificate la întregul lor potențial, fiind departe vremea când acestea vor fi plătite în vreun fel. Spre exemplificare, nimeni nu a plătit încă vreu cent pentru serviciul hidrologic major pe care pădurile îl exercită în beneficiul celor care au devenit stăpânii producției de energie electrică, în țara noastră. Mai mult, nici proprietarii de păduri, ale căror suprafețe cad în zonele strict protejate ale parcurilor naționale și parcurilor naturale din țara noastră, nu au fost compensați în vreun fel. Din păcate, în ultimii ani a intervenit și degradarea tehnicității și tehnologiilor utilizate în exploatarea pădurilor, în locul instalațiilor pe cablu fiind folosite preponderent tractoarele, cu impact distructiv asupra solului, a puieților și asupra arborilor rămași. Nu în ultimul rând, astăzi, o mare parte a mass-media și anumite organizații neguvernamentale și-au făcut un țel din denigrarea slujitorilor pădurii. Dar, dacă ar fi ascultați și silvicultorii, probabil că adevărul s-ar afla mai lesne. Faptul că România are încă o rezervă importantă de păduri primare, neafectate de factorul antropic, se datorează grijii generațiilor de silvicultori. În majoritatea țărilor europene, astfel de păduri lipsesc, iar testele internaționale de proveniență cu specii evidențiază că ecotipurile din țara noastră pot fi utilizate cu succes în reconstrucția ecologică a unor întinse zone forestiere din Europa centrală și de vest. Exportul de material genetic din țara noastră poate demonstra Europei superioritatea soluțiilor de management forestier românesc, susține Ion Barbu. Fascinat de pădurile-galerii de sălcii și plopi ale copilăriei, dorind să cunoască și alte păduri, Iona Barbu a ajuns să descopere diversitatea pădurilor, suficient cât să-i transforme întreaga existență. Curios și, deopotrivă, înțelept, Ion Barbu excelează în a vedea pădurea dincolo de bine și de rău, rămânând mereu în avanposturile cunoașterii, dar și un împătimit al diseminării acesteia. Potrivit opiniei domniei sale, viitorul silviculturii românești înseamnă: Competență. Fermitate. Eficiență.

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AISSI, Radhia. "Accompagner les étudiants dans la création de blogs éducatifs en FLE : enjeux et défis." ALTRALANG Journal 5, no. 3 (December 31, 2023): 130–42. http://dx.doi.org/10.52919/altralang.v5i3.351.

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ABSTRACT: Digital technology is profoundly transforming teaching and learning methods. Its increasing integration into education represents both an opportunity to renew pedagogical practices and a challenge for education stakeholders. Future teachers need to be prepared for these developments in order to take advantage of the digital revolution. In this perspective, using blogs represents a relevant lever to acquire key skills. However, numerous studies have shown that integrating digital technologies into education often encounters obstacles and resistance. Student-produced educational blogs do not escape these challenges. This article aims to closely analyze the problems encountered by future teachers in educational blog projects, in order to consider adapted support modalities. Producing blogs requires multiple skills (technical, writing, interpersonal) yet students frequently encounter difficulties. Few studies provide an in-depth analysis of these problems. The questions are: What are these obstacles? Do they rather concern technical aspects, content, or interactions? Can adapted support help overcome them? This research aims to provide insights through a case study analyzing blogs of first-year master’s students, specializing in didactic of FFL, at the University of Saïda in Algeria. RÉSUMÉ : Le numérique transforme en profondeur les modes d’enseignement et d’apprentissage. Son intégration croissante dans l’éducation constitue à la fois une opportunité pour renouveler les pratiques pédagogiques et un défi pour les acteurs de l’enseignement. Les futurs enseignants doivent être préparés à ces évolutions pour tirer parti de la révolution numérique. Dans cette perspective, l'utilisation des blogs représente un levier pertinent pour acquérir des compétences clés. Cependant, de nombreuses études ont montré que l’intégration des technologies numériques dans l’éducation se heurte souvent à des obstacles et des résistances. La réalisation de blogs éducatifs par les étudiants n’échappe pas à ces défis. Cet article vise à analyser précisément les problèmes rencontrés par les futurs enseignants dans des projets de blogs éducatifs, pour réfléchir à des modalités d’accompagnement adaptées. La production de blogs engage de multiples compétences (techniques, rédactionnelles, relationnelles) or les étudiants rencontrent fréquemment des difficultés. Peu d’études fournissent une analyse fine de ces problèmes. Les questions sont : Quels sont ces obstacles ? Concernent-ils plutôt les aspects techniques, les contenus ou les interactions ? Un accompagnement adapté peut-il aider à les surmonter ? Cette recherche vise à apporter des éléments de réponse via une étude de cas analysant des blogs d’étudiants en première année de master, spécialité didactique du FLE, à l'université de Saïda en Algérie.

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Loseva, Natalia, and Liudmila Metelskaya. "French for Learners in Hesitation Between Mother Tongue and English." Taikomoji kalbotyra 15 (June 4, 2021): 108–22. http://dx.doi.org/10.15388/taikalbot.2021.15.9.

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Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.

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Katoozian, Katayoon. "Difficultés des apprenants iraniens du FLE dans la gestion des finales verbales en /E/." ALTERNATIVE FRANCOPHONE 1, no. 9 (February 22, 2016): 171–88. http://dx.doi.org/10.29173/af27042.

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Étant donné la difficulté de l’homophonie des formes verbales en /E/ qui peuvent s’écrire par au moins dix formes différentes dont l’infinitif (-ER), le participe passé (-É) et l’imparfait (-AI), le choix entre ces formes reste une question délicate dans l’orthographe grammaticale du français. Cette recherche vise à étudier les problèmes des apprenants iraniens du FLE (Français Langue Étrangère) dans la gestion de ce secteur. Basée sur les recherches antérieures menées auprès d’élèves français et québécois, la présente étude cherche précisément à répondre aux questions suivantes : 1- Comment se fait l’évolution de la compétence de gestion des finales verbales en /E/? 2- Parmi les formes en -ER, -É, et -AI laquelle est mieux réussie ? 3- a) Dans les formes en -É, est-ce que les apprenants font l’accord avec le genre et le nombre sujet ? b) Est-ce qu’ils ont des problèmes d’accord en personne dans les formes en -AI ? Afin de répondre à ces questions, nous avons fait passer un test aux 113 apprenants iraniens du français des niveaux A1, A2 et B1 acquis inscrits à quelques instituts de langue de Téhéran. Les résultats de notre étude à l’aide de l’analyse statistique de variance (ANOVA) montrent que : 1- La gestion des finales verbales en /E/ n’est pas maitrisée à travers ces niveaux. Il n’existe pas de différence significative entre les notes globales de ces trois niveaux successifs. 2- La forme en -ER est mieux maitrisée suivie de la forme en -É et celle en -AI ce qui montre la tendance des apprenants pour l’invariabilité. En plus de ces trois formes, nous avons trouvé d’autres types d’erreurs (ex. erreurs phonétiques et erreurs de segmentation) fréquents dans notre corpus qui n’ont pas été rapportés par les recherches antérieures en FLM (Français Langue Maternelle). 3- a) En ce qui concerne les formes en -É, il n’existe pas d’accord avec le sujet et la tendance réside dans l’invariabilité. b) Quant aux formes en -AI, le problème d’accord en personne ne se pose pas. Ces résultats diffèrent de ceux obtenus dans le contexte d’autres recherches en FLM. Comme perspective didactique, nous avons proposé la redéfinition de la place de l’orthographe dans les méthodes actuelles du français tout en soulignant l’efficacité de la démarche réflexive dans l’enseignement-apprentissage de l’orthographe. Abstract Given the difficulty of homophony in verbal endings in /E/ which can be written by at least ten different forms including the infinitive (-ER), the past participle (-É) and the imperfect (-AI), the choice between these forms remains a delicate question in learning French grammatical orthography. The purpose of this research is to study the problems of Iranian learners of French dealing with this issue. Based on previous investigations focusing on French and Quebecois students, the present study aims specifically to answer the following questions: 1- How does the ability to deal verbal endings in /E/ evolve? 2- Among the -ER, -É and -AI forms which is the most successful? 3- a) Among the -É forms, do the learners make agreement between the gender and the number of the subject? b) Do they have any problems with agreement in person among the -AI forms? In order to answer these questions, we have distributed a test to 113 Iranian learners of A1, A2 and B1 levels in French registered in some language institutes in Tehran. Our results based on statistical analysis of variance (ANOVA) show that: 1- The management of verbal endings in /E/ is not mastered at these levels. There is not a significant difference between global scores of these three successive levels. 2- The -ER form is the most successful before the -É and -AI forms respectively, which shows the tendency of learners for invariance. In addition to these three forms, other types of errors (e.g. orthographical errors phonetically-based and errors of segmentation) were frequent in our data yet not reported by previous investigations in French as a First Language (FFL). 3- a) Concerning -É forms, the agreement does not exist and the tendency lies in invariance. b) As for -AI forms, the issue with agreement does not arise. These findings differ from those obtained by other studies in FFL. As a didactic solution, it is suggested to redefine the place of orthography in the actual methods of French language teaching and to emphasize the effectiveness of reflexive way in teaching-learning of French orthography.

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Bouazri, Fatiha. "L’apport de La Lecture à La production Écrite." Traduction et Langues 13, no. 2 (December 31, 2014): 140–55. http://dx.doi.org/10.52919/translang.v13i2.809.

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The Contribution of Reading to the Written Production In our modern society, writing occupies a prominent place in Arabic first and then in FFL. In fact, writing serves us in our daily lives: shopping list, email writing, exam, writing, copy, of a cooking recipe, photo caption, invitation. As the common base reminds us (Ministry of Education), writing and reading conditions access to all areas of knowledge and the acquisition of all skills. The mastery of writing, reading and writing has become so essential. The importance given to writing and more specifically to writing, is due in particular to the fact that it is given a plurality of functions. Indeed, if today writing has a dominant function of communication, it also allows the memory conservation (to help the memory or the memorization, to prevent forgetfulness, to overcome the distraction). It meets the needs of the organization of administrative and commercial exchanges (displays, price lists), it is an important vector of cognitive, epistemological and technological development: it makes it possible to develop reflexive capacities by distancing reality and action, and directs by genres or types of writing, the way of perceiving, thinking and structuring the surrounding world as well as the human beings. Thus, making a diagram on the operation of an electric light bulb or developing a table ordering the words according to their nature (determiner, noun, adjective, etc.,) has a strong impact on the apprehension and understanding of these phenomena. Writing plays a major role in the access to knowledge, culture and the profession, insofar as a significant part of knowledge and culture is transmitted via writing and that many professional gestures involve writing (document to fill out, fax or e-mail to send, notices to go through) we can add that writing allows self- expression in different ways. As a result, reading has a positive influence on writing and especially in a FFL teaching-learning situation because most literary genres encountered in reading can be the starting point for a writing project (tale, story of origins, legends, fiction science, detective story, travelogue, fable, play …). The role of the teacher consists in leading his learners to production by gradually relying on the texts read by inviting learners to extend or complete a text or to transform it into a narrative or theatrical text. As he can lead them to write a dialogue or a description intended to fit into a story or to extend it. In this sense, imitation, diversion are the bases of the work of writing, with reference to literary texts. The use of prototypes must be permanent, either to identify characteristics likely to guide the implementation of the project or to answer questions. Any writing project can be extended by an editing project of the completed text; this is an opportunity for students to learn about the production of a text. On the basis of tehse facts, we can say that writing requires reading and comprehension of the written words. In fact, reading and writing are systematically linked, as more than one researcher has stated, whether in didactics or in the science of education. Today the scientific study of writing, whether working on writers' manuscripts or psychological analyzes has shown the importance of reviewing the text and making changes. Having permission to strike out on papers does not exempt the writer from thinking before writing: these are not the same modifications that take place depending on whether the text is forged in thought or rewritten under the influence of literary research, or erasures are considered as a trace of the creative journey, the official instructions in the syllabus highlight rewriting to propose the remodeling of the text to reproduce it, possibly its reorganization, which leads us to think that a reflection on writing seems obligatory and in particular at university in the module of the writing. However, the syllabus and official texts quite clearly distinguish writing as an activity and training aqdequate to linguistic production and security in space and time. In this regard, the reflection and practice of the written production activity could be divided into four periods which correspond to four ways of considering learning to write and to four denominations of students’ writing: writing, written expression, writing production and rewriting. These modalities are not mutually exclusive in most classes, several of them. This paper focuses on these issues with a particular emphasis on the correclation reading- wrinting.

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Fayez, R., A. AlMuntashery, G. Bodie, A. Almamar, R. S. Gill, I. Raîche, C. L. Mueller, et al. "Canadian Surgery Forum1 Is laparoscopic sleeve gastrectomy a reasonable stand-alone procedure for super morbidly obese patients?2 Postoperative monitoring requirements of patients with obstructive sleep apnea undergoing bariatric surgery3 Role of relaparoscopy in the diagnosis and treatment of bariatric complications in the early postoperative period4 Changes of active and total ghrelin, GLP-1 and PYY following restrictive bariatric surgery and their impact on satiety: comparison of sleeve gastrectomy and adjustable gastric banding5 Prioritization and willingness to pay for bariatric surgery: the patient perspective6 Ventral hernia at the time of laparoscopic gastric bypass surgery: Should it be repaired?7 Linear stapled gastrojejunostomy with transverse handsewn enterotomy closure significantly reduces strictures for laparoscopic Roux-en-Y bypass8 Laparoscopic biliopancreatic diversion with duodenal switch as second stage for super super morbidly obese patients. Do all patients benefit?9 Sleeve gastrectomy in the super super morbidly obese (BMI > 60 kg/m²): a Canadian experience10 Laparoscopic gastric bypass for the treatment of refractory idiopathic gastroparesis: a report of 2 cases11 Duodeno-ileal switch as a primary bariatric and metabolic surgical option for the severely obese patient with comorbidities: review of a single-institution case series of duodeno-ileal intestinal bypass12 Management of large paraesophageal hernias in morbidly obese patients with laparoscopic sleeve gastrectomy: a case series13 Early results of the Ontario bariatric surgical program: using the bariatric registry14 Improving access to bariatric surgical care: Is universal health care the answer?15 Early and liberal postoperative exploration can reduce morbidity and mortality in patients undergoing bariatric surgery16 Withdrawn17 Identification and assessment of technical errors in laparoscopic Roux-en-Y gastric bypass18 A valid and reliable tool for assessment of surgical skill in laparoscopic Roux-en-Y gastric bypass19 Psychiatric predictors of presurgery drop-out following suitability assessment for bariatric surgery20 Predictors of outcomes following Roux-en-Y gastric bypass surgery at The Ottawa Hospital21 Prophylactic management of cholelithiasis in bariatric patients: Is routine cholecystectomy warranted?22 Early outcomes of Roux-en-Y gastric bypass in a publicly funded obesity program23 Similar incidence of gastrojejunal anastomotic stricture formation with hand-sewn and 21 mm circular stapler techniques during Roux-en-Y gastric bypass24 (CAGS Basic Science Award) Exogenous glucagon-like peptide-1 improves clinical, morphological and histological outcomes of intestinal adaptation in a distal-intestinal resection piglet model of short bowel syndrome25 (CAGS Clinical Research Award) Development and validation of a comprehensive curriculum to teach an advanced minimally invasive procedure: a randomized controlled trial26 Negative-pressure wound therapy (iVAC) on closed, high-risk incisions following abdominal wall reconstruction27 The impact of seed granting on research in the University of British Columbia Department of Surgery28 Quality of surgical care is inadequate for elderly patients29 Recurrence of inguinal hernia in general and hernia specialty hospitals in Ontario, Canada30 Oncostatin M receptor deficiency results in increased mortality in an intestinal ischemia reperfusion model in mice31 Laparoscopic repair of large paraesophageal hernias with anterior gastropexy: a multicentre trial32 Response to preoperative medical therapy predicts success of laparoscopic splenectomy for immune thrombocytopenic purpura33 Perioperative sepsis, but not hemorrhagic shock, promotes the development of cancer metastases in a murine model34 Measuring the impact of implementing an acute care surgery service on the management of acute biliary disease35 Patient flow and efficiency in an acute care surgery service36 The relationship between treatment factors and postoperative complications after radical surgery for rectal cancer37 Risk of ventral hernia after laparoscopic colon surgery38 Urinary metabolomics as a tool for early detection of Barrett’s and esophageal cancer39 Construct validity of individual and summary performance metrics associated with a computer-based laparo-scopic simulator40 Impact of a city-wide health system reorganization on emergency department visits in hospitals in surrounding communities41 Transcatheter aortic valve implantation for the nonoperative management of aortic stenosis: a cost-effectiveness analysis42 Breast cancer: racial differences in age of onset. A potential confounder in Canadian screening recommendations43 Risk taking in surgery: in and out of the comfort zone44 A tumour board in the office: Track those cancer patients!45 Increased patient BMI is not associated with advanced colon cancer stage or grade on presentation: a retrospective chart review46 Consensus statements regarding the multidisciplinary care of limb amputation patients in disasters or humanitarian emergencies. Report of the 2011 Humanitarian Action Summit Surgical Working Group on amputations following disasters or conflict47 Learning the CanMEDS role of professional: a pilot project of supervised discussion groups addressing the hidden curriculum48 Assessing the changing scope of training in Canadian general surgery programs: expected versus actual experience49 Predicting need for surgical management for massive gastrointestinal hemorrhage50 International health care experience: using CanMEDS to evaluate learning outcomes following a surgical mission in Mampong, Ghana51 The open abdomen: risk factors for mortality and rates of closure52 How surgeons think: an exploration of mental practice in surgical preparation53 The surgery wiki: a novel method for delivery of under-graduate surgical education54 Understanding surgical residents’ postoperative practices before implementing an enhanced recovery after surgery (ERAS) guideline at the University of Toronto55 From laparoscopic transabdominal to posterior retroperitoneal adrenalectomy: a paradigm shift in operative approach56 A retrospective audit of outcomes in patients over the age of 80 undergoing acute care abdominal surgery57 Canadian general surgery residents’ perspectives on work-hour regulations58 Timing of surgical intervention and its outcomes in acute appendicitis59 Preparing surgical trainees to deal with adverse events. An outline of learning issues60 Acute care surgical service: surgeon agreement at the time of handover61 Predicting discharge of elderly patients to prehospitalization residence following emergency general surgery62 Morbidity and mortality after emergency abdominal surgery in octo- and nonagenarians63 The impact of acute abdominal illness and urgent admission to hospital on the living situation of elderly patients64 A comparison of laparoscopic versus open subtotal gastrectomy for antral gastric adenocarcinoma: a North American perspective65 Minimally invasive excision of ectopic mediastinal parathyroid adenomas66 Perioperative outcomes of laparoscopic hernia repair in a tertiary care centre: a single institution’s experience67 Evaluation of a student-run, practical and didactic curriculum for preclerkship medical students68 Joseph Lister: Father of Modern Surgery69 Comparisons of melanoma sentinel lymph node biopsy prediction nomograms in a cohort of Canadian patients70 Local experience with myocutaneous flaps after extensive pelvic surgery71 The treatment of noncirrhotic splanchnic vein thrombosis: Is anticoagulation enough?72 Implementation of an acute care surgery service does not affect wait-times for elective cancer surgeries: an institutional experience73 Use of human collagen mesh for closure of a large abdominal wall defect, after colon cancer surgery, a case report74 The role of miR-200b in pulmonary hypoplasia associated with congenital diaphragmatic hernia75 Systematic review and meta-analysis of electrocautery versus scalpel for incising epidermis and dermis76 Accuracy of sentinel lymph node biopsy for early breast cancer in the community setting in St. John’s, New-foundland: results of a retrospective review77 Acute surgical outcomes in the 80 plus population78 The liberal use of platelets transfusions in the acute phase of trauma resuscitation: a systematic review79 Implementation of an acute care surgical on call program in a Canadian community hospital80 Short-term outcomes following paraesophageal hernia repair in the elderly patient81 First experience with single incision surgery: feasibility in the pediatric population and cost evaluation82 The impact of the establishment of an acute care surgery unit on the outcomes of appendectomies and cholecystectomies83 Description and preliminary evaluation of a low-cost simulator for training and evaluation of flexible endoscopic skills84 Tumour lysis syndrome in metastatic colon cancer: a case report85 Acute care surgery service model implementation study at a single institution86 Colonic disasters approached by emergent subtotal and total colectomy: lessons learned from 120 consecutive cases87 Acellular collagen matrix stent to protect bowel anastomoses88 Lessons we learned from preoperative MRI-guided wire localization of breast lesions: the University Health Network (UHN) experience89 Interim cost comparison for the use of platinum micro-coils in the operative localization of small peripheral lung nodules90 Routine barium esophagram has minimal impact on the postoperative management of patients undergoing esophagectomy for esophageal cancer91 Iron deficiency anemia is a common presenting issue with giant paraesophageal hernia and resolves following repair92 A randomized comparison of different ventilation strategies during thoracotomy and lung resection93 The Canadian Lung Volume Reduction Surgery study: an 8-year follow-up94 A comparison of minimally invasive versus open Ivor-Lewis esophagectomy95 A new paradigm in the follow-up after curative resection for lung cancer: minimal-dose CT scan allows for early detection of asymptomatic cancer activity96 Predictors of lymph node metastasis in early esophageal adenocarcinoma: Is endoscopic resection worth the risk?97 How well can thoracic surgery residents operate? Comparing resident and program director opinions98 The impact of extremes of age on short- and long-term outcomes following surgical resection of esophageal malignancy99 Epidermal growth factor receptor targeted gold nanoparticles for the enhanced radiation treatment of non–small cell lung cancer100 Laparoscopic Heller myotomy results in excellent outcomes in all subtypes of achalasia as defined by the Chicago classification101 Neoadjuvant chemoradiation versus surgery in managing esophageal cancer102 Quality of life postesophagectomy for cancer!103 The implementation, evolution and translocation of standardized clinical pathways can improve perioperative outcomes following surgical treatment of esophageal cancer104 A tissue-mimicking phantom for applications in thoracic surgical simulation105 Sublobar resection compared with lobectomy for early stage non–small cell lung cancer: a single institution study106 Not all reviews are equal: the quality of systematic reviews and meta-analyses in thoracic surgery107 Do postoperative complications affect health-related quality of life after video-assisted thoracoscopic lobectomy for patients with lung cancer? A cohort study108 Thoracoscopic plication for palliation of dyspnea secondary to unilateral diaphragmatic paralysis: A worthwhile venture?109 Thoracic surgery experience in Canadian general surgery residency programs110 Perioperative morbidity and pathologic response rates following neoadjuvant chemotherapy and chemoradiation for locally advanced esophageal carcinoma111 An enhanced recovery pathway reduces length of stay after esophagectomy112 Predictors of dysplastic and neoplastic progression of Barrett’s esophagus113 Recurrent esophageal cancer complicated by tracheoesophageal fistula: management by means of palliative airway stenting114 Pancreaticopleural fistula-induced empyema thoracis: principles and results of surgical management115 Prognostic factors of early postoperative mortality following right extended hepatectomy116 Optimizing steatotic livers for transplantation using a cell-penetrating peptide CPP-fused heme oxygenase117 Video outlining the technical steps for a robot-assisted laparoscopic pancreaticoduodenectomy118 Establishment of a collaborative group to conduct innovative clinical trials in Canada119 Hepatic resection for metastatic malignant melanoma: a systematic review and meta-analysis120 Acellular normothermic ex vivo liver perfusion for donor liver preservation121 Pancreatic cancer and predictors of survival: comparing the CA 19–9/bilirubin ratio with the McGill Brisbane Scoring System122 Staged liver resections for bilobar hepatic colorectal metastases: a single centre experience123 Economic model of observation versus immediate resection of hepatic adenomas124 Resection of colorectal liver metastasis in the elderly125 Acceptable long-term survival in patients undergoing liver resection for metastases from noncolorectal, non-neuroendocrine, nonsarcoma malignancies126 Patient and clinicopathological features and prognosis of CK19+ hepatocellular carcinomas: a case–control study127 The management of blunt hepatic trauma in the age of angioembolization: a single centre experience128 Liver resections for noncolorectal and non-neuroendocrine metastases: an evaluation of oncologic outcomes129 Developing an evidence-based clinical pathway for patients undergoing pancreaticoduodenectomy130 Hepatitis C infection and hepatocellular carcinoma in liver transplant: a 20 year experience131 The effect of medication on the risk of post-ERCP pancreatitis132 Temporal trends in the use of diagnostic imaging for patients with hepato-pancreato-biliary (HPB) conditions: How much ionizing radiation are we really using?196 A phase II study of aggressive metastasectomy for intra-and extrahepatic metastases from colorectal cancer133 Why do women choose mastectomy for breast cancer treatment? A conceptual framework for understanding surgical decision-making in early-stage breast cancer134 Synoptic operative reporting: documentation of quality of care data for rectal cancer surgery135 Learning curve analysis for cytoreductive surgery: a useful application of the cumulative sum (CUSUM) method136 Pancreatic cancer is strongly associated with a unique urinary metabolomic signature137 Concurrent neoadjuvant chemo/radiation in locally advanced breast cancer138 Impact of positron emission tomography on clinical staging of newly diagnosed rectal cancer: a specialized single centre retrospective study139 An evaluation of intraoperative Faxitron microradiography versus conventional specimen radiography for the excision of nonpalpable breast lesions140 Comparison of breast cancer treatment wait-times in the Southern Interior of British Columbia in 2006 and 2010141 Factors affecting lymph nodes harvest in colorectal carcinoma142 Laparoscopic adrenalectomy for metastases143 You have a message! Social networking as a motivator for fundamentals of laparoscopic surgery (FLS) training144 The evaluation and validation of a rapid diagnostic and support clinic for women assessment for breast cancer145 Oncoplastic breast surgery: oncologic benefits and limitations146 A qualitative study on rectal cancer patients’ preferences for location of surgical care147 The effect of surgery on local recurrence in young women with breast cancer148 Elevated IL-6 and IL-8 levels in tumour microenvironment is not associated with increased serum levels in humans with Pseudomyxoma peritonei and peritoneal mesothelioma149 Conversion from laparoscopic to open approach during gastrectomy: a population-based analysis150 A scoping review of surgical process improvement tools (SPITs) in cancer surgery151 Splenectomy during gastric cancer surgery: a population-based study152 Defining the polo-like kinase 4 (Plk4) interactome in cancer cell protrusions153 Neoadjuvant imatinib mesylate for locally advanced gastrointestinal stromal tumours154 Implementing results from ACOSOG Z0011: Practice-changing or practice-affirming?155 Should lymph node retrieval be a surgical quality indicator in colon cancer?156 Long-term outcomes following resection of retroperitoneal recurrence of colorectal cancer157 Clinical research in surgical oncology: an analysis of clinicaltrials.gov158 Radiation therapy after breast conserving surgery: When are we missing the mark?159 The accuracy of endorectal ultrasound in staging rectal lesions in patients undergoing transanal endoscopic microsurgery160 Quality improvement in gastrointestinal cancer surgery: expert panel recommendations for priority research areas161 Factors influencing the quality of local management of ductal carcinoma in situ: a cohort study162 Papillary thyroid microcarcinoma: Does size matter?163 Hyperthermic isolated limb perfusion for extremity soft tissue sarcomas: systematic review of clinical efficacy and quality assessment of reported trials164 Adherence to antiestrogen therapy in seniors with breast cancer: How well are we doing?165 Parathyroid carcinoma: Challenging the surgical dogma?166 A qualitative assessment of the journey to delayed breast reconstruction195 The role of yoga therapy in breast cancer patients167 Outcomes reported in comparative studies of surgical interventions168 Enhanced recovery pathways decrease length of stay following colorectal surgery, but how quickly do patients actually recover?169 The impact of complications on bed utilization after elective colorectal resection170 Impact of trimodal prehabilitation program on functional recovery after colorectal cancer surgery: a pilot study171 Complex fistula-in-ano: Should the plug be abandoned in favour of the LIFT or BioLIFT?172 Prognostic utility of cyclooxygenase-2 expression by colon and rectal cancer173 Laparoscopic right hemicolectomy with complete mesocolic excision provides acceptable perioperative outcomes but is complex and time-consuming: analysis of learning curves for a novice minimally invasive surgeon174 Intraoperative quality assessment following double stapled circular colorectal anastomosis175 Improving patient outcomes through quality assessment of rectal cancer care176 Are physicians willing to accept a decrease in treatment effectiveness for improved functional outcomes for low rectal cancer?177 Turnbull-Cutait delayed coloanal anastomosis for the treatment of distal rectal cancer: a prospective cohort study178 Preoperative high-dose rate brachytherapy in preparation for sphincter preservation surgery for patients with advanced cancer of the lower rectum179 Impact of an enhanced recovery program on short-term outcomes after scheduled laparoscopic colon resection180 The clinical results of the Turnbull-Cutait delayed coloanal anastomosis: a systematic review181 Is a vertical rectus abdominus flap (VRAM) necessary? An analysis of perineal wound complications182 Fistula plug versus endorectal anal advancement flap for the treatment of high transsphincteric cryptoglandular anal fistulas: a systematic review and meta-analysis183 Maternal and neonatal outcomes following colorectal cancer surgery184 Transanal drainage to treat anastomotic leaks after low anterior resection for rectal cancer: a valuable option185 Trends in colon cancer in Ontario: 2002–2009186 Validation of electronically derived short-term outcomes in colorectal surgery187 A population-based assessment of transanal and endoscopic resection for adenocarcinoma of the rectum188 Laparoscopic colorectal surgery in the emergency setting: trends in the province of Ontario from 2002 to 2009189 Prevention of perineal hernia after laparoscopic and robotic abdominoperineal resection: review with case series of internal hernia through pelvic mesh which was placed in attempt to prevent perineal hernia190 Effect of rectal cancer treatments on quality of life191 The use of antibacterial sutures as an adjunctive preventative strategy for surgical site infection in Canada: an economic analysis192 Impact of socioeconomic status on colorectal cancer screening and stage at presentation: preliminary results of a population-based study from an urban Canadian centre193 Initial perioperative results of the first transanal endoscopic microsurgery (TEM) program in the province of Quebec194 Use of negative pressure wound therapy decreases perineal wound infections following abdominal perineal resection." Canadian Journal of Surgery 55, no. 4 Suppl 1 (August 2012): S63—S135. http://dx.doi.org/10.1503/cjs.016712.

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Pelepeichenko, Liudmyla, Tetiana Podufalova, and Svitlana Revutska. "VARIATION IN FUNCTIONS OF NARRATIVE IN MILITARY DISCOURSE." Folia linguistica et litteraria XIII, no. 40 (2022). http://dx.doi.org/10.31902/fll.40.2022.11.

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This article identifies kinds of variation in functions of narrative in military discourse and conditions that determine their realization. It proves that the function of narrative proper is observed only in certain types of military didactic discourse, when the speaker’s goal is confined to providing accurate information (teaching how to use weapons, self-defense techniques, etc.). In other types of didactic discourse, the narrative function is supplemented with the functions of educating and affirming society’s value priorities. The types of variation are determined by discourse conditions: the social context of communication and the speaker’s illocutionary goal. In instructive speeches, the function of conveying information can be supplemented with that of affirming society’s value priorities. In informative speeches, the narrative function is often accompanied by the functions of evaluation and refutation of rumors, myths, or someone’s statements. Special occasion speeches are characterized by the rearrangement of functions: the narrative function becomes supplementary, and the functions of evaluation, worldview formation, and value priorities affirmation become the main ones. Inspirational speeches are most often built on the syncretism of narrative and persuasion. In all speech genres of military discourse, the function of a grand narrative is the formation of military personnel’s positive image.

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"The "inter" cultural dimensions in teaching of FLE in an exolingual context." Journal of the Faculties of Arts 18, no. 2 (October 1, 2021): 683–704. http://dx.doi.org/10.51405/18.2.12.

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The aim of this research is to propose pedagogical ideas for improving the quality of teaching / learning of French language / culture in the Jordanian university context. To do so, we will focus on the importance of cultural and intercultural aspects in acquiring a foreign language communication skill. We will then emphasize on clarifying the terms of culture, civilization and interculturality, often confused by foreign language teachers. Subsequently, we will discuss the role of interculturality in communication with others and the role of cultural competence in teaching FFL. The study ends with a number of pedagogical reflections based on our personal experiences and the results of two questionnaires carried out among Jordanian teachers and learners. Keywords: Communication competence, Cultural dimension, FLE class, Intercultural pedagogy, Didactic proposals.

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Lovász-Fűtő, Mariann. "Az iskolai digitális átállás gyakorlati megvalósítása: esettanulmány egy új típusú tanulási környezet kialakítására." Opus et Educatio 8, no. 2 (June 7, 2021). http://dx.doi.org/10.3311/ope.434.

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2020 márciusában Magyarországon is központilag elrendelték az online oktatásra való átállást a világszerte egyre inkább terjedő SARS-CoV-2 koronavírus terjedése miatt. Ez a digitális átállás szükségszerű változást indukált a magyar oktatási rendszerben. Sok didaktikai kérdés, probléma, akadály merült fel ennek kapcsán, melyre megoldást kellett találni, hogy működjön. Esettanulmányomban ezeket vizsgálom meg, s kísérletet teszek arra, hogy a gyakorlatból hozott példákkal megválaszoljam, s elméleti háttéranyaggal is alátámasszam.In March 2020, the transition to online education was also ordered centrally in Hungary due to the spreading of the SARS-CoV-2 coronavirus. This digital switchover has induced a necessary change in the Hungarian educational system. Many didactic issues, problems, obstacles arose in connection with this, and a functioning solution had to be found for it. In my case study, I examine these and make an attempt to answer them with examples from practice, and I also support them with theoretical background material.

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Drueke, Barbara, Verena Mainz, Martin Lemos, Markus Antonius Wirtz, and Maren Boecker. "An Evaluation of Forced Distance Learning and Teaching Under Pandemic Conditions Using the Technology Acceptance Model." Frontiers in Psychology 12 (October 21, 2021). http://dx.doi.org/10.3389/fpsyg.2021.701347.

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Research: Due to the sudden outbreak of COVID-19 and the resulting pandemic situation, universities were forced to rapidly change their traditional pedagogical and didactical approach by shifting from mostly face-to-face teaching to entirely virtual and online teaching methods. Through this, a “forced” distance learning and teaching situation emerged. This study aimed at investigating the effect of these innovations on the implementation, acceptance, and use of the virtual teaching offer within the framework of the technology acceptance model (TAM).Methods: A total of 218 students and 69 lecturers of a German Medical Faculty completed online questionnaires on the acceptance, satisfaction, and usefulness of the forced distance learning (FDL) and teaching (FDT), respectively. An extended version of the TAM was used to assess the acceptance of the students and lecturers of FDL and FDT. In order to estimate the multivariate dependencies, path analysis was employed using structural equation modeling (SEM).Results: In general, students and lecturers reported being satisfied with the implementation of the FDL and FDT. Regarding the TAM model, the fit indices suggested an acceptable model fit for both groups. The model of the students revealed that the perceived usefulness had a strong predictive power on the attitude toward using and the perceived ease of use also predicted the attitude. The existing technical infrastructure as well as the general media affinity and pandemic-related worries proved to be positively associated with the perceived usefulness while data security worries and organization of online teaching predicted the perceived ease of use in students. The strong positive predictive power of the perceived usefulness for the attitude toward using was also evident in the model for the lecturers and the technical infrastructure predicted the perceived ease of use in the lecturers.Conclusion: The TAM is a suitable framework to represent the implementation, acceptance, and use of the virtual teaching offer during the special pandemic situation at the university. However, personal and structural context factors were important predictors for the perceived usefulness and the perceived ease of use in the student group. The forced situation for learning and teaching makes it more difficult to predict the actual use of virtual teaching offers solely based on attitude.

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Zannier-Wahengo, Aurelie. "Global simulation: fostering students pro-activism in the learning of Frech in Anglophone countries." Namibia CPD Journal for Educators, February 22, 2018, 59–79. http://dx.doi.org/10.32642/ncpdje.vi.1291.

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Learning and teaching activities evolve together with the didactics research progress. In foreign language teaching, the communicative approach, developed in the 1970s, positioned learners at the epicentre of the learning-teaching process, exposing them to realistic and authentic communicative situations. New teaching activities and practices developed in order to answer the learner-centred approach needs, and simulation techniques found interest among many French foreign language experts. In the early 1980s, role-play activities were implemented in French foreign language classrooms and they became unavoidable activities in textbooks. They were eventually introduced as testing instruments in official certifications such as the French International Language Certificates DELF and DALF. The global simulation teaching technique, which appeared together with role-play, was more ambitious as it required learners to create and interact in a collective world of reference, in which they had to simulate fictional characters communicating with each other in a specific realist environment, and according to the on-going events and incidents occurring in this environment. In a global simulation, learners embark on a “realistic illusion” where they are actors as well as decision makers of the storyline. Unlike role-play, the global simulation teaching technique constitutes the core of the teaching content. This paper aims to define the Global Simulation process and its technicalities, and to analyse its potential pedagogical advantages and limitations. The paper will attempt to present origins and concepts of the Global Simulation in FFL to value its pedagogical advantages from teachers’ and learners’ points of view, and to underline the possible obstacles and/or limitations of this communicative tool.

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"Analysis of Methods and Tools for Visualising Anatomy in the Professional Training of Future Design Teachers." Futurity of Social Sciences, June 20, 2023, 59–70. http://dx.doi.org/10.57125/fs.2023.06.20.05.

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Design teachers are trained in anatomy through the use of conventional atlases and textbooks specifically tailored for artists. The training did not use modern visualisation tools, widely used in medical universities, to popularise knowledge. The focus of the study was the techniques and approaches used for visual representation. The purpose of the study was to systematise methods and means of visualising anatomy in the training of design teachers, to determine the features of presenting knowledge in this area for designers. The research methodology involved the use of an integrated approach, which took into account all the features of the application of anatomical knowledge in design, affecting the format of their presentation. General scientific methods were used to systematise the material on the research topic, to formulate the problem, form a hypothesis as well as to formulate conclusions. It was found that at the moment there is a sufficient number of education platforms on the Internet with free access, which contain information in various visual formats. There were also educational applications and interactive atlases. But they focus on the medical component, so it was necessary to adapt them to the tasks of training designers. In general, all the considered tools can be used in different forms of training: theory and practice, didactic lectures, modeling, simulation. For design training, important issues were the ergonomics of space and objects in it, which were largely based on human anatomy. Therefore, ergonomic models can be used as visualisation tools for preparation. Thus, the range of visualisation tools and methods is quite wide, their use proves to be effective, but there was an urgent need to adapt existing programs, models, platforms to meet design requirements. It is promising to develop an interactive anatomical atlas for the designer, which can be used in the educational process in the classroom and independently as a reference manual for students, teachers, and designers.

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Moos, David. "L’ABC par ekivoche et les abécédaires français du xiiie siècle." French Studies, July 5, 2021. http://dx.doi.org/10.1093/fs/knab054.

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Abstract Parmi les poèmes abécédaires français du treizième siècle, les prières de Ferrant et de Plantefolie relèvent manifestement d’une même tradition mariale. Ces textes didactiques délivrent des odes à la Vierge composées selon l’ordre alphabétique, qui revendiquent, en ce sens, une forme de complétude et qui constituent, pour le poète comme pour le lecteur, une voie, un chemin métaphorique vers le salut. Mais le troisième abécédaire du siècle, La Senefiance de l’ABC de Huon de Cambrai, poème à visée morale dont le contenu semble radicalement différent, participe-t-il de cette tradition? Tel est le cas selon l’hypothèse que défend le présent article. Pour ce faire, nous proposons une analyse en trois temps du poème. D’abord, une étude des modalités de glose des lettres mettra en évidence l’attention portée par le poète à chacun des signes de l’alphabet. Ensuite, nous montrons comment ces modalités permettent de faire de l’ABC une entité homogène et complète. Finalement, nous étudions la façon dont le texte est structuré à l’image d’un chemin vers le salut. Ainsi, notre étude démontre que la Senefiance de l’ABC partage les trois caractéristiques définitoires des ABC de Ferrant et de Plantefolie et appartient, donc, bel et bien à la même mouvance abécédaire. Among the three French ABC poems of the thirteenth century, the prayers of Ferrant and Plantefolie belong to the same Marian tradition. These didactic texts deliver odes to the Virgin composed in alphabetical order, which lay claim to a form of completeness and constitute, for the poet as well as for the reader, a metaphorical path towards salvation. However, the third ABC poem turns out to be radically different: La Senefiance de l’ABC by Huon de Cambrai proposes a moralizing gloss of the letters. Nevertheless, this poem can also be affiliated to the same register as its two counterparts. This article aims to demonstrate this through detailed analysis of Huon’s ABC. First, a study of the forms of the glosses will highlight the attention paid by Huon to each of the letters of the alphabet. Subsequently, we deal with the modalities that confer to the whole ABC a homogeneity and a coherence close to those of the two Marian prayers. Finally, we study the structure of the text, which is organized as an alphabetical path to salvation. Our study shows that the Senefiance de l’ABC shares the three defining characteristics of Ferrant and Plantefolie, and thus belongs to the same ABC trend.

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