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Статті в журналах з теми "Portugais (langue) – Écriture"
Pomerleau, Marc. "LE GALICIEN, UNE LANGUE PRISE EN ÉTAU?" Belas Infiéis 2, no. 2 (April 14, 2014): 85–98. http://dx.doi.org/10.26512/belasinfieis.v2.n2.2013.11244.
Повний текст джерелаde Almeida, Lilian Pestre. "Écriture, oralité et carnaval. Pour la compréhension d’une poétique américaine : Bandeira et Glissant." Études littéraires 25, no. 3 (April 12, 2005): 61–79. http://dx.doi.org/10.7202/501015ar.
Повний текст джерелаCordón García, José Antonio. "La traducción en España (1987-1993)." Meta 42, no. 4 (September 30, 2002): 745–53. http://dx.doi.org/10.7202/002806ar.
Повний текст джерелаLamy-Joswiak, Anne-Cécile. "PanromanIC. Manuale di intercomprensione fra lingue romanze." Journal for Foreign Languages 14, no. 1 (December 23, 2022): 387–91. http://dx.doi.org/10.4312/vestnik.14.387-391.
Повний текст джерелаZwartjes, Otto. "The description of the indigenous languages of Portuguese America by the jesuits during the colonial period: The impact of the latin grammar of Manuel Álvares." Historiographia Linguistica International Journal for the History of the Language Sciences 29, no. 1-2 (2002): 19–70. http://dx.doi.org/10.1075/hl.29.1-2.06zwa.
Повний текст джерелаSantos, Liliane. "Sur la construction de la compétence communicative écrite en portugais langue étrangère." Recherches en didactique des langues et des cultures 7, no. 2 (October 1, 2010). http://dx.doi.org/10.4000/rdlc.2189.
Повний текст джерелаДисертації з теми "Portugais (langue) – Écriture"
Oliveira, Artigas Norma. "O ensino da lingua e do texto literario." Limoges, 1998. http://www.theses.fr/1998LIMO2013.
Повний текст джерелаMata, Pereira Miguel. "Le rôle de la syllabe dans la psycho-socio-genèse de l’écrit : le cas du portugais." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20113/document.
Повний текст джерелаOur research is a socio-constructiviste contribution to the understanding of spelling acquisition in Portuguese. Specifically, we are interested in the role of the syllable in this process. Traditionally, syllabic spellings have been seen as an attempt put forward by children in order to connect speech and print. Nevertheless, the existence of a universal syllabic period has been contested by recent research. It seems that syllabic spellings are dependent of contextual constrains, such as the proprieties of the language of acquisition or the type of didactic activities conducted at kindergarten classrooms.The goal of this research is to study the relationship between the contextual constrains and syllabic spellings. In order to do it, we have conducted five empirical studies: in the first study, we analyze the spellings produced by Portuguese-preschool-children, and also the different procedures and mechanisms put forward to spell. In the second study, we investigate the type of didactic practices carried out around syllables by Portuguese kindergarten teachers. In the third study, we are interested in the relationship between didactic context and syllabic spellings. In the fourth study, we analyze the relationship between the linguistic context, namely the syllabic structure and the number of syllables, and syllabic spellings. Finally, in the fifth study, we have conducted an experimental didactic intervention intended to encourage children to produce syllabic spellings. The results obtained in all this studies indicate that syllabic spellings are heavily dependent on contextual constrains. Spelling acquisition in Portuguese should be considered as a developmental process with a psycho-social-genetic nature, in which the syllable plays a determinant role
Vidigal, de Paula Fraülein. "Connaissance morphologique implicite et explicite dans le portuguese langue écrit." Rennes 2, 2007. http://www.theses.fr/2007REN20021.
Повний текст джерелаThe research aimed to attain 3 major goals : (1) to investigate Elementary School students' implicit and explicit knowledge about morphological, derivational and flexional dimensions of Portuguese spoken in Brazil, and also, to identify when, at the schooling process, is more evident the use of each of these levels ; 2) to identify relationships between morphology and other dimensions of language (phonological, lexical and syntactic) and also, how these relationships are expressed at different school levels, namely first , third, fifth and seventh grades ; 3) to investigate how implicit and explicit knowledge about Portuguese morphological dimension relate to literacy acquisition (decoding and understanding) and writing (orthography). Participants were 260 students, being 132 boys and 128 girls, who were enrolled at first (22), third (28), fifth (107) and seventh (103) grades of a private school at Sao Paulo, Brazil. Data were collected through 14 tasks that evaluated implicit and explicit knowledge about derivational and flexional morphology, morphological derivational knowledge employed to extract word composition rule, neologism production, writing performance of dictated words, reading performance (decoding) and sentences (understanding) as weIl as vocabulary. Results showed that first grade students have implicit knowledge, or in other words, are sensitive to derivational morphology, more specifically to suffix, that was not verified among more advanced grades students who displayed more explicit knowledge than implicit. It has also been noticed that since 1st grade, knowledge about the use of prefixes and suffixes is employed in the composition of fictitious words. For the two following group of objectives, the expected significant correlations between morphological knowledge and other linguistic dimensions - phonological, syntactical and lexical - are observed since 3rd grade. From this grade on we also verified a growing number of correlations between morphological knowledge and the performance of both reading and writing. In conclusion, we consider that some advances were made into the understanding of the role of implicit and explicit derivational morphological knowledge, and some open questions remain to be answered by future research
Almeida, Lajes Maria Alcina. "Contribution a l'etude de la communication ecrite chez l'enfant - elements pour une analyse semantico-pragmatique de textes d'ecoliers portugais (cm1 et cm2) : les actes de langage." Toulouse 2, 1989. http://www.theses.fr/1989TOU20022.
Повний текст джерелаA contribution to the study of the written language of primary school age children is proposed here, with the assumption that the learning disabilities evidenced by children belonging to certain social groups may be due, to a great extent, to language differences. The analysis that has been carried out shows the relevance of the concept of illocutionary synonymy with respect to the description of language usage (information, greating, promise. . . ). The corpus of 240 written compositions (selected from a sample of 1200) has been analysed by means of a large number of grids, we have designed according to the taxonomy of illocutionary acts of searle (1972, 1982) and aston (1977) as well as to the theoretical framework of anscombre, berrendonner, ducrot, kerbrat-orecchioni. . . ). The data have been analysed as a function of the following variables : age, sex, private public school and social status. The main finding of this study are the establishement of the tendencies of the written communication of urban children (lisbon) and the identification of the most significant differences between the sub-groups we have observed
Alvarenga, Daniel. "Variations orthographiques, temps d'identification et apprentissage de la langue écrite portugaise : une approche phono-cognitive." Paris 8, 1993. http://www.theses.fr/1993PA080750.
Повний текст джерелаFrom the phonological principles defined by the segmental and metrical phonology, canonical syllable and stress ladders are presented for the portuguese. The cv syllable and the paroxyton stress are the most syllabic and accentual canonical types. We tried to establish the cognitive relevance of these canonical structures during the utilization of written language by brazilian children of 7 to 15 years old. These canonical structures also explain spelling variations observed during writing free texts and dictations. They also explain identification times of words and non-words with different syllabic and accentual structures and pronunciation changes during reading
Teletin, Andreea. "Organisation et fonctionnement du discours publicitaire dans la presse écrite : analyse comparative entre le portugais, le français et le roumain." Paris 8, 2008. http://www.theses.fr/2008PA082982.
Повний текст джерелаOur study focuses on a linguistic approach (more specifically, a semantic-pragmatic approach) of advertising discourse in print media. Our aim is to study the main differences and similarities of the advertising discourse in the context of European advertising (Portuguese, French and Romanian). The theoretical framework of our analysis is mainly based on Bernard Pottier’s semantic theory that links the conceptual, the linguistic and the discursive levels. Because the advertising discourse aims to persuade potential consumers, it conveys the deontic modality, which in its turn combines with the epistemic and axiological modalities. In the first part, we study the characteristics and functions of each component of the advertising discourse (title, argumentative text, image, logo and slogan). The second part of our work focuses on the analyses of linguistic phenomena, such as: modalisation, forms of address, deixis and negation. The third part deals with the cultural representations - linked to stereotypes and myths - in Portuguese, French and Romanian advertising discourse. The comparative approach allowed us to deepen the study of the discursive textual structures that we tried to contextualize from a socio-cultural point of view. Given the complexity of the advertising discourse, our study aims to offer a better understanding of the persuasive force in this type of discourse, through the analysis of its linguistic, social and mythical contents
Afonso, Maria Fernanda. "De la fortune de la nouvelle dans la littérature mozambicaine : écritures postcoloniales." Bordeaux 3, 2001. https://hal.science/tel-04571363.
Повний текст джерелаThe Mozambique's short stories are clearly following a different path from the long-established western model. Crossing of voices, languages and different narrative systems, the short story puts in evidence the post-colonial African world contradictions deeply entrenching its roots in the voice of Africa
Pascale, Vincenzo. "Préhistoire de l'écriture plurilingue d'Amelia Rosselli dans les 'Primi scritti' (1952-1963) : une écriture bouleversée." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC003.
Повний текст джерелаWe would like to show the importance of Amelia Rosselli’s formative and biographical moment that precedes her writing as well as the role of her first multilingual works that represent the prehistory of her Italian trilogy and of other works of her literary maturity. To do so, this thesis studies, in its first two sections, the exile of the Rosselli family, victim of political persecution throughout the fascist ventennio, as well as the poet’s Franco-English-American proto-formation, amongst music, literature and politics. We will draw up a synthesis of the neorealist influence of the poet Rocco Scotellaro and of the ethnologist Ernesto de Martino. In the third section, this study will analyse, in an inter-textual perspective, the Primi Scritti (1952-1963) and will describe the poet’s idiom, characterized by alternation and mixture, of Italian, French, and English, sometimes in the same text. In parallel we will show how Amelia Rosselli’s multilingualism is not limited to a simple triglossie. Her multilingualism includes other languages: Latin, Italian and French from the Middle Ages, Elizabethan English, the spoken language of the illiterate from Basilicata, plus popular forms of speech from the south of Italy and from Rome. We uphold the importance of the anthropological and ethno-musicological studies carried out by Amelia Rosselli from 1952 to 1953. We will also show how the book of investigation Contadini del Sud by the Lucanian Rocco Scotellero was determining for her, as well as other texts, to be able to describe the treasures of her literary prehistory. Throughout the analysis of the texts of the origins we will uncover the birth of Amelia Rosselli’s three poetics: that of space, of the eclipse of oneself, and that of the wound, together to be seen as interdependent, entwined, and that will further develop themselves during the 60’s and the 70’s
Dias, loguercio Sandra. "Dictionnaires bilingues et pédagogie de la lecture : vers un dictionnaire français-portugais d'appui à la compréhension écrite et à l'apprentissage du vocabulaire en français langue étrangère." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2013. http://tel.archives-ouvertes.fr/tel-00957934.
Повний текст джерелаLoguercio, Sandra Dias. "Dictionnaires bilingues et pédagogie de la lecture : vers un dictionnaire français-portugais d'appui à la compréhension écrite et à l'apprentissage du vocabulaire en français langue étrangère." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030053/document.
Повний текст джерелаThis study is based on the teaching model of reading French as a foreign language by university students who are beginners in this language in Brazil. After presenting the essential topics of this didactic approach and the issues related to the teaching-learning process when reading in a foreign language, in which the lexical acquisition plays a major role, we present the basics of lexicology and lexical semantics, and finally we portray the works developed in pedagogical lexicography, in which we place this study. Regardless of its dissemination among Latin America students and of its continuous reformulation to account for new learning situations, this teaching method contains some gaps. The gaps refer to a critical issue for a large number of readers: the lack of lexical knowledge. This issue relates not only to a lack of vocabulary knowledge, but also to the ability of word learning. In this study, this question has been further studied based on two experimental researches. The first one, using a more prospective approach, aims at identifying the role of the dictionary–especially bilingual dictionaries–in the reading process and the effects of dictionary use in the construction of meaning. The second one compares the use of two lexicographic instruments: a bilingual dictionary and a pedagogical dictionary for learners of French as a foreign language. Both researches yield important information about the integration of a lexical study with this teaching model; additionally, they are complemented by the analysis of the dictionaries available to this target audience. In this way, we can set methodological principles to build a pedagogical dictionary that helps students in reading activities and that supports vocabulary acquisition on the basis of functional lexicography
Книги з теми "Portugais (langue) – Écriture"
Manual de Redação e Estilo: O Estado de São Paulo. 3rd ed. Moderna, 2001.
Знайти повний текст джерелаScliar, Moacyr. Viajando Através Do Alfabeto: A Reading and Writing Program for Intermediate to Advanced Portuguese. Hackett Publishing Company, Incorporated, 2010.
Знайти повний текст джерелаЧастини книг з теми "Portugais (langue) – Écriture"
Besse, Anne-Sophie. "Caractéristiques des langues premières et apprentissage de la lecture en français langue seconde : perspective comparative interlangue entre l’arabe et le portugais." In L’apprentissage de la langue écrite, 133–49. Presses universitaires de Rennes, 2009. http://dx.doi.org/10.4000/books.pur.60485.
Повний текст джерелаBeaufils, Anne-France, and Chantal Louchet. "Écriture collaborative en cours de langue étrangère : une expérience entre des étudiants universitaires en France et au Portugal." In Para lá da tarefa: implicar os estudantes na aprendizagem de línguas estrangeiras no ensino superior, 68–94. Faculdade de Letras da Universidade do Porto, 2019. http://dx.doi.org/10.21747/9789898969217/paraa4.
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