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Статті в журналах з теми "Pratiques de reformulation":
Beck, Sylvain. "Éduquer les riches par l’expérience des pauvres ? Quand le travail social peut accompagner vers la sobriété…" Sociographe N° 86, no. 2 (May 7, 2024): 69–77. http://dx.doi.org/10.3917/graph1.086.0069.
Wils, Thierry, Christiane Labelle, Gilles Guérin, and Jean-Yves Le Louarn. "La gestion stratégique des ressources humaines: Un reniement du rôle social de l'entreprise?" Articles 44, no. 2 (April 12, 2005): 354–75. http://dx.doi.org/10.7202/050496ar.
Falardeau, Érick, Denis Simard, Marion Sauvaire, and Julie-Christine Gagné. "L’activité réflexive d’élèves du secondaire analysée sous l’angle de ses manifestations langagières à l’oral." Swiss Journal of Educational Research 36, no. 2 (September 20, 2018): 333–50. http://dx.doi.org/10.24452/sjer.36.2.4939.
Dupret, Baudouin. "Pluralisme juridique, pluralité de droits et pratiques juridiques : théories, critiques et reformulation praxéologique." Revue générale de droit 49, no. 2 (2019): 591. http://dx.doi.org/10.7202/1068530ar.
Kokoreff, Michel, and Claude Faugeron. "Les pratiques sociales des drogues : éléments pour une mise en perspective des recherches en France." Sociétés contemporaines 36, no. 4 (November 1, 1999): 5–17. http://dx.doi.org/10.3917/soco.p1999.36n1.0005.
Fanga, Jean Patrick Nkolo. "La question de l’immigration et la nécessaire reformulation des formes d’autorité en pastorale." Thème 25, no. 2 (March 4, 2019): 97–122. http://dx.doi.org/10.7202/1056939ar.
Steffen, Gabriela, and Stéphane Borel. "Les activités de reformulation dans et pour la conceptualisation des savoirs scientifiques. Passages du monolinguisme au bilinguisme." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 30 (September 25, 2011): 145–64. http://dx.doi.org/10.26034/la.cdclsl.2011.903.
Ticca, Anna-Claudia. "« Puede respirar, sniff ? » Les soignants face aux défis des interactions avec des publics migrants." SHS Web of Conferences 133 (2022): 01002. http://dx.doi.org/10.1051/shsconf/202213301002.
Letessier, Anne-Sophie. "Dépayser le dépaysement dans Monkey Beach d’Eden Robinson (2000)." Textures, no. 24-25 (January 1, 2018): 175–87. http://dx.doi.org/10.35562/textures.264.
Derouet, Bernard. "Parenté et marché foncier à l’époque moderne: une réinterprétation." Annales. Histoire, Sciences Sociales 56, no. 2 (April 2001): 337–68. http://dx.doi.org/10.1017/s0395264900032674.
Дисертації з теми "Pratiques de reformulation":
Doumbia, Mahamadou Siaka. "Les pratiques de reformulation dans les interactions bilingues bamanankan-français à l'école fondamentale 1er cycle au Mali." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH007.
The thesis aims to analyze the phenomenon of reformulations in the context of bilingual French-Bamanankan interactions in the classes of elementary shool in Mali. The study is based on a corpus of 39h 35 min video and audio recordings consisting of sequences of classes and interviews. The sequences, filmed in 12 classes of the 4th year, concern two non-linguistic disciplines: geography, taught in Bamanankan L1, and observation sciences, taught in French L2. The films were transcribed and analyzed using the CLAN software which allowed the extraction of all instances of annotated reformulations. The analysis carried out on them, both qualitatively and quantitatively, leads to several results. It turns out that reformulations are an omnipresent phenomenon in the discourse of interactants, teachers, and students, in geography as well as in observational sciences, in L1 as in L2. These activities participate in the construction of knowledge in students, which could be verified with the help of an understanding assessment. The comparison of teachers shows that experience, among other factors, affects the production and management of reformulations. Based on observed practices, proposals, arguing for an optimization of the use of didactic reformulations and all bilingual practices, were formulated as contributions in the direction of improving the quality of teaching in Mali, or even in West Africa
Nin dɔnniyafasɛbɛn laɲini ye ka kuma tɛrɛmɛwalew taabolo fɛsɛfɛsɛ kumaɲɔgɔnya senfɛ farasɛkan ni bamanankan kanfilakalan hukumu kɔnɔ Mali dugumakalan tigɛyɔrɔ fɔlɔ kalansow kɔnɔ. Baara in sinsinna ɲininikunnafoni kan min labɛnna ni lamagaja dɔw ye ani kumakan tàlenw, minnu bɛɛ bὲnna waati 39 ni sanga 35 ma kàlansenw ni koɲɛɲinibarow kan. Jàw tàli bòlila sàn 4nan kàlanso 12 minnu kan, olu bɛ kàlanbolo fila kan kandɔn sèn tɛ minnu na : sìgidɔn min bɛ lakalan bamanankan na (kalankɛkan fɔlɔ - K1 sugandilen) ani nimadɔn, o min bɛ lakalan faransɛkan na (kalankɛkan filannan -K2 suguandilen). Ja kumakanw sɛbɛnna k’u fɛsɛfɛsɛ ni jàtebila kɛrɛnkɛrɛnnen ye, CLAN, ale min kɛra sababu ye kà kumatɛrɛmɛwalew tàamasiyɛnnenw bɛɛ tɔmɔ ka kɛ ɲɔgɔn kan. Sɛgɛsɛgɛli minnu kɛra olu kan, hakɛko ni ɲùmanya kiimɛni na, o wolola jaabi caman na. A yera k’a fɔ kumatɛrɛmɛwalew ye kow ye minnu bɛ kumaɲɔgɔnmaw, karamɔgɔw ni kalandenw, ka kumaɲɔgɔnya tɔ jiidi sìgidɔn ni nimadɔn kàlanni sèn fɛ, K1 ni K2 fìla bɛɛ la fana. O kumatɛrɛmɛwalew jɔyɔrɔ ka bon kosɛbɛ dɔnniyaw sɔrɔli la kàlandenw fɛ. O sera ka sɛmɛntiya ni kalandenw ka faamuya kiimɛni ye. Karamɔgɔw ka sangaɲɔgɔnmani y’a jira k’a fɔ ko lahalaya wɛrɛw cɛ la, ko kɛbaakɔrɔya jɔyɔrɔba bɛ kumatɛrɛmɛwalew fɔli n’u tɔbɔtɔli la. Ka kɛɲɛ ni kalankɛwale lajɛlenw ye, hakilinajira dɔw kɛra minnu bɛ kàlanɲɛdɔn kumatɛrɛmɛwalew waleyali senkɔrɔmatintin kà fàra kanfilakan baara bɛɛ kan walasa o ka kɛ kàlanko sankɔrɔtali sababu ye Mali la, fo ka se Farafinna tilebinyanfan bɛɛ ma
Fshika, Khadija. "Les pratiques de transmission à partir d’un manuel de français langue étrangère en contexte libyen : analyse des stratégies de reformulation des consignes et du style professoral." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA028.
This thesis aims to understand the transmission practices of two teachers from a universalist handbook, used in a local context. The teachers' relationship to the rule, and the reasons that guide their differences, are at the core of our analytical approach. Placed at the crossroads of language learning and teaching, language sciences and ergonomics of work sciences, the research focuses on the linkage between prescription as an institutional constraint, and as a teaching method. The motives and the sources of transmission are plural and shared between various social actors of the class, both teachers and learners. Furthermore, they work and interact through specific semiotic tools, board and handbook to name only the main. For those reasons our reflection is necessarily multidisciplinary.The challenge of this thesis thus questions the notions of reformulation and transmission strategies. How do two teachers recast the same instructions, in the same context? By asking, we’re trying to observe and identify signs of the teacher’s action style, and to question their pragmatic effectiveness in the teaching process.Hence, our theoretical framework is mostly based on the study of educational prescriptions, the sociological theory of the social actor, in its relation to the rule, and the activity of reformulation in the discourse. It nonetheless remains that it draws generously in a broader bibliography of discourse analysis and the teacher thinking theories. On the methodological front, our approach is qualitative, based on a non-participant observation of the interaction as well as on the simple self-confrontation interview. Our corpus of analysis, recorded, transcribed and enriched by observations, relates two different teachings: that of Nadia and Fouad
Rubio, Zenil Buenaventura. "Les méthodes d'apprentissage des apprenants de langue étrangère à travers l'analyse de leurs pratiques de "réparation" dans le cours de conversations acquisitionnelles." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030100.
This research is based upon Conversation Analysis (CA) and integrates a sociocultural perspective. It describes the situated learning practices and conversations of a social group of people of a Self-Access Center. Based upon empirical data from audio and video recordings of exolingual conversations between French and Spanish learners with French and Spanish native speakers, the phenomenon of “repair” (Schegloff, Jefferson & Sacks, 1977) is analyzed to describe “methods” (Garfinkel, 1967) used by the participants in order to provide elements to understand the notion of learning-in-action. Some features of repair sequences are shown, as well as the orientations of one participant to the expertise of another participant. It is noticed that the speakers exhibit an identity of expert or learner, and I argue that category is a transitional and dynamic entity in the interaction where repair mechanism is an indispensable tool. I show that the repair mechanism in exolingual conversations is also a learning method used by learners. Interaction and particularly the "interaction for acquisition" is a tool that promotes L2 acquisition ("cognition in practice", Lave & Wenger, 1988; "community of practice", Wenger, 1998) and allows us to simultaneously observe the process "on line" of the appropriation of linguistic resources and the way participants resolve problems that risk intersubjectivity. I notice more generally, that learning cannot be defined a priori but it is contingent and contextual and emerges from the dynamic activities of interaction
Mohamed, Hassan Mohamed Rania. "Les croyances des enseignants et des apprenants adultes quant à la rétroaction corrective à l’oral et la pratique réelle en classe de français langue étrangère en Égypte." Thèse, 2011. http://hdl.handle.net/1866/4925.
Previous research revealed that Egyptian learners of French as a foreign language who will be the future teachers of French in Egypt produce numerous errors repetitively during oral productions. While this lack of accuracy can be attributed to a cohort of factors (number of students in class, duration of course, age and motivation of students, methods of teaching, etc.), it is assumed in the present study that corrective feedback could be at the origins of the reported results. Defined as implicit or explicit teacher reactions to the learners’ incorrect renditions, corrective feedback is seen by many second language acquisition researchers (Schmidt, 1983, 2001; Long, 1991, 1996; Lightbown, 1998) as a driving force behind interlanguage development. Among other things, corrective feedback draws learners’ attention to form and helps them notice the gap between their interlanguage and the L2 norm. In light of these theoretical arguments along with empirical research findings indicating the benefits of corrective feedback, the present study investigated corrective feedback provided in French as a foreign language classes in Egyptian universities. More specifically, the study explored teachers’ and students’ beliefs about feedback as well as teachers’ in-class use of feedback. Previous research on beliefs indicates that teachers’ beliefs shape their teaching and that learners’ beliefs affect their motivation and determine the effort students are willing to deploy to learn the target language. Based on these theoretical and empirical claims, the present study investigated teachers’ and students’ beliefs about oral corrective feedback in learning French as a foreign language in Egypt and explored teachers’ actual corrective feedback practices to determine the extent to which they correspond to their declared beliefs. A beliefs questionnaire was administered to 175 students and 25 language teachers to determine their beliefs about corrective feedback. Nine of the 25 teachers were also interviewed and observed for a total of 27 hours to further investigate their beliefs and in-class practices. The results indicate a mismatch between teachers’ and students’ beliefs on the one hand, and a divergence between teachers’ beliefs and their actual teaching on the other. In terms of the relationship between students’ and teachers’ beliefs, the results reveal that while the majority of the learners do not see recasts as an effective feedback technique, almost half of the teachers do. As for the mismatch between teachers’ beliefs and their in-class practices, a two-fold pattern emerged. First, all the teachers reported that error type determined the technique they used to correct errors and that they preferred to push their learners to self-correct. However, recasts proved to be the technique of choice and that was regardless of error type. Instances of self-correction were rare with teachers choosing to recast most of their students’ errors instead of pushing them to remedy the errors on their own. As such, it may be speculated that the teachers’ choice of corrective feedback techniques, which happens to run counter to the students’ expectations (as shown in the beliefs questionnaire) may be a major factor behind the students’ reported lack of accuracy
Частини книг з теми "Pratiques de reformulation":
Kaës, René. "Quelques reformulations métapsychologiques à partir de la pratique psychanalytique en situation de groupe." In L'expérience du groupe, 181. Dunod, 2010. http://dx.doi.org/10.3917/dunod.picho.2010.01.0181.