Дисертації з теми "Ukrainien (langue) – Enseignement assisté par ordinateur"
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Saint-Joanis, Olena. "Formalisation de la langue ukrainienne avec NooJ : préparation du module ukrainien." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2024. http://www.theses.fr/2024UBFCC005.
Повний текст джерелаLthough interest in the Ukrainian language has increased greatly in recent years, it remains poorly described and schematized. The few Natural Language Processing (NLP) software applications available do not necessarily meet the needs of students or researchers. These tools have been developed using stochastic approaches and, therefore, do not have a solid linguistic basis. Consequently, their usefulness is questionable, as they produce too many errors. After studying these available NLP applications, we chose to use the NooJ linguistic platform to process Ukrainian because it provides us with the tools we need to develop linguistic resources in the form of dictionaries and orthographic, morphological, syntactic, and semantic grammars. Note that NooJ also provides users with tools to manage corpora, perform various statistical analyses, and is well adapted to construct pedagogical applications. We have built a Ukrainian module for NooJ that consists of a main dictionary, "Ukr_dictionary_V.1.3," and two secondary dictionaries, "Ukr_dictionary_Participle_V.1.3" and "Ukr_dictionary_Proper_lowercase_V.1.3". The main dictionary contains 157,534 entries and recognizes 3,184,522 inflected forms. It describes simple ALUs made up of a single graphic form, but also locutions made up of two or more forms; it recognizes and analyzes ALUs with alternative spellings, and makes abbreviations explicit. The inflected forms of variable entries are formalized through 303 inflectional paradigms. We have also formalized 114 derivational paradigms that link perfective verbs to imperfective verbs. The 19 morphological grammars describe numerous derived forms and spelling variants not found in the dictionary. Finally, we have listed certain forms in secondary dictionaries, notably lower-case participles, and proper nouns. The "Ukr_dictionary_Participle_V.1.3" dictionary contains 13,070 entries and complements the main dictionary when the morphological grammar describing participles does not allow the participle to be recognized in the text. Thanks to these resources, 98.3% of occurrences in the test corpus were recognized and annotated with their morphological information. We also built ten syntactic grammars, which removed many ambiguities, as we went from 206,445 annotations to 131,415 for a corpus of 108,137 occurrences. We have also outlined several avenues for future work to improve our module, namely: the development of new additional morphological grammars and syntactic grammars that will remove the remaining ambiguities
Mangenot, François. "Aides logicielles pour apprentis scripteurs en langue maternelle et en langue étrangère." Paris 10, 1995. http://www.theses.fr/1995PA100091.
Повний текст джерелаTraditional CALL is often criticized as it doesn't take account of recent approaches in cognitive psychology, linguistics or psycho-pedagogy. This use of the computer as a tutor doesn’t seem to make much sense in the field of acquisition of writing skills. On the other hand, many publications are to be found about using the computer as a tool (word processor, concordance,. . . ). But between the tutor and the tool, a field has remained more or less unexplored, which considers the computer as a support for constructivist activities (language games, language generators, writing environments). This research proposes computer—based activities aimed at developing writing skills, and more generally language awareness, with novice writers. Cognitive, social and linguistical aspects at stake in these activities are studied here
Poïarkova, Elena. "L' enseignement assisté par ordinateur de la traduction français-russe." Aix-Marseille 1, 2006. http://www.theses.fr/2006AIX10018.
Повний текст джерелаDamaskou, Maria. "L'élaboration d'un programme de français langue étrangère assisté par ordinateur pour les hellénophones." Paris 5, 1996. http://www.theses.fr/1996PA05H016.
Повний текст джерелаThe purpose of this present work is to reach the objective that we have set for ourselves, that of communication with the computer through the pedagogical principles of expression libre. The latter constitutes the basis of the Mireille computer software programme, which has served as model in the development of our project, for speakers of the Greek language. Firstly, we studied the main linguistic theories and examined their influence on the different foreign language teaching learning methods, so as to reach certain pedagogical conclusions which would justify our choice, that is to say that of the rehabilitation of(contextually) meaningful and authentic speech. Secondly, we outlined the pedagogical framework of expression libre so as to better define this approach of passing from the stage of recognized language to the stage of applied language on performance of the learner in his her native language, in order to atteint the target language, and we have laid down the pedagogical and linguistic principles before proceeding to the presentation of the Mireille computer software programs, we examined the status of the computer in the language classroom, as well as the current reality regarding this teaching tool, new to the educational field in Greece. We next described the conceptual framework of Mireille by examining the types of communicative competence targeted, and the means of attaining these, stressing that they lie within a global approach aiming at the development and autonomy of the learner. Finally we proceeded to analyze a teaching sequence through the presentation of one of the three Mireille Greek version, so as to demonstrate that foreign language acquisition takes place through authentic conversation as carried out by software programs that are provided with the flexibility and tolerance that can be found in the software programs in question. We also examined the new dynamics established in the teaching process following introduction of this new teaching tool
Chenik, Nicole. "L'enseignement assisté par ordinateur et son application à l'enseignement de l'anglais de spécialité." Paris 4, 1992. http://www.theses.fr/1992PA040126.
Повний текст джерелаThis purpose of this thesis is to examine how Computer Assited Language Learning (CALL) can be usefully applied in ESP. .
Carton, Martine. "ELAO, enseignement de la littérature assisté par ordinateur pour apprenants japonais à l’université." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030041.
Повний текст джерелаThis thesis describes an action research in the field of didactics of French literature for Japanese University students in the context of ICT-aided learning. It is based on the mediatisation of the reading process of a digitized version of a novel with the computer. The novel is read in an ICT laboratory, which allows access to features that help to redistribute the roles of actors in the teaching situation, which traditionally focused on the teacher. The teaching of translation is reconsidered through the technique of parallel corpus, which allows for the analytical study of several translations already published of the same book
Zaafrani, Riadh. "Développement d'un environnement interactif d'apprentissage avec ordinateur de l'arabe langue étrangère." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/zaafrani_r.
Повний текст джерелаPurinthrapibal, Sirima. "Enseignement du FLE assisté par ordinateur en Thaïlande : étude de l'aide à la compréhension de relations logique cause-conséquence." Toulouse 2, 2008. http://www.theses.fr/2008TOU20015.
Повний текст джерелаThe purpose of this research was to study foreign language comprehension. After first presenting a review of various literature on oral and written comprehension theories based on cognitive psychology and psycholinguistic, we then present the experimental study conducted with Thai students learning French as a foreign language. The experiment consisted of examining the students'performance in comprehension of different causal relation phrases related by connectives, and alternatively by punctuations in different degrees of difficulty and orders of situation. We performed test scenarios via both oral and written computer-based examinations. This study showed that oral comprehension is a significant problem for Thai students compared to written comprehension. In addition, this study shows that 1) causal phrases related by connectives are easier to comprehend than causal phrases related by punctuation, and 2) the performance in comprehension of phrases which situations are in cause-consequence order is better than that of phrases with consequence-cause situations order. The analysis of the collected data permit to propose revisions to traditional teaching methods to improve students' oral comprehension and understanding of cause-consequence expressions, and as well to propose modifications to Computer-assisted Instruction methods to achieve similar improvements in student comprehension
El, Youbi Belkacem. "La pédagogie de l'arabe et ses développements sur micro-ordinateur." Paris 5, 1995. http://www.theses.fr/1995PA05H065.
Повний текст джерелаNowdays, pedagogy of Arabic language and the development of its learning strategies on computer supports for a native or foreign public does not make detailed scientific studies. We are involved in this research for a help and a scientifisation of the pedagogy of its language by introducing computer. Our study is made up of three complement ry parts : survey, pedagogie by ordinator and the execution of the software that we called Luqman
Mckim, Kerrie. "Sites Internet : approches par les tâches et apprentissage du lexique en langue étrangère." Grenoble, 2010. http://www.theses.fr/2010GRENL001.
Повний текст джерелаThis dissertation lies within the fields of Second Language Acquisition and Computer-Assisted Language Learning integrating a task-based learning approach while focusing on lexical acquisition. This study was developed following the observation that websites are frequently used in the foreign language class yet little research has been done to examine the impact that the use of l websites has on the students’ acquisition of the language. The purpose of this research is to examine the impact of the websites on lexical learning in the foreign language classroom. The participants in this study are university students enrolled in a conversational language class, Their language level range from advanced beginners to advanced intermediate learners. Websites are integrated into the course curriculum through the use of Blackboard (a course management system) and studied outside of class to prepare for in class communicative tasks. The study presents a description of the communicative tasks carried out by the students as well as the Internet websites used in the execution of the communicative tasks. Comparisons are then made between the language produced by the learners during the tasks and the lexical items present on the websites
Herry, Nadine. "Evaluation objective et subjective de la prosodie anglaise parlée par des français : apport de l'enseignement assisté par l'ordinateur." Aix-Marseille 1, 2001. http://www.theses.fr/2001AIX10064.
Повний текст джерелаWenski-Béthoux, Christiane. "Utilisation de produits multimédia pour la construction de compétences lexicale : analyse linguistique, psycholinguistique et didactique des apports des cédéroms, des sites Internet et du travail en tandem pour l'apprentissage de l'allemand langue seconde." Lyon 2, 2005. http://theses.univ-lyon2.fr/documents/lyon2/2005/wenski_c.
Повний текст джерелаAdding a computer to the classic teacher/student relationship causes both teachers' and students' working methods to change. Multimedia products claim a mediatisation of knowledge, but how and up to what point can they achieve this target concerning lexical acquisition in German as a foreign language? By studying the lexical language system, cognitive processes in the memory, and certain pedagogical and didactic bases, we will consider this question with reference to the following multimedia tools : four CD-Roms (Einblicke, Tell Me More, Reflex' Deutsch, Infolangue), the web pages of "LernNetz Deutsch" and an email tandem method between a German student and a German native speaker. The aim is to show that the three media motivate learners, encourage various strategies of decoding or encoding of lexical units, as well as the use of several lexical aids. Nevertheless, the preliminary programming restricts both the activities and the "interactive" reactions offered by the machine. The intervention of a language teacher who corrects students' "free" writing, and guides them in their lexical acquisition is essential. The teacher becomes an adviser who individualizes students' work, and makes it more important by giving the students' more responsibility, but also by training them to use multimedia products efficiently
Abu, Al-Chay Najim. "Un système expert pour l'analyse et la synthèse des verbes arabes : dans un cadre d'Enseignement Assisté par Ordinateur." Lyon 1, 1988. http://www.theses.fr/1988LYO10076.
Повний текст джерелаArthaud, Paul. "Création et utilisation de ressources pédagogiques sur support numérique pour l’enseignement de l’anglais dans une école d’ingénieurs : modalités d’intégration et étude d’impact." Paris 3, 2007. http://www.theses.fr/2007PA030030.
Повний текст джерелаThis action research was meant to design digitised learning resources as an integrated complement to a specific teaching context. In the light of current theoretical knowledge on second language acquisition and the use of information and communication technology, a learning system was implemented in which the resources had the role of developing explicit knowledge. Once in operation the resources were assessed through detailed measurements. They fulfil their function to the learners’ satisfaction although parts of their contents and aspects of their layout need amending. Using such resources entails that teachers should assume new functions requiring new skills. This action research, prompted by a sense of deontological responsibility, led to the achievement of greater theoretical expertise and the adoption of more reliable teaching practices. Thanks to rigorous methodology the hypotheses have been validated and the practices can be transferred to other contexts
Renard, Carole. "Etude linguistique et didactique des collocations verbe / substantif en français langue étrangère : vers la conception d'une activité informatisée de sensibilisation." Clermont-Ferrand 2, 2007. http://www.theses.fr/2007CLF20012.
Повний текст джерелаMaraoui, Mohsen. "Elaboration d'un dictionnaire multifonction, à large couverture de la langue arabe : applications aux systèmes d'ALAO." Grenoble 3, 2009. http://www.theses.fr/2009GRE39042.
Повний текст джерелаThere is much CALL software on the Internet, designed by using authoring systems such as (Course builder, Hot Potatoes or Netquizz). Such activities poses several problems as the rigidity of software (the data used are predetermined and can not be altered or enhanced) and the not adaptability of course to the language skills of learners (the path is independent of its response to each step, they can not evaluate). The use of the NLP for the design of software CALL, is currently one of the method that can solve the problems. But after more than two decades since the early work, the advanced research in the topic of CALL based on the NLP remains weak, due to two main factors: the lack of NLP from language didactic psychoanalysts or computer scientists, and the cost of resources and products of natural language processing. For this there are only a limited number of prototypes and experimental systems for the Latin languages. The CALL work based on NLP for the Arabic language is practically not existed, in despite of a rich literature on the automatic processing of Arabic. In addition to factors mentioned above, the deficiency of the Arabic language in this area is due to that Arabic is a language difficult to treat automatically. Under this situation, and willing to enrich the possibilities for creating educational activities for Arabic we have: As a first step, developed a labelled dictionary of Arabic (as complete as possible), a derivative, a Conjugator and a morphological analyzer for Arabic. In a second step, we used these tools to create a number of educational applications for Arabic learning as a foreign language for French learners by using our system SALA
Dejean-Thircuir, Charlotte. "Modalités de collaboration entre pairs devant un ordinateur : étude pragmatique et didactique d'une activité de rédaction collective en français langue étrangère." Grenoble 3, 2004. https://tel.archives-ouvertes.fr/tel-00176900.
Повний текст джерелаThis work concerns the framework of verbal interactions analysis in a didactic context, having as focus a specific learning and interacting situation. Collective writing of a narrative text by two learners of French as a foreign language, sharing the same computer, has been collected and consequently analyzed. All the data has been collected in a formal language learning context. The main theoretical basis to the study is interactionist linguistic pragmatics, yet interactionist research on second language acquisition has been taken into consideration. A qualitative and inductive approach allows for a better comprehension of the collaboration modalities amongst peers, during foreign language exchanges. The analysis links these modalities of collaboration together with the activation of each learner's interactional competence as well as their capacity to deal with their linguistic difficulties. Moreover, it has been necessary to question the potential effects of a computer on the interactions described. With regards to the objectives, two activities amongst others within the given task have been selected: the activities involving content elaboration and the metalinguistic activities. The categorization, the description and the analysis of the various modalities involved in the accomplishment of the activities result in the identification of collaboration level indicators (behaviour, interactional and enunciative signs, management of asymmetries, interactional speaker profiles) as well as the characterization of the profiles of the dyads. The analysis of the coordination between verbal and non-verbal actions shows that if working with a computer seems to promote greater learner participation in the activity, yet it does not necessarily imply that learners are going to be orientated towards the interactional process and towards negotiation
Kübler, Natalie. "L'automatisation de la correction d'erreurs syntaxique : application aux verbes de transfert en anglais pour francophones." Paris 7, 1995. http://www.theses.fr/1995PA070007.
Повний текст джерелаCorrecting syntactic errors is a complex problem. Organizing the linguistic data represents the first important step, especially in the field of second-language error correction. The errors that native speakers fo french make in english must be taken into account when structuring this information. It is also necessary to have a wellformed description of the correct syntactic structures of a language in order to compare them with incorrect structures. Therefore, we describe the syntactic structures of transfer verbs - i. E. Verbs that express the transfer of an object or of words between to persons - in the theoretical and methodological frame of the lexicon-grammar. This description is compared with a typology of errors and with the corresponding structures of the french transfer verbs, which enables us to have a well-formed description of the incorrect structures produced by french-speakers in english. The specific mecanism used to detect the errors is based on a variation of finite state automata. This mecanism does not analyses whole sentences but is based on island processing. Looking for the specific incorrect structures that have previously been described
Hamon, Laurence. "L'aide à la compréhension dans les environnements multimédias d'apprentissage du Français Langue Etrangère : le rôle de la multimodalité." Clermont-Ferrand 2, 2007. http://www.theses.fr/2007CLF20026.
Повний текст джерелаVelazquez, Herrera Adelina. "Intégration du multimedia en FLE au Mexique : le cas de l'université autonome de Queretaro." Grenoble 3, 2003. http://www.theses.fr/2003GRE39045.
Повний текст джерелаFrost, Dan. "The stress site : l'accent lexical, l'anglais de spécialité et l'oral : la conception d'un outil d'apprentissage médiatisé." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21552.
Повний текст джерелаThis PhD thesis recounts an action research project conducted with students of English for specific purposes in the context of computer-mediated learning. Based on the fact that the learners in question often find understanding spoken English difficult, we decided to concentrate our efforts on word stress, a particularly problematic area for French speakers. Our main hypothesis is that a short but thorough exploration of word stress in a multimedia environment can bring about an improvement in the perception of word stress. Our secondary hypothesis is that the development of skills in this area will help with the understanding of spoken English. We review research in phonetics, phonology and second language acquisition to better understand English word stress and why it presents such difficulties for French learners of English. We also examine the relationship between teaching theory and teaching practice in the light of the development of the use of computers in language teaching. The "action" part of this study consists in the conception of a multimedia learning path and in its realisation by subjects from the target population. The conception process draws upon principles in ergonomics and on the results of a survey we carried out on the motivation of the subjects in the relevant areas. We adopt a quantitative and a qualitative approach both in the survey of the subjects' motivation and in the realisation of the learning path
Alvarez, Martinez Sara. "Interacciones sincronicas escritas en linea y aprendizaje del español : caracterizacion, perspectivas y limitaciones." Grenoble 3, 2008. http://www.theses.fr/2008GRE39057.
Повний текст джерелаIn the last years new communicative practices have appeared due to the Computer-Mediated Communication spreading, The impact of this communicative practice in the education field and, specially, in foreign languages learning has meant the incorporation of new methodological proposals in order to take advantage of this communication. This study focuses on linguistic and interaction analyses o synchronous interactions carried out in the different chat rooms of a virtual platform (wwwgalanet. Eu) created to favor Romanic language on line teaching. The main objectives are: first, to offer a detailed description of the Spanish discourse used by second language learning students and, second, to specify what kind of negotiations between native and non-native speakers can help on line Spanish acquisition. Both matters will enable us to create a theoretical guide’s outline of the synchronous written interaction on line. We will specify the competences and strategies that the students must develop in it in order to be efficient in these communicative practices. To achieve these objectives, we have made up a corpus of 55 interactions carried out between 2004 and 2007 in the chat rooms of the Galanet platform (a pedagogical and virtual environment). The analysis perspective used refers to the Computer-Mediated Discourse Analyses as well as to the Interactive Discourse Analyses. Both of them will bring us the necessary tools to define the communicative and linguistic features of this sort of communication, This description will be essential to advance in the study of the chat as a space of communication in our specific field : the didactics of Spanish as a foreign language
Razola, Mayor Barbara. "Las interacciones entre estudiantes en el aula de lenguas y en los entornos pedagogicos multimedia : convergencia, divergencia y potencialidad." Grenoble 3, 2009. http://www.theses.fr/2009GRE39023.
Повний текст джерелаThis work is based on the framework of the analysis of the pedagogical potentialities of the synchronous written interaction for the learning of the foreign language. The central aim is to discover to what extend the chat can be considered as a valid communication way for the realisation of communicative tasks. In that way, this Computer Mediated Communication (CMC) device can be adequately integrated in the pedagogical virtual environments. The theoretical background lies on the socio-interactionnist approach of the acquisition and on the interactionist linguistics, known as every linguistic discipline dedicated to study the speech. The analyses and their results rely on data got from the realisation of two communicative tasks -one debate et one role play- in a institutional context by a group of university learners coming from two Spanish courses. The data analyse is based on three dimensions: the interactional discourse co-construction, the learning process caused by the learners' assistance in the interaction and the task collective management. The results constitute a guide for the incorporation and the utilisation of the chat in the foreign language education
Kakari, Diamanto. "Utilisation pédagogique du courrier électronique dans un établissement secondaire public grec : étude de cas." Besançon, 2002. http://www.theses.fr/2002BESA1019.
Повний текст джерелаBosch, Irizarry Agnes M. "L'adaptation des nouvelles technologies éducatives à l'enseignement/apprentissage du français langue étrangère à l'université de Porto Rico : le cas de la plateforme d'e-learning blackboard au sein des cours intensifs." Paris 3, 2006. http://www.theses.fr/2006PA030013.
Повний текст джерелаThe Intensive Language-Teaching Method (IM) for French as a Foreign Language was developed on-site at the University of Puerto Rico in 1968, to address the particular needs of Puerto Rican beginner students. While the method is an asset for the Department of Foreign Languages , present geographical, political, institutional, as well as methodological setbacks have gotten in the way of the French teaching/learning practices on the Island. Some signs of this situation are: limited career prospects for language students, students' lack of autonomy, development of oral proficiency at the expense of written skills, teaching French in an exolingual context, and the inflexibility of the IM. With new Information and Communication Technologies, we have entered an innovative era in terms of communications and information management, which has also influenced the discipline of Foreign Language Pedagogy. This field-study deals with the impact of the integration of the Blackboard e-learning platform to the French Intensive Courses, on the basis of a model of adaptation of the innovative technology to the specificity of the teaching method. We overview historical models for introducing technologies to the language classroom, and the evolution of the IM, as well as the effects of technology on the learning strategies of our students. Finally, we present some suggestions to deal with the main weaknesses observed in our field of study
Boulon, Joline. "Rôle et statut de la sensibilisation linguistique sur multimédia dans l'enseignement de l'anglais dispensé a des étudiants spécialistes d'autres disciplines : analyse des notions linguistiques en anglais chez les étudiants scientifiques." Lyon 3, 1999. http://www.theses.fr/1999LYO31001.
Повний текст джерелаCatroux, Michèle. "Approche collaborative de la compréhension et production écrites dans l'apprentissage précoce de l'anglais : le cas de la cyberenquête." Bordeaux 3, 2004. http://www.theses.fr/2004BOR30041.
Повний текст джерелаThis research explores the possibility of using the webquest as a support for early English learning. It suggests that the webquest can implement collaborative work in order to create opportunities for cognitive conflicts within a socioconstructivist framework. As such, it places the children in direct contact with the target language and provides a genuine communicative situation which requires them to solve a problem by interacting with their peers. It also shows how the use of Internet-based material can help root language into its cultural background. Thus, considering the webquest as a meaningful task, legitimate in the context of the situated learning theory, it assumes that reading and writing in English can foster the development of cognitive and metacognitive abilities, enhancing the transfer phenomenon and the assimilation of the target language system. The research attempts to analyse the impact of the reading/writing task on the cognitive and metacognitive activity of the learners as well as the effect of ICT use (the Internet and word processing) on the execution of the task
Rajotte, Laurence. "Simulation d'une leçon médiatisée susceptible d'être exploitée auprès d'enfants handicapés auditifs de deuxième cycle primaire." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29455.
Повний текст джерелаSpiezia, Raffaele. "Le professeur et l'ordinateur : une approche intégrée de l'enseignement/apprentissage du français dans une université italienne." Aix-Marseille 1, 2001. http://www.theses.fr/2001AIX10077.
Повний текст джерелаBerdugo, Torres Martha Isabel. "De l'intégration des technologies multimédias interactives dans l'enseignement des langues : pour une "approche cognitive-communicative-multimédia"." Toulouse 2, 1999. http://www.theses.fr/1999TOU20030.
Повний текст джерелаArquembourg, Guy. "Nouvelles conceptions d'enseignement, nouvelles stratégies d'apprentissage de l'anglais : de l'exploitation des médias à la conception d'hypertextes multimédias." La Rochelle, 2001. http://www.theses.fr/2001LAROF005.
Повний текст джерелаBouzidi, Laïd. "Conception d'un système d'E. A. O. Pour l'apprentissage d'une langue : application à l'enseignement de la morphologie de l'arabe." Lyon 1, 1989. http://www.theses.fr/1989LYO10106.
Повний текст джерелаBénet, Vincent. "L'outil informatique au service du russiste français." Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20004.
Повний текст джерелаGiguère, Christine. "Child-to-child interaction and corrective feedback during a tandem chat exchange project." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26869.
Повний текст джерелаThe main objective of this research was to examine the interaction between ESL and FSL sixth graders in Quebec and Ontario communicating in a Tandem chat project. More specifically, it aimed to find out if participants provided each other with different types of corrective feedback and whether this feedback led to repair. It also examined how the students viewed this project. The chat sessions took place over four months and involved the completion of 16 tasks (8 in English and 8 in French). The results showed that L2 Grade 6 students provided feedback to their chat partners in 370 instances. The students in both the ESL and FSL exchanges provided three types of feedback: explicit, recasts, and negotiation of form. A major finding is that unlike previous studies involving young learners, the preference was for explicit feedback rather than recasts. In contrast to the Morris’ (2005) study which also involved young learners engaged in chat, the rate of repair was very low. Unlike the FSL students, the great majority of ESL students liked the chat exchange and found it useful not only for learning their L2 but also their L1. The pedagogical implications of this study as well as suggestions for future research are discussed.
Issa, Jalal. "Effets d'un programme d'entrainement assisté par ordinateur chez des enfants arabophones de 6 à 7 ans ayant des difficultés de lecture." Thesis, Amiens, 2017. http://www.theses.fr/2017AMIE0009/document.
Повний текст джерелаThe objective of this thesis was to study the role of computer-assisted training program on phonological awareness and text comprehension. This program, which aims to improve the learning of reading in children "bad readers" compared to children "good readers", aged from six years and eight months to seven years and eight months, has been applied to bad and good readers. The sample consists of 80 children divided into two groups, were divided into two groups: good and bad readers. Each group of readers, good and bad, consisted of 40 children. Starting with the bad readers, 20 children were exposed to the training program, were referred as "bad experimental readers" and 20 children were not exposed to the training program, were referred as "bad control readers". Moving to the good readers, same distinction was done. Thus, the children were named as "good experimental readers" and "good control readers". Our results showed that the applied training program improved the performance in tasks of phonological awareness and text comprehension of both ; good and bad readers. This proved that both groups have benefited from this training program. For the phonological awareness, the good readers had better performance compared to the bad readers. However, in terms of text comprehension, no significant difference in performance was obtained. Within groups, the "bad experimental readers" had better performances in phonological awareness and text comprehension compared to the "bad control readers". On the other hand, the "good experimental readers" obtained a significantly higher performance than "good control readers" in tasks of phonological awareness only. Nevertheless, that good readers improve their phonological performance more significantly. Everything indicates that this program certainly allows bad readers to overcome their initial difficulties, but their performances can not be aligned with those of the good readers who have benefited from the same conditions. However, in the task of text comprehension, there is no significant difference between good experimental readers (exposed to the training program) and good readers of the control group (not exposed to the training program), which confirms that, to improve their results, the good readers do not need the phase of text comprehension. In contrast, following this training and in the text comprehension task, the results of the good and the bad do not reveal any significant difference, which confirms that the two groups have benefited from the same advantage of this program. Thus, we can conclude that this computer-assisted training program had a positive effective role on the Arabian children’s performance. Thus, this program appears to be a promising tool in improving children's reading skills (phonological awareness and text comprehension)
Vanneste, Vincent. "Système d'aide à l'apprentissage de la langue des signes française : du langage naturel à la synthèse automatique." Lille 1, 2000. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2000/50376-2000-262.pdf.
Повний текст джерелаL'etude consistait a reprendre un signeur virtuel acceptant en entree une representation codee de la l. S. F et de creer la traduction du francais vers ce codage. Une traduction assistee du francais en lsf ecrite a donc ete developpee. Le systeme a ete implante de facon telle qu'il puisse etre le plus evolutif possible. Ainsi, l'analyse grammaticale s'effectue par l'intermediaire d'une grammaire formelle dont les regles peuvent etre concues et enrichies par des non-specialistes, et la traduction utilise le principe des grammaires de cas dont la complexite peut etre facilement modifiee ou adaptee. Ce systeme de synthese automatique de la langue des signes en remplacant la video par une simple ligne de texte permet de solutionner le probleme du stockage encombrant de la video
Issa, Jalal. "Effets d'un programme d'entrainement assisté par ordinateur chez des enfants arabophones de 6 à 7 ans ayant des difficultés de lecture." Electronic Thesis or Diss., Amiens, 2017. http://www.theses.fr/2017AMIE0009.
Повний текст джерелаThe objective of this thesis was to study the role of computer-assisted training program on phonological awareness and text comprehension. This program, which aims to improve the learning of reading in children "bad readers" compared to children "good readers", aged from six years and eight months to seven years and eight months, has been applied to bad and good readers. The sample consists of 80 children divided into two groups, were divided into two groups: good and bad readers. Each group of readers, good and bad, consisted of 40 children. Starting with the bad readers, 20 children were exposed to the training program, were referred as "bad experimental readers" and 20 children were not exposed to the training program, were referred as "bad control readers". Moving to the good readers, same distinction was done. Thus, the children were named as "good experimental readers" and "good control readers". Our results showed that the applied training program improved the performance in tasks of phonological awareness and text comprehension of both ; good and bad readers. This proved that both groups have benefited from this training program. For the phonological awareness, the good readers had better performance compared to the bad readers. However, in terms of text comprehension, no significant difference in performance was obtained. Within groups, the "bad experimental readers" had better performances in phonological awareness and text comprehension compared to the "bad control readers". On the other hand, the "good experimental readers" obtained a significantly higher performance than "good control readers" in tasks of phonological awareness only. Nevertheless, that good readers improve their phonological performance more significantly. Everything indicates that this program certainly allows bad readers to overcome their initial difficulties, but their performances can not be aligned with those of the good readers who have benefited from the same conditions. However, in the task of text comprehension, there is no significant difference between good experimental readers (exposed to the training program) and good readers of the control group (not exposed to the training program), which confirms that, to improve their results, the good readers do not need the phase of text comprehension. In contrast, following this training and in the text comprehension task, the results of the good and the bad do not reveal any significant difference, which confirms that the two groups have benefited from the same advantage of this program. Thus, we can conclude that this computer-assisted training program had a positive effective role on the Arabian children’s performance. Thus, this program appears to be a promising tool in improving children's reading skills (phonological awareness and text comprehension)
Osorio, Agudelo Diana. "Étude du potentiel d'un jeu numérique pour l'apprentissage du vocabulaire chez des apprenants d'anglais langue seconde du secondaire." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/31154.
Повний текст джерела"Notre recherche se situe dans le domaine de l’apprentissage des langues assisté par ordinateur (ALAO), plus précisément dans celui de l’intégration des jeux numériques pour l’apprentissage du vocabulaire. Bien que les recherches antérieures aient montré que l’apprentissage intentionnel de vocabulaire et la réutilisation systématique de mots s’avèrent bénéfiques pour l’apprentissage, les résultats des études ayant analysé l’utilisation des jeux numériques pour l’apprentissage intentionnel du vocabulaire ne font pas l’unanimité. Lors de l’utilisation de ces outils, les gains lexicaux des apprenants ne sont pas toujours significatifs, et, dans certains cas, les participants ne manifestent pas d’attitude positive envers leur utilisation. Pour mieux comprendre ces enjeux, nous avons effectué une recherche mixte visant à examiner le potentiel pédagogique d’un jeu numérique pour l’apprentissage du vocabulaire chez des élèves d’anglais langue seconde (ALS) du secondaire. Vingt-cinq étudiants ont utilisé le jeu numérique vocabulary.com pour apprendre 20 mots cibles. Au moyen des tests de vocabulaire, des questionnaires de perception, des observations, des traces numériques et des entrevues, nous avons étudié les gains lexicaux de participants, leur perception du jeu numérique ainsi que la façon dont ils l'ont utilisé. Les résultats ont montré que les gains lexicaux obtenus par les participants ont été significatifs. Bien qu’ils considéraient que le jeu numérique était surtout un outil d’apprentissage, ils trouvaient que cet outil avait contribué à l’apprentissage des nouveaux mots de vocabulaire. Finalement, grâce aux analyses effectuées à l’aide du cadre conceptuel de la Théorie de l’Activité, nous avons trouvé que des facteurs comme le niveau de complexité des questions, l’utilité perçue des mots proposés, le recours à des outils d’aide et la priorité donnée à la compétition ont affecté la façon dont chaque participant a utilisé le jeu numérique pour apprendre du vocabulaire."
Michel, Johan. "Modèles d'activités pédagogiques et de support à l'interaction pour l'apprentissage d'une langue : le système Sampras." Phd thesis, Université du Maine, 2006. http://tel.archives-ouvertes.fr/tel-00090250.
Повний текст джерелаRenié, Delphine. "Modélisation informatique de l'acquisition des interrogatives directes en français langue seconde dans leur dimension pragmatique, proposition d'un environnement offrant un apprentissage collaboratif : eleonore." Clermont-Ferrand 2, 1995. http://www.theses.fr/1995CLF20080.
Повний текст джерелаThe elaboration of the computer environment eleonore has aimed at two main goals : to support learning on the one hand, and to propose a way modelling the acquisition of one aspect of the second language on the other hand. Our study starts with a description of the object of learning : direct interrogatives in french. These propositions are an example of lingistic constructions for which syntax, semantics and pragmatics cannot be isolated if one is to consider the behaviour of a native speaker of french in a communicative situation. That behaviour is simulated by a generator, in our computer environment. The acquisition of interrogative sentences in a first and in a second language is then considered, in their morpho-syntactic and their pragmatic aspects. The data on the acquisition of pragmatics in a second language which we have collected through a longitudinal experimentation with learners of french, are a complement to this study. It is only after we have integrated them, that we are able to suggest a model of the acquisition of interrogative sentences. Moreover, the data enable us to determine the pedagogical founding of eleonore, and to integrate a learner model in the architecture of our environment. The model acts all through a working session with eleonore, especially in the last activity which offers a collaboration between the learner and a simulated companion. Indeed, eleonore includes several types of activities based either on induction, deduction or on both. The activities can concern pragmatic aspects of interrogatives, syntactic ones or both. For an activity involving all aspects, we preconise a collaborative learning mode in which a simulated learner acts as a native speaker with whom the learner is in a situation of exolingual interaction. The environment is then evaluated through a formative evaluation concerning the environment itself rather than the learning it supports. The refinement of our acquisition model through the recourse to a simulated learner constitutes the next orientation in the development of eleonore, as detailed in the last chapter
Somtoa, Amnuay. "Développement d'un didacticiel de français pour le métier de guide touristique : implications linguistiques et pédagogiques : une étude de cas universitaire en Thaïlande." Paris 8, 2012. http://www.theses.fr/2012PA084031.
Повний текст джерелаThe thesis refers to French as a foreign language with specific objectives, in the case of the profession of tourist guide. Its purpose is the presentation of an educational software program aimed at training learners of French wishing to become local guides for francophone tourists – and providing computer assistance to do so. A second purpose is to experiment such a software program. It had been tested with Mahasarakham University students according to the standard criterion 80/80 by comparing their acquisition of knowledge with its use. Their attitudes towards using this software, as well as their assessments, were identified and analyzed. This software was tested in several stages. Its efficiency was graded 80. 80/84. 75, which is higher than the standard statistical criterion determined by 80/80. The average of the grades obtained before and after testing is significantly different at the p. 01 threshold. The attitude of students towards this educational software program has been positive. Such results show that this software program of French for tourist guides is fully effective. It will enrich the linguistic abilities of Thai students in the Mahasarakham University in Thailand. It could be a computer – based alternative resource facilitating language and vocational training programs with specific objectives. It is accessible not only to learners who wish to improve their knowledge in this area, but also to teachers wishing to discover an outstanding support tool to their own teaching, adapted to the pace of each individual learner. More broadly, it opens on a new conception of learning and teaching focused on the learners
Rodrigues, Christine. "Aide à l'apprentissage du vocabulaire dans un environnement hypermédia en Français Langue Etrangère." Clermont-Ferrand 2, 2005. http://www.theses.fr/2005CLF20010.
Повний текст джерелаDurel, Patrick. "Dynamiques interactives dans le cadre d'activités de révision collaborative assistée par ordinateur." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL030.
Повний текст джерелаThe study examines the impact of both the collaborative and instrumented dimensions in a revision task where students, native speakers of English from an Australian university, were asked to revise a text they had written. The students were asked to work on an electronic version of their text with the help of a partner, a grammar assistant software, and an electronic bilingual dictionary. The study also examines whether such an activity can be conducive to learning and improve revision skills. Each of the five sessions' screen action was recorded as well as the partners' interactions which were subsequently transcribed. The revision activity in these sessions was conceptualised as a series of problem resolution sequences, the concept of problem resolution sequence chosen as the basic unit of analysis. A hybrid methodology was followed, using both quantitative and qualitative analysis. Certain sequences were analysed in details while the quantitative approach relied on the questioning of a data base built using parameters defining characteristics of resolution sequences. We show how for each sequence a joint problem space is created as the result of negotiations between writer, co-revisor and grammar assistant software input. The revision activities observed follow two distinct trends. On the one hand, students' attention focusses on items the assistant software has underlined on the text. In this case, underlying cognitive processes are intricately linked with the instrumented aspect of the activity. On the other, rereading and revision strategies focus on formulation of ideas, sentence construction, eliminating redundant information, cohesion and coherence issues. Distribution of revision processes along these two axis determines a session dynamics, the capacity of the grammar assistant to overall determine revision processes depending to a certain extent on the level of expertise of the partners. In some sequences, grammar assistant's underlines or explanations generate debates and questions among partners who are necessarily drawn to evaluate the assistant's assessment, express their opinion and argue their case. They thus mobilise grammatical knowledge, potentially refine it, or acquire new rules. The collaborative aspect of the activity also allows partners to be exposed to new revision strategies as well as new ways to use the various software tools at their disposal when attempting to solve problems. Their views on what revising a text means may change in the process. All these phenomena pertain to what we have described as assisted regulation procedures and as such seem to point to the learning and teaching to revise potential of such an activity
Hébert, Marie-Marthe. "Didactique de la pratique d'écriture au secondaire, avec traitement de texte : vers une communication interactive." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29310.
Повний текст джерелаWera, Marie-Thérèse. "Histoire en pièces détachées : une activité de traitement de texte intégrant lecture et écriture destinée à des enfants éprouvant des difficultés d'apprentissage en français au primaire." Master's thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29264.
Повний текст джерелаLeepuengtham, Wankaew. "Les stratégies de compréhension de l'oral chez les Thaïlandais étudiant le français dans des environnements d'apprentissage multimédias." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030102.
Повний текст джерелаThis thesis focuses on the study of listening strategies to learn French in the Thai heteroglott context. Our work has two main aims. The first is to study and analyze listening strategies and the role of multimedia in the acquisition of this skill. The second is to provide individual macro-task training in multimedia environments to improve listening comprehension of French as a foreign language. The study was conducted with 30 learners of French as a foreign language at the institute of language, art and culture at Suan Dusit Rajabhat University, Bangkok, Thailand. We collected the data by using three different methods : observation, questionnaire and interview. The realization of this research has enabled us not only to respond to initial questions and to validate our assumptions, but also to develop methods that can be used by learners as a starting point to improve the skill of listening. We found that the type of listening strategy employed depended on the learner’s language level. Students adjusted their listening strategies according to the type of task that needed to be carried out and the type of sound recording. Students used the support of ICT to learn at their own pace, manage their time more effectively, be more autonomous, and learn according to their individual needs without the need for feedback from the teacher. All learners have taken advantage of our listening training experiments to enable them to improve their listening skills and be more autonomous learners. This analytical study has enabled us to devise and make use of the best teaching and training strategies for early language learning that can improve learners’ listening and other language skills (reading, speaking and writing) when studying French as a foreign language
Gagnon, Lucie. "Intégration d'éléments favorisant l'apprentissage coopératif à un système multimédia interactif." Doctoral thesis, Université Laval, 2000. http://hdl.handle.net/20.500.11794/33163.
Повний текст джерелаQuébec Université Laval, Bibliothèque 2018
Joulia, Danielle. "Faciliter la lecture-compréhension de documentations informatiques en anglais : de l'analyse à l'expérimentation didactique assistée par ordinateur." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20102.
Повний текст джерелаReading documentation is an essential skill to develop in computer science students, whose level of English is low and who are poorly motivated by English, a subject considered to be minor in a science curriculum. This research aimed at proposing learning and teaching solutions to make them proficient in reading professional texts. We selected a bottom-up approach, inspired by fieldwork, and a top-down approach from the theoretical foundations related to the language skills involved. The first part expounds the theoretical framework and clarifies the terms of our research problem (English for Specific Purposes, reading, comprehension, ICT/CALL), which allowed us to construct our object of research. ESP is thus defined as a teaching/learning and linguistic object, reading and understanding are characterized from cognitive and SLA points of view, and the contribution of ICT to reading comprehension is examined. The second part, which is more practical, contains a corpus analysis of specialized texts and presents a teaching approach implemented through a software program designed to enhance reading comprehension. The latter is then experimented to test our hypothesis of a better comprehension in student groups who used hypertext reading aids compared to control groups, thus evaluating the impact of our research tool. We conclude on the validity of this approach to improve the reading strategies of computer science students
Dascalu, Mihai. "L'analyse de la complexité du discours et du texte pour apprendre et collaborer." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00978420.
Повний текст джерелаZourou, Katerina. "Apprentissages collectifs médiatisés et didactique des langues : instrumentation, dispositifs et accompagnement pédagogique." Phd thesis, Grenoble 3, 2006. http://tel.archives-ouvertes.fr/tel-00119459.
Повний текст джерелаLa problématique part du constat que les processus cognitifs se forgent dans le rapport à l'autre et dans le rapport aux artefacts qui médiatisent la cognition humaine. La théorie socioculturelle fournit alors un bon cadre de référence conceptuel. Selon une approche délibérément interdisciplinaire, cette thèse puise dans quatre approches souvent associées à la théorie socioculturelle : la théorie de l'activité, le paradigme de la cognition distribuée, le paradigme de la cognition située et le paradigme de la cognition socialement partagée. Le champ interdisciplinaire des Apprentissages Collectifs Assistés par Ordinateur (CSCL dans la terminologie anglo-saxonne) est également convoqué.