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Corpus d'apprentissage Simuligne ; LETEC (Learning and Teaching Corpus) Simuligne
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Abstract:
Corpus d'apprentissage de la formation en ligne Simuligne (2001), dont le scénario est basée sur une simulation globale pour l'apprentissage du français langue trangère (FLE) et inclut également une étape interculturelle "Interculture" inspirée de Cultura. Ce corpus comprend le scénario pédagogique dans plusieurs formats, le protocole de recherche (et ses données recueillies), les interactions en ligne et les productions des apprenants structurées suivant un schéma XML, la liste des participants, les licences d'utilisation. ; This is the Learning and Teaching Corpus of the online educational experiment Simuligne (2001). Its scenario is based on a global simulation for the learning of French as a foreign language. It also includes an intercultural activity, "Interculture", based on the Cultura project. The corpus includes the pedagogical scenario, described in several formats, the research protocol, participant's online interactions and productions (structured in XML), list of participants, licences of use. ; Analyses done by researchers on this LETEC corpus can be found on Mulce Website (http://mulce.org) or Mulce repository (http://repository.mulce.org) . They are contained in distinguishable corpora. ; This corpus contains a total of 11638 acts, of which, 6790 are chat acts, 2686 forum acts, 2030 email acts and 132 production acts. ; Discourse type: dialogue ; Discourse type: narrative
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Keyword:
actors interaction data coming from virtual environments and right informed consents.; applied linguistics; Computer-assisted instruction; Data processing; discourse analysis; Education; French language; Language and languages; Le corpus d'apprentissage Simuligne est un ensemble de données structurées contenant plusieurs composants décrivant respectivement : le scénario pédagogique; le protocole et les questions de recherche; les interactions des acteurs dans les environnements.; research questions and protocol; Study and teaching; text and corpus linguistics; The learning and teaching corpus named Simuligne is a set of structured data containing various interconnected components: learning design
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URL: http://mulce.univ-bpclermont.fr:8080/PlateFormeMulce/VIEW/PUBLIC/03/VMeta.do?adr=Simuligne%2FCorpus_objets%2Fmce.simu.all.all-CP
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Aide à l'analyse des forums de Simuligne
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Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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Corpus distinguable Copeas T8 lobby s101 ; Distinguishable corpus Copeas T8 lobby s101
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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| 346 |
The Critical Period Hypothesis: Support, Challenge, and Reconceptualization ...
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Conceptualising the field of applied linguistics from a Bernsteinian perspective: challenges and opportunities
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In: Faculty of Education - Papers (Archive) (2009)
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Topic Familiarity and Input Enhancement: An Empirical Investigation
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| 349 |
Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
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Processing Instruction and Second Language Grammar Acquisition
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Protocole de recherche du projet Copéas (version Motplus-Html) ; Research protocol of the Copeas project (version Motplus-Html)
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Chanier, Thierry. - : Mulce (MULtimodal Corpus Exchange), 2008. : Universite Blaise Pascal, 2008. : Clermont-Ferrand:France, 2008. : URL:http://mulce.org, 2008
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Topic Familiarity and Input Enhancement: An Empirical Investigation ...
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Processing Instruction and Second Language Grammar Acquisition ...
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Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology ...
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The development of the passé composé in lower-intermediate learners of French as a second language
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Strategy instruction in listening for lower-intermediate learners of French
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The decline in language learning in England: getting the facts right and getting real
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Language Play: Implications for the Second-Language Learner
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Reconsidering the Measurement of Pragmatic Knowledge Using a Reciprocal Written Task Format
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