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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 La communication écrite médiée par les technologies (CÉMT) en contexte universitaire: un défi pour les enseignants de FLE/S Mattioli-Thonard, Audrey; Cansigno, Yvonne; Dezutter, Olivier... In: Le langage et l'homme. - Louvain-la-Neuve : EME Éditions 49 (2014) 1, 59-67 BLLDB OLC Linguistik Show details 2 Nouvelles technologies, nouvelles pratiques d'écriture? Le point de vue d'étudiants universitaires en FLE(S) Mattioli-Thonard, Audrey; Cansigno, Yvonne; Dezutter, Olivier... In: Le langage et l'homme. - Louvain-la-Neuve : EME Éditions 47 (2012) 1, 61-68 BLLDB OLC Linguistik Show details 3 Former des enseignants de lecture Dezutter, Olivier (Hrsg.); Vanhulle, Sabine (Hrsg.) In: Enjeux. - Namur : Presses Univ. de Namur (2002) 55, 5-209 BLLDB Show details 4 Comment les étudiants entrants s’approprient-ils les discours universitaires ? Dezutter, Olivier; Thirion, Francine. - : Association de pédagogie et de didactique de l'Ecole normale de Lille, 2002. : Lille : Association de pédagogie et de didactique de l'Ecole normale de Lille, 2002. : PERSÉE : Université de Lyon, CNRS & ENS de Lyon, 2002 Abstract: Confronted to didactical academic discourses, both oral and written, first year university students demonstrate significant difficulties of comprehension. These are symptoms of the students coming to grips with discourses which present a number of defining features on the conceptual, rhetorical, and argumentative dimensions, and which are embedded in a very specific context of linguistic usage. The authors have had the opportunity to witness this appropriation process in the setting of an advanced course in oral and written communication for future students of the faculties of social sciences. In this article, the authors share the first results of their observations and propose a diagnostic of the underlying causes of the difficulties of comprehension within the process of appropriation of academic discourse by first year students. Early findings show that the strategies deployed by many students to resolve problems of comprehension lead them to ignore one or other defining feature of the academic discourses at hand. More specifically, a significant number of students fail to take into account the diversity of tunes within academic discourse as well as the multiple modal positionings of the content. Also, students repeatedly demonstrate a lack of precision in the treatment of the conceptual content. ; Dezutter Olivier, Thirion Francine. Comment les étudiants entrants s’approprient-ils les discours universitaires ?. In: Spirale. Revue de recherches en éducation, n°29, 2002. Lire-écrire dans le supérieur, sous la direction de Isabelle Delcambre et Anne-Marie Jovenet. pp. 109-122. Keyword: (Réception des) Discours universitaires; Analyse des discours; discursive functions; enonciation; learning; polyphony; professional dissertation; reformulation; Situation de communication. URL: https://www.persee.fr/doc/spira_0994-3722_2002_num_29_1_1440 https://doi.org/10.3406/spira.2002.1440 BASE Hide details 5 Vers une didactique de l'oral? Schneuwly, Bernard (Mitarb.); Nonnon, Elisabeth (Mitarb.); Garcia-Debanc, Claudine (Mitarb.)... In: Enjeux. - Namur : Presses Univ. de Namur (1997) 39-40, 3-168 BLLDB Show details

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