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Adopter une approche diachronique et contextualisante pour explorer le rapport à l’écrit : l’intérêt d’une prise en compte des répertoires langagiers et des environnements de socialisation.
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In: ISSN: 2706-6312 ; EISSN: 2708-0633 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, ; https://hal.archives-ouvertes.fr/hal-03551355 ; Akofena - Revue scientifique des Sciences du Langage, Lettres, Langues & Communication, , L3DL-CI, Université Félix Houphouët-Boigny, 2022 (2022)
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Lire la littérature médiévale en classe de français langue étrangère: une utopie? ; Reading medieval literature in French lessons: a utopia?
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In: Schweizerische Zeitschrift für Bildungswissenschaften 43 (2021) 1, S. 129-138 (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Преподавание русского языка в системе образования Мадагаскара ... : Teaching Russian in the System of Education in Madagascar ...
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Вулулунариманга, А.. - : Автономная некоммерческая организация высшего образования «Российский новый университет», 2021
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Lire la littérature médiévale en classe de français langue étrangère: une utopie? ... : Reading medieval literature in French lessons: a utopia? ...
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
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L’autobiographie comme support d’une réflexivité enseignante sur l’accent
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O jogo como forma complexa do discurso : uma abordagem enunciativa de uma aula de francês ; The game as a complex form of speech : an enunciative approach of a French class
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Exploring Intercultural Understanding and Awareness Among French as a Second Language Students Through Web Pals
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Pour un apprentissage/enseignement des collocations verbo-nominales d’existence en termes de ‘constructions’
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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Abstract:
We present here a methodology for learning and teaching lexical knowledge based on the notion of “construction” and applied to French as a foreign language (university level). It is illustrated in a particular domain: that of verbo-nominal collocations allowing to express the beginning (appearance, birth, beginning), the continuation (persistence, continuation) and the end (disappearance, stop) of the existence of something; the verbs and nouns used come from the “transversal” lexicon of the human and social sciences in an academic context. It is shown that the (more or less strong) compatibilities and the incompatibilities between verbs and nouns can be explained to learners in terms of the ‘facet’ (i.e. point of view) that the verb imposes on the name, according to its meaning in the construction considered. It is also shown that the comparison of two constructions expressing the same main idea makes it possible to measure their degree of semantic proximity, on the basis of the (in)compatibilities of verbs with the major categories of nouns, and of their more or less strong affinity (or absolute incompatibility) with the types of names. The presentation of the structuring concepts (facet, category and type of nouns) is followed by a description of the didactic tools that they allow to design, and by the report of three didactic sequences set up as part of the training in academic writing.
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Keyword:
academic French; constructions; Lexicography; P327-327.5; prototypy; teaching of transversal lexicon; verb-noun collocations
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URL: https://doi.org/10.4000/lexis.5773 https://doaj.org/article/2d7f21412078475a974c7e21bc5602a6
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Les tâches d'écriture proposées dans les manuels de langues : qu'en disent des enseignants de FLE au niveau universitaire en France ?
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-02896329 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/revue-76-24-enseigner-et-apprendre-a-ecrire-en-francais-langue-etrangere-modeles-theoriques-perspectives-critiques-et-appropriations (2020)
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Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
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In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
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A Influência do Inglês (L2) na Aprendizagem do Francês (L3) em Alunos Portugueses
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Linguistic praxeological organization of French as the schooling language ...
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Linguistic praxeological organization of French as the schooling language ...
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Методика разработки профессионально-ориентированного учебника по французскому языку ... : Methodology of Developing a Professionally-Oriented Course Book for French as a Second Foreign Language ...
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Дидактические аспекты глагольного управления во французском и русском языках ... : Didactic aspects of verb patterns in Russian and French languages ...
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Первые азбуки и буквари по французскому языку в России XVIII – первой половины XIX века ... : First french alphabet books and primers in Russia in XVIII – first half of the XIX century ...
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Колобкова, А.А.. - : ФГБНУ «Институт педагогики, психологии и социальных проблем», 2020
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CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890) ; ЗМІСТ ТА СТРУКТУРА ПІДРУЧНИКІВ З ФРАНЦУЗЬКОЇ МОВИ У ГАЛИЧИНІ (1867–1890 рр.)
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In: Collection of Scientific Papers of Uman State Pedagogical University; № 3 (2020); 73-81 ; Збірник наукових праць Уманського державного педагогічного університету; № 3 (2020); 73-81 ; 2307-4906 (2020)
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Science in the French immersion elementary classroom: teacher comfort, self-efficacy, and anxiety
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