| 1 |
Can Google Translate Rewire Your L2 English Processing?
|
|
|
|
In: Resende, Natália orcid:0000-0002-5248-2457 and Way, Andy orcid:0000-0001-5736-5930 (2021) Can Google Translate Rewire Your L2 English Processing? Digital, 1 (1). pp. 66-85. ISSN 2673-6470 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
The L2L system for second language learning using visualised zoom calls among students
|
|
|
|
In: Dey-Plissonneau, Aparajita, Lee, Hyowon orcid:0000-0003-4395-7702 , Pradier, Vincent orcid:0000-0002-7050-6408 , Scriney, Michael orcid:0000-0001-6813-2630 and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2021) The L2L system for second language learning using visualised zoom calls among students. In: 16th European Conference on Technology-Enhanced Learning EC-TEL 2021, 20-24 Sept 2021, Bozen-Bolzano, Italy (Online). ISBN 978-3-030-86435-4 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Découverte ECLE-Emotissage
|
|
|
|
In: ECLE-Emotissage : Découverte ; https://hal.archives-ouvertes.fr/hal-03438321 ; ECLE-Emotissage : Découverte, Cristelle Cavalla, Jul 2021, Paris, France (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
O ensino da gramática: paradigmas e desafios
|
|
Faria, Rui Tavares de. - : CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa, 2021
|
|
Abstract:
O ensino do Português tem sido alvo de mudanças didático-pedagógicas, nas duas últimas décadas. A atualização dos Programas, a reestruturação das práticas letivas e as frequentes reformulações no âmbito da avaliação da disciplina de Português poderão indiciar que ainda não foi delineado o melhor ensino-aprendizagem de uma unidade curricular fulcral, como é a língua portuguesa. Por conseguinte, o ensino da gramática vai passando por abordagens diversificadas: ora em contexto, a partir das fontes literárias que predominam nos manuais escolares ou ao serviço do desenvolvimento do domínio da escrita, ora fora de qualquer contexto, segundo metodologias de aprendizagem normativas e tradicionais, para dotar os alunos de um saber linguístico geral que deverá auxiliá-los no desenvolvimento das diferentes competências por que se pauta o ensino-aprendizagem do Português. Que paradigma (ou paradigmas) do ensino da gramática se tem revelado mais eficaz no devido reconhecimento das estruturas gramaticais da língua portuguesa? Que vantagens oferece cada um destes paradigmas? Que desafios se colocam aos professores, aos alunos e aos falantes em geral? É necessário reestruturar o sistema de ensino? O ciclo de aprendizagens? O plano curricular? ; Abstract The teaching of Portuguese Language has been suffering a quite number of didactical and pedagogical changes in the last two decades. The Programs’ updating, the restructuring of teaching practices and the frequent reformulations of the evaluation process may indicate that the best teaching and learning methods are not yet outlined in what concerns Portuguese Language. Consequently, the teaching of grammar goes through diversified approaches: now in context, from the literary sources that predominate in school textbooks or in the service of the development of writing skills, now outside any context, according to normative and traditional learning methodologies, to provide students with a general linguistic knowledge that should assist them in the development of the different competences for learning Portuguese. Which paradigm (or paradigms) in the teaching of grammar has been shown to be most effective in recognizing the grammatical structures of the Portuguese language? What advantages are there in case of adopting a particular paradigm? What challenges do teachers, students and speakers have to face? Is it necessary to restructure an education system? A learning cycle? A curriculum plan? ; Résumé L’enseignement du Portugais a comporte plusieurs transformations didactiques et pédagogiques, pendant les dernières années. L’actualisation des Programmes, la reformulation des pratiques et les fréquentes nouvelles au niveau de l’évaluation peuvent suggérer que l’enseignement et l’apprentissage de la langue portugaise a encore un long chemin à parcourir. Ceci dit, l’enseignement de la grammaire continue à être abordé de façon peu cohérente ; soit dans un contexte textuel, à partir des sources littéraires ou au service du développement de l’écrit, soit hors contexte, selon certaines méthodologies d’apprentissage normatives et traditionnelles, pour que les élèves arrivent à bien développer un savoir linguistique général qui doit les aider à élargir des compétences spécifiques du domaine de la langue portugaise. Quel paradigme (ou bien paradigmes) pour l’enseignement de la grammaire est le plus efficace pour la reconnaissance des structures grammaticales de la langue portugaise ? Quels sont les avantages de ce(s) paradigme(s) ? Quels sont les défis qu’on pose aux enseignants, aux élèves et à tous les parlants ? Est-il nécessaire de restructurer le système d’enseignement ? Le cycle d’études ? Les programes? ; Resumen La enseñanza del portugués ha sido objeto de cambios didáctico-pedagógicos en las dos últimas décadas. La actualización de los Programas, la reestructuración de las prácticas docentes y las frecuentes reformulaciones en el contexto de la evaluación de la disciplina pueden indicar que aún no se ha perfilado la mejor enseñanza y aprendizaje de un curso básico, como es el idioma portugués. En consecuencia, la enseñanza de la gramática pasa por diversos enfoques: ahora en contexto, desde las fuentes literarias que predominan en los libros de texto escolares o al servicio del desarrollo del dominio de la escritura, ahora fuera de cualquier contexto, según metodologías de aprendizaje normativas y tradicionales, para proporcionar a los estudiantes un conocimiento lingüístico general que les ayude en el desarrollo de las diferentes competencias para la enseñanza y el aprendizaje del portugués. ¿Qué paradigma (o paradigmas) en la enseñanza de la gramática ha demostrado ser más eficaz para reconocer las estructuras gramaticales de la lengua portuguesa? ¿Qué ventajas ofrece cada uno de estos paradigmas? ¿Qué desafíos enfrentan los profesores, estudiantes y ponentes en general? ¿Es necesario reestructurar el sistema educativo? ¿Es necesario reestructurar el sistema educativo? ¿El ciclo de aprendizaje? ¿El plan de estudios? ; info:eu-repo/semantics/publishedVersion
|
|
Keyword:
Apprentissage; Aprendizagem; Aprendizaje; Challenge; Défis; Desafio; Enseignement; Enseñanza; Ensino; Gramática; Grammaire; Grammar; Learning; Paradigm; Paradigma; Paradigme; Teaching
|
|
URL: https://doi.org/10.25757/invep.v11i1.236
http://hdl.handle.net/10400.21/13137
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
How does dialogical talk promote student learning during small group work? An exploratory study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Documentando as aprendizagens experienciais da docência na/pela relação com estudantes ; Documenting the experienced learning from teaching in/by relationship with students
|
|
|
|
In: Revista de Educação Popular; v. 20 n. 1 (2021): Revista de Educação Popular (ISSN 1982-7660) ; 233-250 ; 1982-7660 ; 1678-5622 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Propuesta didáctica de FLE para bachillerato: lengua y cultura
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Post-editing Machine Translation in MateCat: a classroom experiment
|
|
Herget, Katrin. - : Editorial Universitat Politècnica de València, 2021
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Socioeconomic status and university students’ perceptions of English as a professional language
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Research development in doctoral education: role of languages and cultures
|
|
Pinto, Susana. - : Editorial Universitat Politècnica de València, 2021
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom
|
|
Wood, Jennifer. - : Editorial Universitat Politècnica de València, 2021
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts.
|
|
|
|
In: Gallagher, Fiona orcid:0000-0002-7865-1757 (2020) Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System, 91 . ISSN 0346-251X (2020)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Collaborative learning in an English-to-Arabic translation course
|
|
Mosleh, Nansy. - : Dublin City University. School of Applied Language and Intercultural Studies, 2020. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2020
|
|
In: Mosleh, Nansy (2020) Collaborative learning in an English-to-Arabic translation course. PhD thesis, Dublin City University. (2020)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 203 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
