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Author: Université Laval. Groupe de recherche et d'étude en didactique des langues
Publisher: Centre international de recherche sur le bilinguisme = International Center for Research on Bilingualism
ISBN:
Category : Language Arts & Disciplines
Languages : fr
Pages : 196
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Author: Université Laval. Groupe de recherche et d'étude en didactique des langues
Publisher: Centre international de recherche sur le bilinguisme = International Center for Research on Bilingualism
ISBN:
Category : Language Arts & Disciplines
Languages : fr
Pages : 196
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Author: Diane Huot
Publisher:
ISBN:
Category :
Languages : fr
Pages : 166
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Author: Diane Huot
Publisher:
ISBN:
Category : Language and languages
Languages : fr
Pages : 166
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 532
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Author: Jean-Paul Bronckart
Publisher: Presses Univ. Septentrion
ISBN: 9782859398972
Category : Education
Languages : fr
Pages : 236
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Dans l'enseignement des langues vivantes, on assiste depuis une décennie à un vaste mouvement visant à redéfinir, en termes de compétences, les objectifs de formation aussi bien que les capacités des élèves et des...
Author:
Publisher: EME Editions
ISBN: 2875254383
Category : Social Science
Languages : fr
Pages : 200
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SOMMAIRE : Vincent LOUIS : Introduction : une approche théorique et méthodologique de la tâche-problème en didactique des langues vivantes / Jean-Louis DUMORTIER : A propos des tâches-problèmes de communication / Martine DERIVRY-PLARD : Les études de cas et la didactique des langues... / Joaquim DOLZ et Christophe RONVEAUX : Du texte littéraire à la tâche scolaire : travailler Novarina, du jeu au signe, du corps au sens / Sandrine AEBY DAGHÉ : Lire un texte et le transformer...
Author: Tahereh Paribakht
Publisher: International Center for Research on Bilingualism = Centre international de recherche sur le bilinguisme
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 78
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Four hypotheses are addressed concerning the relationship of the types and proportion of strategies adopted by the subject groups to the proficiency levels, and the subjects' rate of success and effective use of communication strategies for conveying intended meaning as they relate to proficiency level in the target language. The subjects were 40 Persian students in Canada at two distinct proficiency levels, and 20 native English speakers as a comparison group. Communication skills were elicited by a concept-identification task using concrete and abstract nouns, and involving both oral production and interaction between members of the two groups. A taxonomy of communication strategies was developed, with classification into four communicative approaches (linguistic, contextual, conceptual, and mime) based on the type of knowledge used by the speaker for their adoption. Results also showed that differences between groups in the adoption of communication approach types were minimal except in the relative frequency of use of some strategies, and that the groups differed in success rate at getting meaning across and in their effective use of strategies to communicate abstract concepts. It is concluded that use of communications strategies and target language proficiency level are related, use of communication strategies is dynamic, and that differing surface realizations of speakers' communication skills cumulatively affect success in conveying meaning. (MSE)
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1832
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Author: Louise Godin
Publisher: Centre international de recherche sur le bilinguisme = International Center for Research on Bilingualism
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 146
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The research on which this study is based found that 50% of the errors in English of French-speaking students were due to interlingual causes and 50% had their source within the target language itself. The question of a correlation between the errors and the teaching method used is explored. Five methods are discussed and evaluated: grammar-translation, direct, audiolingual, transformational grammar, and cognitive code. In each case, a correlation is made of the method with varieties and frequency of errors, and the value of elements of the method is noted. Other pedagogical implications are drawn from the study of the frequency of errors for fifteen types of errors, chosen as representatives of important classes of grammar or as general trouble makers. Rank-ordered lists are provided as well as tables and graphs illustrating the relative frequency of the errors. Some of the conclusions are that negative transfer is an important source of errors and that, with regard to intralingual errors, overgeneralization seems to be the most common cause. To reduce errors of all types and promote communication and fluency, an eclectic method is suggested. It is also noted that some errors persist on all levels even after many years of study. (AMH)
Author:
Publisher: Edicions Universitat Barcelona
ISBN: 9788447526079
Category :
Languages : en
Pages : 400
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