1,720,987 research outputs found
L’impact sur l’usage des recommandations officielles de la France et du Québec dans le domaine de l’informatique : Étude de l’implantation terminologique
Get PDFThis thesis examines the degree to which computer science terminology as recommended by the official language planning organizations of France (Délégation générale à la langue française et aux langues de France) and Quebec (Office québécois de la langue française) is integrated in business communication language. While the study of terminology implantation has been determined in peer-reviewed literature as being crucial to language planners in order to verify the successful use of their own recommendations, only a small number of studies have been undertaken in this field over the last few decades. Incorporating and adapting the terminometrics protocol created by Jean Quirion (2000), we investigate the degree of implantation of official terms for computer peripherals in comparison to other French and English synonyms inside a corpus constituted of webpages of international information technology (IT) companies. Our study reveals how the distinct language policy of France and Quebec, due to different historical, sociological and political events, may influence the scope of their action on language [email protected]
Parce qu'une image vaut mille mots: text and image in the French second language classroom
No full textThis research explores the potential of image and visual literacy in the postsecondary second language classroom to contribute to learners’ motivation towards the acquisition of the second language. The pedagogical approach used in this project is based on the research on multiliteracy, and the learning model adopted is implied by the activity theory. The intervention took place over a period of six weeks, with 39 students registered in two different first year French courses at the University of Victoria, British Columbia. The research hypothesis was that analysis, interpretation and fabrication of images would engage and motivate the participants towards their second language acquisition (SLA). Data gathered from participants’ comments suggest that more than two thirds of them, that is to say 71%, have supported my hypothesis. A series of comparative analysis indicated that the research experience was more appreciated by the group Fren 195, probably because of specific expectations regarding the nature of their course. Another series of comparative analysis suggested that the sub-group immersion Fren 155 had least appreciated the research experience, due to the conventions on linguistic hybridity, creative process and choices. Finally, since the activity theory is comprised of an ensemble of interactive components, the research also investigated the impact of each component on the participants’ motivation towards SLA
Collaborative learning via mobile language gaming and augmented reality: affordances and limitations of technologies
No full textThis research explores collaborative second language (L2) learning in gamified environments, and specifically examines affordances and limitations of mobile gamified language systems and augmented reality (AR) in supporting collaborative L2 learning. Therefore, this design-based research entailed the development and evaluation of two L2 AR gamified collaborative learning tools, Explorez and VdeUVic. At different locations on campus, players interact with characters that give them quests including clues or options to further the storyline. The gameplay interactions were designed to take place either in the form of written text or audio and video recordings, encouraging students to practice both oral and written language competencies. Three cohorts of FL2 university students playtested both gamified systems, and 58 students chose to participate in the study. The evaluation of the AR language tools was implemented by means of mixed-method case studies, collecting data of both a qualitative and quantitative nature, through pre- and post- play questionnaires, interviews, and video recordings of student gameplay interactions for analysis. This research examined the learners’ perceptions of their learning experience and in what ways students collaborated to complete the tasks. Additionally, the adaptation of Volet et al.’s (2009) collaborative learning framework permitted the examination of the learners content processing and social regulation during gameplay. The findings suggested the potential of AR gamified environments to facilitate high levels of interaction and collaboration. The analysis showed distinct patterns of collaborative learning across groups and sessions. Additionally, the findings identified patterns in the emergence of learners’ high-level co-regulation, as well as factors that assisted students in sustaining engagement of high-level co-regulation during gameplay.Graduat
Etude sur la démotivation ressentie par les apprenants de sexe masculin inscrits au programme de français de base
No full textWhile much of the literature in the field of second language (L2) motivational variance has focused on macro-level or societal variables to account for males’ disinterest to learn French, very few studies consider micro-level factors, that is, those within the language learning classroom. To fill this gap in the literature, this exploratory and descriptive study examines, from both the perspective of male Core French learners and Core French teachers, possible pedagogical elements that boys perceive as contributing factors to their demotivation to learn French. A mixed method design was employed and data were collected from a sample of 75 male Core French students and six Core French teachers on southern Vancouver Island. The quantitative data were collected through the use of modified questionnaires, while the qualitative data were gathered using focus group interviews. There are three major findings in the current study. First, male Core French learners reported being disinterested in the topics of study used in the Core French classroom and demotivated by the Core French textbook. Second, male Core French learners criticized the overdependence of written modality exercises implemented in the language classroom, suggesting that the repetitive nature of the written exercises discourages them to learn French. Third, male Core French learners were shown to strongly disfavour the teacher-centered approach most often described by learners. They reported that a more student-centered approach, which incorporated games and a significant increase in speaking and interactive activities, might encourage them to be more motivated to learn French. Based on these findings, implications and future research directions are [email protected]
Evaluating a Learning Object Repository: A Pilot Study
Get PDFThis article describes a pilot study performed in the Fall of2004in order to evaluate the functional aspect of FLORE, a newlearning object repository for French teaching and learning.The study seeks to elaborate a standard and iterative evaluationprocess in order to better analyse the educational value oflearning object repositories. Developped as a prototype, FLOREis a web portal similar to MERLOT or CAREO that aggregatesa collection of objects and sites for the community of educatorsand learners of the French language. The author here describesits specificities and draws initial conclusions based on theparticipants\u27 evaluations and contributions towards the furtherdevelopment of the repository
Effet de l’implémentation d'Explorez, jeu basé sur la quête et la réalité augmentée, sur la motivation d’apprenants de français langue seconde (FL2): une étude de cas
No full textThis research explores gamification as a means to motivate and engage second-language learners. Gamification uses game-based mechanics, and game thinking to engage people, motivate action, and promote learning. We investigate the limits and advantages of quest-based learning and augmented reality to assess the potential of a new mobile learning tool Explorez. In order to bridge the gap between gaming and education, Explorez was created for first-year university French students at the University of Victoria, BC. Using GPS, Explorez transforms the campus into a virtual francophone world, where students interact with characters, items, and media as they improve their French language skills and discover their [email protected]
Un réseau de variables : une analyse sociocritique et ergonomique de l’usage de Twitter pour l’acquisition du français
Get PDFThis thesis offers a sociocritical (Collin, Guichon et Ntébutsé, 2015) and ergonomic (Bertin, 2015; Caws & Hamel, 2016; Rabardel, 1995) analysis of an online language learning activity using Twitter, in order to better understand the complex network of variables influencing the success or failure this digital platform in an educational context. Since the creation of Twitter in 2006, researchers in technology-mediated education have been re-purposing the platform for language learning in order to understand its impact on the learner experience (Hattem & Lomicka, 2016). Most studies investigate the benefits of using Twitter as a way to expose students to real-life social interaction (Reinhardt, 2019); they suggest that this social network motivates students (Albadi, 2016), providing the opportunity for language contextualisation (Antenos-Conforti, 2009), digital literacy development and learner autonomy (Leis, 2014). However, in doing so, many of these studies rely on a deterministic approach, assuming that Twitter has inherent educational potential that can be equally accessed by all students when it is asked of them (Collin et al.). Instead, this thesis deconstructs a network of factors and perceptions acting on a student’s ability and willingness to use Twitter to learn French. In particular, this thesis focuses on the participation and the experience of 10 first-year university French students that were invited to publish tweets and to interact with their peers on Twitter over a period of one semester (12 weeks). Drawing from direct observations, interviews and survey data, the results of my mixed-method case study indicate a possible correlation between learner beliefs, participation, and experience, thus highlighting the importance of designing digital learning activities around the diverse needs and perspectives of learners, rather than the expected outcomes that Twitter can offer.Graduat
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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