1,720,970 research outputs found
L’enseignement-apprentissage de l’allemand au cycle 3 : quand l’enseignante est une locutrice native
No full textIn the area of foreign languages teaching, the linguistic training of future teachers is extremely demanding and costly as most of them are non native speakers. What is the impact of teachers’languages and «verbal doings » on the learning of their pupils ? This contribution expounds the very first stage of a research on the subject. It inquires into the first compulsory level of foreign language learning and teaching in France, i. e. the «3rd cycle » of primary school (9 to 11 year-old children). As a preliminary step to a research on the «teacher effect » on learning, the study offers a contrastive analysis of recorded verbal behaviours of two German teachers – one is a native speaker while the other is not.En langue étrangère, la formation linguistique initiale et continue des enseignants, non natifs dans leur immense majorité, est extrêmement ambitieuse, exigeante et coûteuse : le modèle implicite reste «le » locuteur natif. Mais quel est l’impact de la langue, de l’agir verbal de l’enseignant sur les apprentissages des élèves ? Contribuer à définir plus précisément et sans doute à réévaluer cette composante linguistique en la situant dans un ensemble dynamique plus large que l’on pourrait nommer «compétence à enseigner une langue étrangère » , tel est l’objectif d’une recherche dont l’article qui suit expose la première étape, à savoir l’analyse contrastive de l’agir verbal de deux enseignantes d’allemand, l’une native l’autre non. Le niveau d’enseignement retenu est le premier auquel l’enseignement-apprentissage d’une langue étrangère est actuellement obligatoire en France : le cycle 3 de l’école primaire (apprenants de 8-10 ans).Delpy Françoise. L’enseignement-apprentissage de l’allemand au cycle 3 : quand l’enseignante est une locutrice native. In: Spirale. Revue de recherches en éducation, n°38, 2006. Les langues à l’école, sous la direction de Françoise Delpy. pp. 141-150
Présentation
No full textDelpy Françoise. Présentation. In: Spirale. Revue de recherches en éducation, n°38, 2006. Les langues à l’école, sous la direction de Françoise Delpy. pp. 3-10
Présentation
No full textDelpy Françoise. Présentation. In: Spirale. Revue de recherches en éducation, n°38, 2006. Les langues à l’école, sous la direction de Françoise Delpy. pp. 3-10
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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Lycées, lycéens, lycéennes. Deux siècles d’histoire, Sous la direction de Pierre Caspard, Jean-Noël Luc & Philippe Savoie, 2005
No full textLoison Marc. Lycées, lycéens, lycéennes. Deux siècles d’histoire, Sous la direction de Pierre Caspard, Jean-Noël Luc & Philippe Savoie, 2005. In: Spirale. Revue de recherches en éducation, n°38, 2006. Les langues à l’école, sous la direction de Françoise Delpy. pp. 151-153
Lycées, lycéens, lycéennes. Deux siècles d’histoire, Sous la direction de Pierre Caspard, Jean-Noël Luc & Philippe Savoie, 2005
No full textLoison Marc. Lycées, lycéens, lycéennes. Deux siècles d’histoire, Sous la direction de Pierre Caspard, Jean-Noël Luc & Philippe Savoie, 2005. In: Spirale. Revue de recherches en éducation, n°38, 2006. Les langues à l’école, sous la direction de Françoise Delpy. pp. 151-153
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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