1,721,011 research outputs found
Appropriation du lexique lors d’un séjour linguistique : une étude de cas quantitative et qualitative
Get PDFDans les études sur l’apprentissage des langues, on recourt principalement aux analyses qualitatives en tant que moyens de décrire l’état actuel ou en développement des compétences des apprenants de langues. Dans cet article nous nous proposons, premièrement, de traiter de cette problématique d’un point de vue spécifique, notamment, de celui du lexique à partir d’une étude développementale. Notre corpus est tiré des dissertations écrites avant et après un séjour linguistique dans un contexte semi-institutionnel. Deuxièmement, nous présentons les résultats des analyses quantitative et qualitative qui donnent, à notre avis, une image plus complète du phénomène en question. Finalement, nous traitons des possibilités et des limites de ce genre d’approche dans une recherche longitudinale sur le lexique d’apprenants de langues.Interlingual studies, as a means to describe the actual or developmental phase of a student’s language knowledge, are very often of a qualitative nature. The present article deals with this issue from a special point of view, that of vocabulary learning and/or acquisition during a stay abroad in a mixed linguistic environment, i.e., a (semi-) instructed and (semi-) naturalistic environment. The corpus consisted of dissertations gathered before and after the study abroad. Secondly, we present the results of the quantitative and qualitative analyses which, in our opinion, when combined, provide a more complete picture of the phenomenon under study. Finally, we discuss the possibilities and limitations of this kind of approach in order to describe the lexical development of some second language learners
Un processus cognitif peut en cacher un autre: Étude de cas sur l’aisance rédactionnelle des scripteurs finnophones et francophones
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”I haven’t got a clue what it means” – Crosslinguistic influences on multilingual learners’ metalinguistic awareness in L3 French
Get PDFThis article deals with multilingual students’ metalinguistic awareness in L3 French at the university level. The aim of the article is to study how the students’ multilingualism influences their lexical strategies in a meaning construction task and to answer the following research questions: What type of crosslinguistic influence can be observed in an oral meaning construction task of L1-L2-L3 cognate words? What kind of metalinguistic strategies do the multilingual learners adopt in this test? The corpus consists of 12 first year students’ productions; students were divided into three different proficiency levels (evaluated with a DIALANG test). The results show that the deliberate activation of L3, L2s and L1 by cognate words had a great impact on the meaning construction of the L3 words. Nevertheless, well learned common words seemed to resist this (combined) crosslinguistic influence. The analysis also revealed that in meaning construction, the participants had recourse to several form- and/or meaning-based strategies which, however, were not always successful
La compétence lexicale des étudiants finnophones en français. Étude sur la production écrite des apprenants
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Asterix ja gallialainen identiteetti pähkinänkuoressa
Get PDFAsterix-sarjakuva linkittyy ranskalaiseen yhteiskuntaan monin tavoin ja luo siten oman kuvansa gallialaisesta identiteetistä.</p
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
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