Academic literature on the topic 'Didactics of lexicon'
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Journal articles on the topic "Didactics of lexicon"
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Calzadilla Vega, Grechel, Marlen Aurora Domìnguez Hernàndez, and Roberto Fernando Valledor Estevill. "CONSIDERACIONES EN TORNO AL TRATAMIENTO DIDÁCTICO DEL LÉXICO EN LA FORMACIÓN INICIAL DE PROFESORES DE ESPAÑOL-LITERATURA." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 45. http://dx.doi.org/10.33936/cognosis.v3i2.1349.
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En el artículo se socializan resultados de la investigación doctoral La disponibilidad léxica del profesor de Español-Literatura en formación inicial, que se realiza en la Universidad de Las Tunas, Cuba. Como parte del diagnóstico, en la indagación empírica acerca del tratamiento didáctico del léxico se utilizaron como métodos el estudio de productos del proceso pedagógico, la observación, encuestas y entrevistas El análisis de los resultados permitió concluir que existe un tratamiento didáctico del léxico afectado por limitaciones en su planificación y la existencia de carencias teóricometodológicas para su orientación comunicativa, que repercuten de manera negativa en la formación de este profesional de la educación como comunicador competente y modelo lingüístico, como exigencias sociales. Se enfatiza, además, en la pertinencia de adaptar la metodología derivada de los estudios de disponibilidad léxica al contexto de la Didáctica de la lengua materna en la Educación Superior, por las posibilidades que ofrece de contribuir al diagnóstico y la posterior planificación didáctica de este componente de la lengua materna, que resulta eje transversal tanto de la competencia comunicativa, como de los componentes funcionales análisis, comprensión y construcción de textos.
PALABRAS CLAVE: Tratamiento didáctico del léxico; Disponibilidad léxica; Didáctica de la lengua materna; Formación inicial de profesores de EspañolLiteratura.
CONSIDERATIONS AROUND THE TEACHING TEACHING OF LEXICIAN IN THE INITIAL TRAINING OF TEACHERS OF SPANISH-LITERATURE
ABSTRACT
In the article the results of the doctoral research are socialized The lexical availability of the teacher of Spanish-Literature in initial formation, that is realized in the University of Las Tunas, Cuba. As part of the diagnosis, in the empirical inquiry about the didactic treatment of the lexicon, the study of products of the pedagogical process, observation, surveys and interviews was used as methods. Analysis of the results allowed to conclude that there is a didactic treatment of the lexicon affected by limitations In their planning and the existence of theoretical and methodological deficits for their communicative orientation, which have a negative impact on the education of this professional of education as a competent communicator and linguistic model, as social demands. It is also emphasized in the pertinence of adapting the methodology derived from the studies of lexical availability to the context of the teaching of the mother tongue in Higher Education, given the possibilities it offers to contribute to the diagnosis and subsequent didactic planning of this component of the mother tongue, which is the transversal axis of both the communicative competence and the functional components of analysis, comprehension and text construction.
KEYWORDS: Didactic treatment of lexicon; Lexical availability; Didactics of the mother tongue; Initial formation of Spanish-Literature teachers.
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DEL OLMO, Claire. "L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION." FRANCISOLA 2, no. 2 (December 31, 2017): 144. http://dx.doi.org/10.17509/francisola.v2i2.9406.
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RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT. Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.
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AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (November 21, 2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.
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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.
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Subirats-Rüggeberg, Carlos. "Grammar and lexicon in traditional grammar." Historiographia Linguistica 21, no. 3 (January 1, 1994): 297–350. http://dx.doi.org/10.1075/hl.21.3.03sub.
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Summary In Methodvs didactica (1668) and other works Johann Joachim Becher (1635–1682) developed a theory of grammar which was based on the study of lexical, syntactic and semantic relations of words within the lexicon of a language. Matthias Kramer (1640–C.1730), in his many bilingual dictionaries, applied Becher’s grammatical theory to develop a general theory of linguistic analysis, studying the morphological relationships between roots, derivatives and/or compounds, synonymy between words, and the relationships of words in sentences and idioms in various languages. The paper demonstrates that Kramer’s approach effectively marks a breakaway from traditional grammar as still found in the works of Justus Georg Schottel (1612–1676), Kaspar Stieler (1632–1707), and others, because it applies an explicit grammatical model and because it does away with the traditional separation between lexicon and grammar. Kramer also breaks with the traditional association between form and meaning, which not only affects his concept of grammatical explanation, but also his way of establishing a comparison between languages. Kramer’s linguistic approach, it is suggested, presents certain similarities with modern studies of lexical grammar, since both try to study linguistic phenomena in the lexicon and both eliminate the arbitary separation between lexicon and grammar.
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Trigo Ibáñez, Ester, Manuel Francisco Romero Oiva, and Inmaculada Clotilde Santos Díaz. "Elaboración de un corpus cacográfico desde la disponibilidad léxica en estudiantes sevillanos. Un análisis para la enseñanza de la lengua." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 119. http://dx.doi.org/10.4995/rlyla.2018.9176.
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<p>The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.</p>
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Et al., Tashtemirova Mufassal Alidjanovna. "Lingu-Didactical Basis Of Teaching English Learning Vocabulary To The First-Year Uzbek Audience Students." Psychology and Education Journal 58, no. 1 (January 29, 2021): 43–53. http://dx.doi.org/10.17762/pae.v58i1.732.
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The relevance of the study is that the academic work is devoted to one of the least researched linguistic problems, the importance of teaching the English language teaching vocabulary to the students of the first year Uzbek audience and the solution of the problems. Effective teaching of English requires students to communicate as much as possible in English. Naturally, students learn a foreign language mainly in an educational institution, and therefore, the full understanding and application of the teaching lexicon in the educational process is one of the pressing problems. The research subject is the process of teaching the English Language Teaching lexicon to the students in the Uzbek audience. The scientific novelty of the study includes the following: 1) comparison of the composition of the Uzbek and English Language Teaching lexicon in the dissertation; 2) detailed identification of similarities and differences between the Uzbek and English Language Teaching lexicon; 3) description of the state of interpersonal interaction in the Uzbek and English language lexicon system on the basis of clear and concise materials; 4)the system of assignments is designed to eliminate the negative cases of interference in the teaching of the English Language Teaching lexicon to Uzbek students.
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Neubert, Gunter. "Fachlexicographie - Probleme, Aufgaben, Konzepte." HERMES - Journal of Language and Communication in Business 3, no. 4 (July 27, 2015): 67. http://dx.doi.org/10.7146/hjlcb.v3i4.21426.
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Most LSP dictionaries are used as translation tools. Neglecting other uses allows us to describe some fundamental principles of LSP lexicography including economic factors as well as the user's world and linguistic knowledge. Use of terms in LSP texts and the requirements to guide the user to the dictionary's entry provoke us to differentiate lexicon forms from text forms, and additionally to define dictionary forms of terms. Normally, dictionary use is in three steps: forming a potential entry address, verifying the identity of the text and entry words' meanings, and selecting/adapting a word for the TL text. Díctionary making is surveyed in brief. LSP lexicographical research should be done in the fields of the user's lexical demand, of corpus and data collection, and of data presentation, in each case considering theoretical, technological, economic, and didactic aspects of LSP lexicography.
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Labrador de la Cruz, Belén. "Making a little go a long way: A corpus-based analysis of a high-frequency word and some pedagogical implications for young Spanish learners." International Journal of English Studies 19, no. 1 (June 30, 2019): 1–20. http://dx.doi.org/10.6018/ijes.349311.
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This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children’s short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how little has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies.
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Patel, Vishal, Jeffrey Roberts, Bruce Cohen, Susan Frank, Rona Orentlicher Fine, Jessica Rosenblum, Mordecai Koenigsberg, and Marjorie Stein. "A Didactic Lecture Is Effective in Teaching Sonographers the TI-RADS System for Stratifying Thyroid Nodules." Journal of Diagnostic Medical Sonography 36, no. 4 (May 6, 2020): 322–26. http://dx.doi.org/10.1177/8756479320917638.
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Objective: The aim of this study is to determine whether a one-hour image-rich didactic lecture given to sonographers can successfully teach them the TI-RADS (Thyroid Imaging, Reporting and Data System) lexicon, to improve their recognition of malignant thyroid nodules. Methods: A one-hour image-rich didactic lecture on TI-RADS was designed that encompassed the diagnostic criteria for thyroid malignancy and technical tips to better demonstrate thyroid nodules. A lecture was presented to 34 sonographers across multiple sites. The study examined the effects of the lecture by comparing the results of a pretest, an immediate posttest, and a two-week delayed posttest. Results: All 34 sonographers participated in the lecture intervention and each assessment. The prelecture assessment scores ranged from 13% to 73% with an average of 46%. Immediately after the lecture, the assessment scores ranged from 27% to 100%, with an average of 77%. Two weeks after the lectures, scores ranged from 27% to 93%, with an average of 70%. Compared to the pretest, there was a statistically significant increase in average scores immediately after and two weeks after the lecture. Conclusion: It is critically importance to have a reliable, noninvasive method to identify thyroid nodules that have a greater chance of malignancy. A didactic lecture could successfully teach, result in knowledge retention, and increase sonographers’ confidence in the TI-RADS lexicon.
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Musiienko, Yulia. "EMOTIONAL-AND-PRAGMATIC POTENTIAL OF ACCENTUATION IN THE PARABLE DISCOURSE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 128–32. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-128-132.
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The article is devoted to the study of prosodic means’ loading in creating emotional didactic utterance conveyed in modern English parables. The relevance of the problem is due to the general tendency of contemporary linguistic studies to analyze the functioning of prosodic means of coding, generating, perception and decoding of didactic loading of the utterance. A conducted experimental-and-phonetic research has shown that accentuation of lexical, grammatical and stylistic linguistic means within their prosodic loading facilitates a process of actualization and decoding of directive intentions aiming at evoking the recipient’s emotions. It has been established that directive intentions are precepted as neutral according to their emotional level due to a restricted number of lexical and grammatical means, and a regular tempo and rhythmic structure without various suprasegmental patterns. In contrast, the directive intentions and ethical ideas conveyed in the parables and read with more prominent emotional loading are characterized by increase and decrease on loudness, acceleration and slowing of tempo, high or extra high falling nuclear tones in comparison to less accentuated and highlighted intonational parts of a didactic utterance. Despite the variety of lexical, grammatical and stylistic means the most significant emotions and didactic utterances that are characterized by a number of specific invariant prosodic means, by accentuation and prominence of semantic centers conveyed in the didactic utterance of contemporary English parables have been singled out.
Dissertations / Theses on the topic "Didactics of lexicon"
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Sardier, Anne. "Construire la compétence lexicale : quelle place en didactique pour le cotexte ?" Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL013/document.
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Nous cherchons dans ce travail à mieux saisir la construction de la compétence lexicale chez de jeunes collégiens. Notre propos prend appui sur des recherches en sémantique lexicale et en didactique du lexique qui prônent l'étude du rôle de la dimension syntagmatique du lexique dans l'analyse lexicale. Nous faisons l'hypothèse qu'un enseignement du lexique axé sur l'étude explicite de la structure du co-texte des unités lexicales peut favoriser la construction de la compétence lexicale. Nous proposons une réflexion didactique basée sur les approches intégratives de la lexicologie contemporaine. Nous revenons sur le concept de compétence pour proposer notre propre définition de la compétence lexicale, objet de notre recherche. Nous délimitons le co-texte qui est pour nous constitué des co-occurrents fréquents, employés dans la même phrase que l'unité lexicale étudiée. Dans une perspective didactique, nous proposons ensuite une structuration grammaticale du co-texte.À partir de ce cadre, notre protocole consiste à tester un dispositif didactique envisageant l'enseignement organisé et systématique du lexique. Nous testons ce dispositif dans deux classes de 6ème (11-12 ans). Dans une classe l'enseignement explicite de la structure du co-texte est proposée, tandis que dans l'autre sont pratiqués divers exercices extraits de manuels scolaires. Nous évaluons au terme d'une année scolaire en classe de 5ème l'impact de cet enseignement sur le développement de la compétence lexicale. L'analyse montre que les sujets qui ont bénéficié d'un enseignement explicite de la structure du co-texte ont eu tendance à s'appuyer davantage que les autres sur le co-texte pour leur calcul du sens. Les résultats obtenus au terme d'une année suggèrent que l'étude explicite de la structure du co-texte entraine des effets à un double niveau. D'une part, les élèves s'approprient une nouvelle stratégie d'interprétation des unités lexicales, cet exercice de métacognition leur permet ainsi de mieux comprendre le fonctionnement du système pour contrôler l'inférence, et de développer par là leur compétence lexicale. D'autre part, l'enseignant approfondit aussi sa connaissance de l'organisation du lexique, ce qui favorise l'intégration des structures sémantiques, morphologiques et syntagmatiques en didactique du lexique. Au regard de ces résultats et dans le cadre de la formation d'enseignants, nous présentons alors des pistes didactiques concrètes d'enseignement du lexiqueWe seek in this research to better understand the construction of the lexical competency in young pupils. Our purpose is based on research in lexical semantics and in didactic that advocates the study of the role of the syntagmatic dimension of the lexicon in lexical analysis. We assume that vocabulary teaching focusing on the explicit study of the structure of the co-text of lexical units can encourage the construction of the lexical competency. We propose a didactic reflection based on integrative approaches of contemporary lexicology. We study the concept of competency in order to propose our own definition of the lexical competency, the subject of our research. We describe the co-text that is done, for us, of the frequent co-occurrence used in the same sentence as the unit studied. In a didactic perspective, we then propose a grammatical structuration of the co-text.From this framework, our protocol our protocol consists in testing a didactic device considering an organized and systematic teaching of the lexicon. We test this device in two 6th grade classes (11-12 years). In one class, the explicit teaching of the co-text structure is proposed, while in the other class various exercises taken from textbooks are practiced. We evaluate at the end of a school year, in the 5th grade class, the impact of this teaching on the development of the lexical competency. The analysis shows the subjects who received explicit instruction of the co-text's structure tended to rely on the co-text more than the others in their search of sense. The results obtained after a year lead us to consider that the explicit study of the co-text structure causes effects on two levels. On the one hand, the pupils use a new strategy for interpreting the lexical units, this exercise of metacognition allows them to better understand the functioning of the system in order to control the inference, and thus develop their lexical competency. On the other hand, the teacher also deepened his knowledge of the organization of the lexicon, which promotes the integration of the semantic, morphological and syntagmatic structures. In view of these results, and as part of teacher training, we present consequently concrete didactic courses of teaching lexicon
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Benhe, Nelson. "La place de l'enseignement du lexique du FLE au Mozambique : études sur les supports, démarches et compétences." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0314.
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Cette thèse est l’aboutissement d’une étude visant à comprendre la place accordée aux contenus lexicaux dans l’enseignement du français langue étrangère (FLE) au Mozambique, dans un processus qui intègre les universités qui forment les futurs professeurs du FLE, et des lycées où ces derniers exercent leur métier à l’issue de leur formation supérieure. Le corpus de la recherche est composé par 3 (trois) volets, à savoir (i) les supports utilisés aussi bien à l’université que dans les lycées, notamment les programmes d’enseignement et les manuels officiels, ces derniers utilisés dans l’enseignement secondaire ; (ii) les vidéos des pratiques enseignantes dans les universités et dans les lycées ; et (iii) les tests de connaissances lexicales que nous avons fait passer aux apprenants. Nous avons fait appel à la grille de Théophanous (2004) pour analyser le volume et la disposition des contenus lexicaux dans les manuels. Cette grille est un outil spécialement conçu pour étudier la manière dont les manuels du FLE présentent les contenus lexicaux. L’analyse des démarches de l’enseignement du lexique a été effectuée grâce à la Théorie de l’Action Conjointe du Didactique (TACD) et nous nous sommes appuyés sur le logiciel Iramuteq pour mesurer le volume de prise de parole en classe. Enfin, le dépouillement des tests de connaissance lexicale a été effectué manuellementThis thesis is the culmination of a study to understand the place given to lexical contents in French teaching as a foreign language (FLE) in Mozambique, in a process that integrates the universities that train the future FLE teachers, and secondary schools where they practice their profession at the end of their higher training.The research corpus consists of 3 (three) strands, namely (i) the materials used in the University, as well as in secondary schools, including teaching programs and official manuals; (II) videos of teaching practices in universities and secondary schools; and (iii) the lexical knowledge tests carried out by students. We used the Théophanous grid (2004) to analyze the volume and organization of lexical contents in textbooks. This grid is a tool specially designed to study how the FLE manuals present the lexical contents. The analysis of the methods of lexicon teaching was carried out through the theory of joint action of didactics (TACD), and we used the IRAMUTEQ software to measure the flow of interaction in the classroom. Finally, the correction of the lexical knowledge tests was done manually
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Bidarmaghz, Raha. "Lexique et compétence lexicale dans le domaine de l’enseignement du FLE : enjeux fonctionnels et propositions didactiques." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0249.
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La thèse s’inscrit dans le domaine de l’enseignement du Français Langue Étrangère (FLE) et plus précisément de celui du lexique. Étant donné le caractère ouvert, multiple et complexe des unités lexicales, nous avons cherché à cerner ce domaine de compétences d’une part en nous appuyant sur la confrontation de modèles méthodologiques et de matériels didactiques, et d’autre part en circonscrivant un champ d’application. Le but est de parvenir à des propositions didactiques qui soient conformes aux objectifs d’enseignement et d’apprentissage du lexique en classe de FLE et qui s’inspirent des descriptions théoriques du système lexical qui nous ont paru les plus productives. La thèse comporte trois parties d’inégale importance. La première procède à un rappel historique des principales méthodologies du FLE. Nous partons de la notion d’éclectisme et d’hétérogénéité constitutive, empruntée à C. Puren (1988), pour souligner la variété et la complexité des pratiques d’enseignement elles-mêmes ainsi que des théories psychologiques et linguistiques qui les sous-tendent. De ce premier panorama émergent les travaux fondateurs de Gougenheim (1967) et Galisson (1979) pour leurs apports respectifs sur le vocabulaire effectif dans des situations ordinaires (Gougenheim) et ses déterminations culturelles (Galisson). Parallèlement à ces travaux, l’approche communicative de l’enseignement du FLE a surgi avec le Niveau Seuil (1976) élaboré dans le cadre du CREDIF par l’équipe d’un spécialiste des interactions verbales, E. Roulet. Nous concluons ce cadrage méthodologique par la comparaison de différents manuels de FLE, choisis pour leur exemplarité de tel ou tel courant. Les activités de vocabulaire ont été le fil rouge de nos observations de ces manuels. La deuxième partie est consacrée aux apports de la linguistique dans la description du lexique. Deux notions centrales ont guidé notre travail : la notion de construction et les emplois phraséologiques. Le concept de construction s’emploie ici avec deux sens distincts : le premier renvoie à la « construction du lexique » et aux mots « construits » et nous l’avons envisagé en privilégiant les opérations de dérivation. Les analyses de D. Apothéloz (2002, 2005) nous ont été précieuses. Le second sens de construction nous rapproche de la phraséologie : c’est l’acception qui réunit syntaxe et sémantique. Ce sont alors I. Novakova (2015), C. Cavalla & V. Labre (2009), I. González Rey (2002 ; 2014) et D. Legallois (2014) qui nous ont principalement inspirée. Dans le but de resserrer notre propos et d’éviter l’écueil des généralités théoriques, nous avons pris le parti d’une thématique lexicale. C’est celle que nous appelons « les situations de transaction commerciale » et que nous avons préférée à des choix plus fermés tels que « faire son marché » ou « acheter un billet d’avion ». Enfin, notre thèse se referme, dans sa troisième partie, sur des propositions didactiques où nous privilégions les échanges communicationnels et les discours de la vie quotidienne (la publicité). Nous y présentons des activités de classe qui restent à augmenter et étoffer avant d’être expérimentées. À côté de ces activités, nous nous interrogeons sur l’intérêt pratique pour un enseignant de constituer son recueil de documents et nous concluons sur la notion de seuil d’apprentissage valant pour la compétence lexicaleThe thesis is part of teaching French as a Foreign Language (FLE) and more specifically that of the lexicon. Given the open, multiple and complex nature of the lexical units, we sought to define this area of competence on the one hand by relying on the confrontation of methodological models and didactic materials, and on the other hand by circumscribing a field of 'application. The goal is to arrive at didactical propositions that are in line with the teaching and learning objectives of the lexicon in French as a foreign language and which are inspired by the theoretical descriptions of the lexical system which seemed to us the most productive. The thesis has three parts of unequal importance. The first is a historical review of the main methodologies of FLE. We start from the notion of eclecticism and constitutive heterogeneity, borrowed from C. Puren (1988), to emphasize the variety and complexity of the teaching practices themselves as well as the psychological and linguistic theories underlying them. From this first panorama emerge the founding works of Gougenheim (1967) and Galisson (1979) for their respective contributions on the effective vocabulary in ordinary situations (Gougenheim)and its cultural determinations (Galisson). Parallel to this work, the communicative approach of FLE teaching arose with the Threshold Level (1976) developed within the framework of CREDIF by the team of a specialist in verbal interactions, E. Roulet. We conclude this methodological framework by comparing different FFL textbooks, chosen for their exemplary of this or that current. The vocabulary activities have been the thread of our observations of these manuals. The second part is devoted to the contributions of linguistics in the description of the lexicon. Two central notions guided our work: the notion of construction and phraseological uses. The concept of construction is used here with two distinct meanings: the first refers to the “construction of the lexicon” and the words “built”, and we have considered it by favoring the derivation operations. The analyzes of D. Apothéloz (2002, 2005) have been invaluable. The second meaning of construction brings us closer to phraseology: it is the meaning that combines syntax and semantics. It was I. Novakova (2015), C. Cavalla & V. Labre (2009), I. Gonzalez Rey (2002; 2014) and D. Legallois (2014) who inspired us mainly. In order to narrow our point and to avoid the pitfall of theoretical generalities, we took the side of a lexical thematic. This is what we call "business transaction situations" and we prefer more closed choices such as "market" or "buy a plane ticket". Finally, our thesis closes, in its third part, on didactic propositions where we privilege the communication exchanges and the speeches of the everyday life (the publicity). We present classroom activities that remain to be expanded and expanded before being tested. In addition to these activities, we question the practical interest of a teacher in compiling his collection of documents and conclude on the notion of learning threshold valid for lexical competence
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Toro, Criollo Alejandro. "Le lexique mental dans l'enseignement du vocabulaire en FLE : le cas de l'acquisition du passé comosé par des apprenants hispanophones de français L3." Thesis, Dijon, 2016. http://www.theses.fr/2016DIJOL030/document.
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Cette recherche-action expérimentale présente la force qui manifeste le lexique mental dans l’enseignement du vocabulaire en FLE. Elle a été développée avec le groupe expérimental du français II du programme de lettres modernes à l’université du Quindío en Colombie. Les étudiants présentaient un faible niveau en français dans les activités orales et écrites. Le manque du vocabulaire a été un élément présent dans la production de la langue. Le but de cette recherche est d'améliorer l'acquisition du vocabulaire en français par le biais d'une série de séances d'apprentissage du passé composé en tenant compte les trois piliers de la connaissance des mots exprimés par Nation 2013 le sens la forme et l’utilisation et la théorie de Pinker 2011 sur les mots et les règles les ingrédients du langage et évaluer ces séances pour voir si elles ont affecté leur performance sur un test de français, examen final. Un pré-test et un post-test ont été appliqués, le premier a servi pour établir les problèmes qui avaient les étudiants en apprenant ce temps verbal, le second a mesuré les résultats obtenus après la fin des séances. Les résultats ont été comparés à ceux du groupe contrôle qui a eu un enseignement centré sur la grammaire. Les résultats obtenus suggèrent que les étudiants ont amélioré les compétences pour s’approprier de la forme, le sens et l’utilisation des verbes réguliers et irréguliers en français afin de réduire l’effet de fossilisation des erreurs ; récurrente des étudiants de tous les niveaux dans le programme. En conséquence, le groupe expérimental s’est mieux comporté dans l’examen final que le groupe contrôle et donc l’appropriation a été amélioréeThis research presents the force that manifests the mental lexicon in teaching vocabulary in French as a foreign language. This experimental action research was developed with the experimental French group II EG from the program of modern languages at the University of Quindio in Armenia City, in Colombia. Students presented a low level in oral and written French activities. The lack of vocabulary was a recurrent element in the expression of the language. The purpose of this research is therefore focused on improving vocabulary acquisition in French through a series of learning sessions of the French’s present perfect taking into account the three pillars of the knowledge of words expressing by Nation 2013 meaning, form and usage and Pinker 2011 theory about words and rules the ingredients of language and evaluate these sessions to see that so affected their performance on a test of French, final exam. A pre-test and post examination was conducted, the first served as background to establish the problems that had students in learning this tense, the second measured results obtained by students after completion of the respective sessions. Results were compared to a control group CG. Through this study, it was concluded that the sessions learning of the French’s present perfect improved their capabilities to internalize the form, the meaning and usage of both regular and irregular French verbs to reduce the effect of fossilization of an error that was a recurring of students at all levels in the modern languages program. As a result, the EG performed better in the final exam than the CG and thus the appropriation of the French present perfect was improved
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Santos, Fernanda Quartieri dos. "O dicionário de língua portuguesa e o ensino de língua materna: uma proposta além do livro didático." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2585.
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Este trabalho tem por objetivo destacar o papel didático do dicionário escolar, selecionando alguns recursos lexicais que permitem contribuir para a ampliação da competência lexical do aluno das séries finais do Ensino Fundamental. A partir dos princípios da área de estudo da lexicografia didática e de proposições dos Parâmetros Curriculares Nacionais de Língua Portuguesa, destacamos a importância do processo do aprendizado do léxico. Com base nesse referencial teórico, realizamos a análise de cinco dicionários selecionados pelo Plano Nacional do Livro Didático de 2006, considerando seis categorias, as quais fazem referência a distintos usos e sentidos de entradas lexicais: diversidade de acepções; exemplos; marcas de uso; locuções; sinônimos e antônimos. Verificamos, também, como acontece o estudo do léxico em quatro livros didáticos de Língua Portuguesa, selecionados pelo PNLD de 2008 com a finalidade de mostrar o quanto esse estudo é limitado e pouco desenvolvido nesses livros. Por fim, elaboramos uma aval
This work has the objective to highlight the didactic role of the academic dictionary, selecting some lexical resources that permit to contribute and to enlarge students lexical competence in the final grades of the Elementary school. From the beginning of the study field of didactic lexicography and the propositions of the Portuguese Language National Curriculum Parameters. We highlight the importance of the lexic learning process. Based on this theoretical referential, We have done a review of five dictionaries, selected by the National Plan of Didactic Book of 2006 (NPDB), considering six categories, which make reference to lexic entries different uses and meaning: Variety of perception, examples, marks of use, locutions, synonymous and antonymous, We have also verified how the study of the lexic happens in four Portuguese Language didactic books, selected by the NPDB with the function of showing how this study is limited and not much developed in these books. Finally, we elaborated an evaluation of each
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Genre, Stéphanie. "La glose à thème lexical en situation littéraire au cycle trois de l'école primaire française : entre épisodes métadiscursifs d'élucidation du sens et figures de l'ajout, un noeud de l'intervention didactique, un enjeu pour la formation d'enseignant." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30056/document.
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Cette recherche s'inscrit dans le domaine de la didactique du français, dans la zone de contact entre enseignement de la langue et enseignement de la littérature. Elle a pour objet la glose à thème lexical dans la classe de littérature au cycle 3 de l'école primaire française. Ce que nous avons cherché à caractériser ce sont les échanges autour de certaines unités lexicales du texte à lire (les « épisodes métalexicaux ») et les échanges autour des mots que les élèves utilisent pour leurs propres commentaires (les « mots de la réception »). Que font-ils exactement quand ils parlent des mots d'un texte ou quels sont les mots qu'ils utilisent pour parler d'un texte? Quel lien avec ce qui est prescrit en matière d'enseignement du lexique, d'une part, et en matière d'enseignement de la lecture littéraire, d'autre part ?La méthode d'analyse des données est comparative. Elle concerne trois classes de CM2, deux enseignants expérimentés et un enseignant entrant dans le métier, autour de deux albums de littérature de jeunesse : La Petite fille du livre (Nadja) et Zappe la guerre (Pef). Nous avons mené une étude qualitative appuyée sur les transcriptions des échanges filmés dans les classes, ainsi que sur les transcriptions d'entretiens et de dispositifs d'autoconfrontation (empruntés à l'ergonomie et à l'ergologie).Ce travail s'intéresse au métadiscours dans le sens élargi que lui donne Andrée Borillo (1985) qui inclut les conduites langagières de commentaire, de définition, d'explication, portant sur le code ou sur les faits de discours.Nous avons d'abord appréhendé notre objet sur le plan linguistique et nous avons analysé la diversité des conduites et des procédés langagiers qui en font sa spécificité. Nous avons cherché ensuite à en saisir la particularité dans le cadre d'une activité de lecture littéraire.À partir de travaux de référence en lexicologie et en didactique de la littérature, nous avons construit un modèle distinguant plusieurs catégories de glose (les gloses sur la signification, les gloses sur le sens, les gloses sur les realia et les gloses génériques). Nous avons rangé l'ensemble de ces gloses dans trois paradigmes : un paradigme sémantique, un paradigme générique et un paradigme personnel.Nous avons pu montrer entre autres que le travail sur le vocabulaire en classe de littérature ne se résume pas à la définition, principale catégorie présupposée par les enseignants, mais engage de nombreuses conduites différentes. Nous avons montré aussi que ce travail joue un rôle dans l'activité de symbolisation attendue du sujet lecteur en contexte littéraire. Toutefois, l'analyse de l'action enseignante montre la complexité du pilotage de ces interactions autour du lexique et la nécessité de former les enseignants en matière d'enseignement du lexique en contexte littéraireThis research joins in the field of French language didactics, in the area of contact between teaching of the language and teaching of literature in the third “cycle” of the French primary school.It covers the gloss around lexical items of the text to be read (the metalexical " episodes ") and the exchanges around the words the pupils use for their own comments (the " words of the reception ").What do they do exactly when they speak about the words of a text or what are the words they use to speak about a text? What link do they make with the prescription regarding teaching of the lexicon on one hand, and regarding teaching of the literary reading on the other hand? The method of analysis of the data is comparative. It concerns three 5th classes of primary school, two experimented teachers and a teacher starting their career, around two albums of youth literature: La petite fille du livre (Nadja) and Zappe la guerre (Pef).We led a qualitative study based on the transcriptions of the exchanges filmed in the classes, as well as on the transcriptions of interviews and plans of self-confrontation (borrowed from the study of ergonomics and ergology).This work focuses on the metadiscourse in its wider sense, studied by Andrée Borillo (1985) who includes the linguistic conducts of comment, definition, explanation, concerning the code or the facts of discourse.We first based our subject on the linguistic plan and we analysed what makes it specific - the diversity of the conducts and the linguistic processes. We then tried to seize its peculiarity within the framework of a literary reading activity.From reference works in lexicology and in literature didactics, we built a model distinguishing several categories of gloss (the glosses on meaning, the glosses on sense, the glosses on realia and generic glosses).We put all these glosses in three paradigms: a semantic paradigm, a generic paradigm and a personal paradigm.We were able to show, among other factors, that the work on the lexical field of literature cannot be reduced to its definition, the main category presumed by teachers, as it leads to many other conducts.We also showed that this work plays a role in the activity of symbolization that is expected from the subject reader in literary context. However, the analysis of the act of teaching shows the complexity of the piloting of these interactions around the lexicon and the necessity of training the teachers regarding lexicon teaching in a literary context
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Etoundi, Charles. "Apports culturels de la sémantique interprétative à la didactique de la lecture en classe de français, langue 1, des lycées et collèges du Cameroun." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA154.
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Notre travail est inspiré, d'un côté, par des constats concordants effectués sur 'le terrain' et, de l'autre, par les recherches relatives à la dimension culturelle des enseignements de langue et par l'actualité des questions culturelles. il se propose donc de montrer comment la sémantique, interprétative en particulier, tout en aidant à renouveler la didactique du lexique et du texte, peut contribuer non seulement à réduire significativement le déficit herméneutique et culturel observé dans les pratiques de lecture en classe de français au cameroun mais aussi à répondre aux attentes de nos textes de référence et aux défis culturels du monde actuels.ce travail opte pour une configuration didactique articulant approche(s) culturelle(s), sémantique interprétative, textes et recherches actuelles sur le lexique, méthodes d'enseignement/apprentissage des langues suggérées par l'approche communicative qui se double ici de la perspective actionnelle. large mais homogène, notre corpus se constitue d'enquêtes, de documents à caractère pédagogique et didactique en usage dans le système éducatif camerounais. il permettra de mettre en lumière certains aspects significatifs des cultures éducatives et linguistiques dans lesquelles l'enseignement du français (et donc de la lecture) s'inscrit au cameroun.le travail, proprement dit, s'articulera autour de trois parties. la première approche, sur le plan historique, le français dans sa formation et son enseignement, la didactique, la sémantique, les pratiques de lecture dans leurs dimensions culturelles. la seconde porte, quant à elle, sur la description et l'analyse des représentations et des pratiques de lectureen classe de français. la dernière, enfin, se consacre à la mise en œuvre des éléments de sémantique dans les activités de vocabulaire et de lecture. grâce à l'objet d'étude, aux champs disciplinaires choisis et à la configuration didactique retenue, il s'agit, en somme, dans ce travail, d'aider à l''installation' d'une compétence (inter)culturelle chez les apprenants camerounais à travers un renouvellement des pratiques interprétativesNowadays, there is a renewal of interest in cultural issues. This enhanced interest stems from recognition of formerly undervalued cultures, the migration of peoples and cultures, globalization, extremism. The culture is at the same time a factor of integration and exclusion. Such a context entails cultural matters as the hobbyhorse of the French class entrusted with an unwritten mission of peacemaking, connecting people and cultures, thanks to his teaching contents.In this respect, the glossary and the texts are precious teaching aids all the more as the French class reveals problems of comprehension, interpretation of passages related to ignorance of their cultural dimension on the one hand, and on the other hand the primacy of formalism and technicism in pedagogic and didactic management of reading sessions. This doctoral thesis seeks to answer the double question of to what extent the interpretative semantics can help rehabilitate the meaning by promoting, during lexical and textual sessions, interpretative activities that highlight in all kinds of texts the relationship language, meaning, culture, society and achieve the objectives of the cultural training, the challenges of national integration and globalization. Its ambition is also to significantly fill this hermeneutic and cultural gap by renewing some classroom practices through interpretive semantics of which this thesis intends to be a didactic transposition
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Vorger, Camille. "Poétique du slam : de la scène à l'école. : Néologie, néostyles et créativité lexicale." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00746972.
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Né à Chicago dans les années 80, le slam apparaît désormais comme un phénomène poétique majeur en France où il tend à être médiatisé et emblématisé par Grand Corps Malade. Au-delà de l'effet de mode et d'un mot dont le sens original - le plus souvent ignoré - mérite assurément d'être explicité, c'est un slam aux contours mouvants, un objet poétique non identifié, qui constitue l'objet de cette thèse. S'il s'avère donc nécessaire de cerner ses points d'ancrage (traditions de poésie orale, relations avec la chanson, le rap), notre propos vise à explorer les enjeux du slam et sa portée en termes néopoétique, néologique et didactique. Il se définit comme poésie orale-aurale, vocale et vivante, et c'est précisément dans le dispositif - les dispositifs - qui le fondent plus que dans les formes très variées qu'il peut revêtir que réside son essence. D'après son fondateur, le slam est " intégrateur " et vise une démocratisation de la poésie. En tant que tel, il est ouvert (alors même que le sens premier du verbe to slam peut être traduit par " claquer la porte ") à une langue actuelle, appréhendée dans toutes ses dimensions et variations (inter et interlinguales). Le slam fait feu de tous lieux, de tous mots, et les slameurs aiment à jouer avec une langue plurielle : démarche colludique dans laquelle ils impliquent un public prêt à entrer dans cette danse avec les mots. A travers ce nouveau positionnement d'auteur-animateur, le slameur se fait tribun et œuvre en faveur d'une libération du verbe susceptible d'ouvrir de nouveaux horizons lexicaux : de fait, la néologie prolifère autour et au cœur du slam. Notre étude en détaille les formes (matrices lexicogéniques) et les fonctions dans un tel contexte. Afin de mettre en lumière les traits d'une poétique en devenir, nous avons approfondi l'œuvre de trois slameurs (Mots Paumés, Souleymane Diamanka, Grand Corps Malade) et proposé comme clé d'analyse le concept de néostyle visant à rendre compte de l'importance de la néologie et de la façon originale dont elle est stylisée/poétisée dans le slam. Il s'agit de mettre en relation la linguistique et la poétique autour de cet objet avant d'en aborder les enjeux didactiques. Partant du constat de l'intégration récente du slam dans les programmes et manuels scolaires, nous interrogeons les modalités et les objectifs de cette didactisation naissante et développons - après l'avoir expérimenté - son potentiel en matière de créativité. S'il tend à être considéré comme un outil d'apprentissage, il peut aussi constituer un objet d'étude à part entière et son exploitation doit intégrer cette dialectique. Menés dans des contextes et avec des publics diversifiés - en quoi le slam est aussi potentiellement " intégrateur " - les ateliers slam sont porteurs d'un double enjeu de renouvellement des pratiques autour de la poésie et d'un renouement avec des pratiques dites " traditionnelles " dont il est susceptible de réactiver l'intérêt. Dès lors que les slameurs assument un rôle de passeurs, il peut enfin représenter une passerelle vers la poésie classique ou vers d'autres pratiques artistiques.
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López, Martínez Fuensanta. "Vocabulario básico de orientación didáctica." Doctoral thesis, Universidad de Murcia, 1999. http://hdl.handle.net/10803/10942.
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Esta investigación tiene una finalidad pedagógica, intenta mostrar, a través del vocabulario utilizado por las distintas materias que componen el currículo de educación secundaria, los conceptos y procesos de desarrollo intelectual comunes a ellas para poder contribuir a la coordinación de las mismas. No es un estudio lingüístico, sino que utiliza los contenidos lingüísticos del discurso científico (sustantivos y verbos) para analizar las relaciones que enlazan entre sí a las diversas materias. Este vocabulario recoge los elementos básicos para el desenvolvimiento científico de los estudiantes y sirve de orientación a los profesores, también puede utilizarse en la enseñanza del castellano a extranjeros, elaboración de textos, pruebas o tests, etc.Los términos se han extraído de un corpus compuesto por 24 textos utilizados en educación secundaria (Matemáticas, Física, Química, Biología, Zoología, Botánica, Geología, Lengua, Literatura, Historia, Geografía, Filosofía e Historia de la Filosofía) resultando un total de 6.561 sustantivos y 1.519 verbos, acompañados por los índices de Frecuencia, Dispersión y Uso.This investigation has a pedagogical purpose. By means of the vocabulary used in the different subjects on the secondary education level, it tries to show which concepts and processes in the intellectual development are common so that we can contribute to coordination among them.We are not dealing with a linguistic study, but we use the linguistic contents in the scientific discourse (nouns and verbs) in order to analyze the relationship between the different subjects. This vocabulary collects the basic elements in the students' scientific development and it is a guide for teachers as well. Moreover, it can also be used when teaching Spanish as a foreign language, in texts processing, in exams and tests, etc. Terms have been extracted from a corpus of twenty-four texts coming from the different subjects on secondary education (Mathematics, Physics, Chemistry, Biology, Zoology, Botany, Geology, Grammar, Literature, History, Geography, Philosophy and History of Philosophy).The result was a total of 6,561 nouns and 1,519 verbs, together with the indexes of Frequency, Dispersion and Use.
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Verdelho, Telmo Jorge de Castro. "A Influência do Inglês (L2) na Aprendizagem do Francês (L3) em Alunos Portugueses." Doctoral thesis, 2020. http://hdl.handle.net/10362/107816.
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Ao longo dos séculos, a humanidade tem vindo a ser confrontada com um
fenómeno progressivo de globalização e uma consequente necessidade de
comunicação, sem a qual não é possível estabelecer laços entre as diferentes
culturas. Esta aproximação depara-se inevitavelmente com barreiras linguísticas
que desde sempre procuramos ultrapassar. O ensino de pelo menos duas línguas
estrangeiras, ao mesmo nível, torna-se fundamental para a interação entre os povos,
promovendo um perfil trilingue capaz de conduzir a uma integração mais eficaz e a
uma maior interculturalidade.
Procurando identificar a influência exercida pelo Inglês na aprendizagem do
Francês, quisemos, antes de mais, perceber como se agiliza o ensino das línguas
estrangeiras em simultâneo, processo que adquire cada vez maior importância.
Identificámos igualmente alguns modelos curriculares de ensino das línguas
existentes nalguns países e observámos a situação portuguesa, onde, apesar de já
serem visíveis algumas iniciativas de aplicação de programas para o
desenvolvimento das línguas estrangeiras, o Inglês tende a sobrepor-se às outras,
em muitos contextos escolares. A aposta no trilinguismo consistente não é visível
nas escolas em Portugal, desde logo pelo menor número de horas letivas dedicadas
à L3 relativamente à L2. Focando-se essencialmente no léxico, este trabalho, através
de uma recolha criteriosa de produções escritas em língua francesa de alunos do 3º
ciclo do Ensino Básico, oriundos de diferentes escolas do país, pretende analisar a
influência que a L2 exerce na aprendizagem da L3, procurando tipificar os erros
lexicais encontrados. A partir da evolução registada ao longo do 3º ciclo, surgiu uma
reflexão acerca das causas que levam os alunos a recorrer preferencialmente à
primeira língua estrangeira, no momento da produção escrita em Francês, por vezes
antes da língua materna. Este fenómeno pode estar relacionado com questões de
índole sociocultural e que condicionam o desenvolvimento linguístico do indivíduo
de forma decisiva. Na busca de uma maior proficiência, apresentou-se uma proposta
de ensino trilingue, em alternância linguística e baseado no ensino do vocabulário.Throughout the centuries, mankind has been challenged with a progressive phenomenon of globalization and a consequent need for communication, without which it is not possible to establish closer links between different cultures. This rapprochement always faces complex challenges with language barriers that we always seek to overcome. The teaching of at least two foreign languages, at the same level, becomes essential for the development of interaction among people, promoting a trilingual profile able to conduct to more effective integration and greater interculturality. In order to identify the influence exerted by the English language in the learning of French, we sought, first of all, to see how the teaching of foreign languages is performed at the same time, a process that acquires increasing importance. We also Identified some curricular models of foreign language teaching in some countries and we observed the Portuguese situation, where, despite of some initiatives already visible for the development of foreign languages, English tends to prevail in many school contexts. The commitment on consistent trilingualism in Portuguese schools is not visible, because of the reduced number of school hours dedicated to the L3 relative to L2. Focusing essentially on the lexicon, this research, through a careful collection of written productions in French language from the 3rd Cycle of Basic Education students in different schools across the country, wishes to examine the influence that L2 exerts on the L3 learning, seeking to typify the lexical errors found. Based on the evolution verified throughout the three years, we have learned some considerations about the causes that lead students to preferentially select their first foreign language, when they are writing in French, sometimes to detriment of their mother tongue. This phenomenon may be related to sociocultural issues that regulate the linguistic development of the individual in a decisive way. In order to improve proficiency, a trilingual education is purposed, based on code-switching and vocabulary teaching.
Books on the topic "Didactics of lexicon"
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Shams, Fatemeh. A Revolution in Rhyme. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198858829.001.0001.
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A Revolution in Rhyme: Poetic Co-option under the Islamic Republic offers, for the first time, an original, timely examination of the pivotal role poetry plays in policy, power and political legitimacy in modern-day Iran. Through a compelling chronological and thematic framework, Shams presents fresh insights into the emerging lexicon of coercion and unrest in the modern Persian canon. Analysis of the lives and work of ten key poets traces the evolution of the Islamic Republic, from the 1979 Revolution, through to the Iran-Iraq War, the death of a leader and the rise of internal conflicts. Ancient forms jostle against didactic ideologies, exposing the complex relationship between poetry, patronage and literary production in authoritarian regimes, shedding light on a crucial area of discourse that has been hitherto overlooked.
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Ibrahim, Celene. Women and Gender in the Qur'an. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063818.001.0001.
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Hundreds of Qur’anic verses pertain to women and girl figures. These figures play pivotal roles in Islamic sacred history, and the Qur’an celebrates the aptitudes of many such figures in the realms of spirituality, politics, and family. Some women are political adversaries of prophets or use their agency in morally corrupt ways; however, the Qur’an presents many more examples of pious women and girls, including those who birth, protect, guide, and inspire prophets. This book outlines how female figures—old, young, barren, fertile, chaste, profligate, saintly, and reproachable—enter Islamic sacred history and advance the Qur’an’s overarching didactic aims. The analysis considers all the major and minor female figures referenced in the Qur’an, including those who appear in narratives of sacred history, in parables, in verses that allude to events contemporaneous with the Qur’an, and in descriptions of the eternal abode. Female personalities appear in the Qur’anic accounts of human origins, in stories of the founding and destruction of nations, and in narratives of conquest, filial devotion, romantic attraction, and more. This work gives attention to these wide-ranging depictions and to themes related to sexual relations, kinship relations, divine-human relationships, female embodiment, and women’s social roles. Analysis focuses on lexical features of the Qur’an, intra-textual resonances, and thematic juxtapositions. The book explores Qur’anic dictates involving gender relations and highlights female spiritual competencies.
Book chapters on the topic "Didactics of lexicon"
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Koponen, Ismo T., and Maija Nousiainen. "Lexical Networks and Lexicon Profiles in Didactical Texts for Science Education." In Complex Networks and Their Applications VIII, 15–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36683-4_2.
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Schäfer, Wilfried. "Teirlinck, Herman: Mijnheer J. B. Serjanszoon, Orator didacticus." In Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_20447-1.
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Roca Marín, Santiago. "Denominal verbs in Ele/El2 classroom (a didactic approach)." In Spanish Word Formation and Lexical Creation, 465–68. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.19mar.
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Baldo, Gianluca. "Finalizzare le occasioni L’uso delle interviste nella didattica dell’italiano ai calciatori stranieri." In Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/026.
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Linguistics can be used to examine aspects pertaining to the world of football and, specifically, to teach Italian as second language to professional footballers. The focus of this paper is on after-match interviews and on the necessity, perceived both by football clubs and players, to be prepared for this relevant communicative event. The research question is whether it is possible to use clubs’ official broadcasts in order to obtain useful linguistic and lexical information to plan immersive and motivating didactic materials. To find a possible answer, a limited number of interviews by players of Udinese football club are analysed using TreeTagger, thereby investigating trends and specificities.
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Daković, Sybilla. "Chorwacki przyimek protiv i jego polskie ekwiwalenty tłumaczeniowe." In Periferno u hrvatskom jeziku, kulturi i društvu / Peryferie w języku chorwackim, kulturze i społeczeństwie, 296–318. University of Silesia Press, 2021. http://dx.doi.org/10.31261/pn.4038.17.
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The Croatian protiv preposition is a rare preposition with a complementary genitive case government. Although lexicographical sources note the spatial and non-spatial meanings of this preposition, empirical studies only confirm the meanings from the abstract domain of adversativeness, i.e. expressing the opposite position, contradiction, disagreement with something, limiting, counteracting or protecting against something. The task that we set for ourselves in this work is to determine the resource of the Polish translation equivalents of the Croatian protiv preposition. The analysis will be carried out on a parallel corpus excerpted from contemporary Croatian literature written in 20th and 21st centuries and respective Polish translations. The work will use the method of translation equivalence, belonging to comparative linguistics methodology. The study will consist of two parts. The first part will determine the meanings of the protiv preposition present in the built corpus and the right and left side environment of this preposition will be examined. The second part will be dedicated to equivalence. A resource of Polish equivalents will be presented and their lexical, grammatical and semantic features will be determined. Similarities and differences in the expression of similar content in both languages will be indicated and an attempt will be made to determine the translator’s selection of factors for individual equivalents, e.g. in the form of limitations in the right and left side environment, shade of meaning or stylistic value. The statistical analysis will be an important element of the study, which in addition to the semantic characteristics will help determine the main Polish equivalent of the Croatian protiv preposition. The conducted study can be used in the lexicographic practice, didactics and translation.
Conference papers on the topic "Didactics of lexicon"
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Kistanova, O., V. Savitskiy, V. Dobrova, E. Gashimov, and L. Nurtdinova. "Modeling as a Method of Describing the Lexical Meaning Structure." In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.22.
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Bonkowski, Robert. "THE PROBLEM OF LEARNING BORROWINGS IN SERBIAN AS A FOREIGN LANGUAGE ON THE EXAMPLE OF GERMANISMS (IN RELATION TO SPORTS VOCABULARY)." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.269b.
Full textAbstract:
The paper sheds light on the problem of borrowings, which is extremely important when learning Serbian as a foreign language. The Serbian language is very open to elements from other languages. On the example of Germanisms (in the field of sports vocabulary), as foreign elements, it is possible to expand the vocabulary of students of the Serbian language as a foreign language. Borrowings, as part of the lexical subsystem, provide an opportunity to become important material that will meet studentsʼ expectations in terms of greater autonomy in language learning, didactic cooperation instead of learning itself, as well as the inclusion of various work techniques that would make language learning more attractive.
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Nuridinzoda, Mahbuba. "Toponyms of Tajikistan: Historical-Etymological and Lexical-Structural Analysis of Toponyms and Hydronyms." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.63.
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Zhouravlev, Alexander, Victoria Dobrova, and Lilia Nurtdinova. "On Some Basic Methods of Analysis of Content and Structure of Lexical-Semantic Fields." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.89.
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Dzyubenko, Yu S. "Lexical and semantic field as reflection of interpenetration and interaction of different types of common polynational language." In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.15.
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