Relevant bibliographies by topics / French as vocational language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'French as vocational language'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "French as vocational language"

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Moreno Herrera, Lázaro. "Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 161–69. http://dx.doi.org/10.13152/ijrvet.2.3.2.

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Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed "didactics" is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education & training (VET), to develop a close linkage between what some authors consider "an empirically based" side of didactics associated with empirical findings and the "non-empirical" side that is associated with theoretical constructs for understanding the teaching-learning process.The main aim of this article is to revisit research in didactics in German, Nordic and French contexts looking for diversity in the various approaches. This is intended to contribute to the discussion about prospects and shortcomings in the development of a didactics for the intricate subject of vocational education and training. Rather than alternative didactical paths, the article intends to suggest lines of development, encourage discussions and the further research needed concerning relationship didactics and vocational education and training.
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Khudobina, Olga, Igor Fedulov, and Ekaterina Bondarenko. "Cultural Approach in Bilingual Training of International Students." SHS Web of Conferences 50 (2018): 01078. http://dx.doi.org/10.1051/shsconf/20185001078.

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Bilingual training of international students is a vocational training of learners with the use of two languages – English/French and Russian where the latter is a foreign language. The cultural approach regards culture as a key component integrated in science classes and humanities as well as language ones, aimed at cultural awareness that the students will heighten through constant reflection about the Self and the Others in order to develop linguistic and intercultural competences and facilitate a better understanding of a broader range of vocational contexts (scientific, social, clinical, political etc.) that the students are exposed to. Questionnaires, oral and written reports, classroom observations and interviews were used to collect the data. The findings show student’s positive perceptions of the cultural approach and highlight the value of explicitly considering a cultural component in content courses. Most students found the cultural approach as an effective way of facilitating intercultural communication and understanding.
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Kartini, Tini. "Meningkatkan Kinerja Guru Bahasa dalam Melaksanakan Pelajaran." Journal of Education Action Research 2, no. 4 (December 19, 2018): 377. http://dx.doi.org/10.23887/jear.v2i4.16338.

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This study aims to determine the performance of language teachers in teaching at SMK Negeri 30 Jakarta, by looking at student learning outcomes for language subjects (Indonesian, English, French) for students of class XI semester one of the school year 2017/2018 that have not reached the standard KKM determined by the school. This research is School Action Research (PTS) through the implementation of Scheduled Guidance. This research was carried out at 30 State Vocational Schools Jakarta and its implementation in two cycles, each cycle in the study included four steps namely (1) planning (2) implementation (acting), (3) observation (observing), (4) reflection (reflecting). Data were collected using observation sheets and analyzed using descriptive analysis. Based on research data and discussion, it can be concluded that the implementation of Guidance is scheduled for language teachers. proven to be able to improve the performance of language teachers in implementing learning for class XI students. The first semester of SMK Negeri 30 Jakarta in the 2017/2018 academic year, so that student learning outcomes improve well.
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Rogers, Rebecca Elizabeth. "Language learning versus vocational training: French, Arab and British voices speak about indigenous girls’ education in nineteenth-century colonial Algeria." Paedagogica Historica 48, no. 3 (June 2012): 369–79. http://dx.doi.org/10.1080/00309230.2012.659263.

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Kohn, Kurt. "Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project." EuroCALL Review 20, no. 2 (September 29, 2012): 3. http://dx.doi.org/10.4995/eurocall.2012.11374.

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BACKBONE is a European LLP/Languages project (1) (Jan 2009 - Feb 2011), whose overall objective is to provide foreign language teachers in CLIL settings with innovative language learning solutions. To achieve this goal, pedagogic corpora of spoken interviews are combined with corpus-related e-learning activities in blended learning scenarios. The seven BACKBONE corpora contain video interviews in English, German, French, Polish, Spanish and Turkish as well as in European manifestations of English as a Lingua Franca (ELF). The interviews have been transcribed and pedagogically annotated with regard to thematic and linguistic features; additional enrichment resources include ready-made language learning modules as well as suggestions and instructions for exploratory and communicative learning activities. The BACKBONE search interface provides free online access to the interviews and enrichment resources. It supports pedagogically motivated searches using thematic and linguistic categories as well as lexical searches with words and phrases. 24 CLIL-related pilot courses have been implemented and evaluated in secondary, higher and vocational education; they demonstrate how BACKBONE search results can be used to facilitate individual and collaborative learning in Moodle-based blended learning activities. A suite of pedagogic corpus tools covering transcription, annotation, management of enrichment resources and corpus search is available under a GNU General Public License. The customization and flexibility these tools offer enables teachers to cater to diverse language learning and teaching needs in CLIL contexts or in connection with lesser taught languages and varieties. To facilitate exploitation, the BACKBONE website serves as a ‘one-stop-shop’ for an ensemble of teacher support facilities including web support for the development and hosting of “guest” corpora and courses.
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Wijgh, I. F. "Communicatieve Opgaven In De Examens Tekstbegrip Moderne Vreemde Talen." Taaltoetsen 31 (January 1, 1988): 182–86. http://dx.doi.org/10.1075/ttwia.31.19wij.

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Since 1987 the tests of reading comprehension at the lower vocational and secondary school level include a dozen communicative assignments. The languages concerned are French, German, English and Spanish. These assignments have the following characteristics: - the texts differ in length: they are shorter than the traditional texts; - the texts are printed in their original lay-out; - their is a large variety in types of text; - the texts are 'consumer-texts': foreigners will probably come into contact with such texts during their stay in the country where the object language is spoken; - there is usually only one question per text; - the questions are meant to call up language performance that goes with a given type of text in reality; i.e. they tie in with the reading objective that is most functional; Cito (the Dutch national institute for educational measurement) has done research into the possibilities of including communicative assignments in the exams at the higher levels of secondary education. Basic principles have been laid down and a comparison with the assignments at lower levels has been made. Experimental tests have been constructed; they have been taken by pupils at the levels concerned. The psychometric data have not been such that a decision on implementation could be made. Further research and decisions will be necessary.
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Styshov, Oleksandr. "Sources of Expanding of the Youth Jargon in Ukrainian at the Beginning of the XXI Century." Ukrainian Linguistics, no. 49 (2019): 32–43. http://dx.doi.org/10.17721/um/49(2019).32-43.

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The article focuses on one of the important layers of the lexical system of the national Ukrainian language at the beginning of the XXI century, namely the youth jargon neologisms. The recording of the spoken language of young people (schoolchildren, students of vocational schools, university students, cadets, etc.), as well as texts from the Internet and contemporary Ukrainian journalism and fiction, served as the material of the present study. The body of newly formed slang words under analysis comprises more than 200 units. The author defines and analyses the main sources of the mentioned units’ enrichment. The most effective among them is the word formation on the basis of specific and borrowed derivative sources. It has been shown that within the analyzed period the youth jargon neologisms are mostly enriched by nouns-neologisms formed, in particular, by means of suffixation, univerbalization, abbreviation, compounding, lexico-semantic derivation or without any affixes at all. Newly formed adjectives, verbs and adverbs, being not numerous in comparison with nouns-sociolects of youth, are coined primarily by suffixation. Another effective source of the youth social dialect enrichment is their direct entry into Ukrainian from foreign languages, such as English, Russian, German, Spanish, French, and Chinese. Among these new borrowings, English loan words prevail. Besides, a certain part of the youth neologisms has penetrated into speech of the young people from other jargons, such as computer, sports, automobile jargons. Some new units of the analyzed sociolect have come into use (mainly with a change in semantics) from a less effective source, i.e. a criminal argot.
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Chyzhykova, Olha, Oksana Romanenko, Iryna Bazarenko, Larysa Dzevytska, and Ainur Jgiyatker Baitelessova. "Plurilingual Approach to Improving Lexical Competence of Non-Linguistic Majoring Students." SHS Web of Conferences 100 (2021): 02014. http://dx.doi.org/10.1051/shsconf/202110002014.

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This paper presents innovative approaches to improving lexical competence of non-linguistic students. The authors analyze the concept of terminological vocabulary in professional discourse, paying special attention to peculiarities of teaching vocational-oriented vocabulary to non-linguistic majoring students. Pedagogical technologies based on plurilingual approach in teaching professionally oriented vocabulary are offered in this article. The authors disclose the main features of acquiring professionally oriented vocabulary in distance learning and its effect on the learning process. Furthermore, the best practices for the English-German-French combination are explored in teaching non-linguistic students professionnally oriented vocabulary from a plurilingual and communicative perspective. The findings also show that these activities not only motivate learners to be engaged in meaningful language learning experience, but also encourage them to improve their plurilingual communicative competence, therefore enrich their professionnally oriented vocabulary. The focus lies on exploring the use of plurilingual approach as an effective means for improving professional linguistic competence. Recommendations for teachers and non-linguistic students on mastering their professionnally oriented vocabulary are presented in this paper.
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Finger, Escorpizo, and Tennant. "Measuring Work-Related Functioning Using the Work Rehabilitation Questionnaire (WORQ)." International Journal of Environmental Research and Public Health 16, no. 15 (August 5, 2019): 2795. http://dx.doi.org/10.3390/ijerph16152795.

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The assessment of work-related functioning is a key process in vocational rehabilitation to identify specific domains of disability that can be considered within return to work strategies. The Work Rehabilitation Questionnaire (WORQ) was developed to evaluate work-related functioning based on the International Classification of Functioning, Disability, and Health (ICF) framework and is available in different languages. The aim of this study was to assess the French version of the WORQ using item response theory to further validate the scale. Rasch analysis of WORQ and the WORQ-BRIEF (a brief version of the WORQ) was performed using a calibration sample of 221 persons with musculoskeletal injuries. A four-testlet solution indicated the unidimensionality of WORQ, with no differential item functioning for age, education, physical job demands, and injury severity. Reliability was 0.969 and 0.918 for WORQ and WORQ-BRIEF, respectively. The minimal detectable change was calculated to be 4.2% of its operational range for WORQ and 8.5% for WORQ-BRIEF. Consequently, the French version of WORQ can be considered a good measure of work-related functioning in musculoskeletal conditions. WORQ can be used in rehabilitation practice to comprehensively identify the disability and guide clinical decision making and intervention planning. Further studies are needed to evaluate the psychometric properties of WORQ in other health conditions.
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BEAUBRUN, Frédéric, and Olivier-Serge CANDAU. "L’objet comme expression de soi: exemple d’un atelier artistique d’expression plurilingue en Guadeloupe." FRANCISOLA 3, no. 1 (July 9, 2018): 24. http://dx.doi.org/10.17509/francisola.v3i1.11888.

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RÉSUMÉ. La contribution présentée ici vise à rendre compte d’une expérimentation originale, associant apprentissage du français et création artistique, à destination d’un public d’apprenants allophones inscrits dans un centre de formation en Guadeloupe. Cette recherche expérimentale a vocation à montrer dans quelle mesure le détour artistique est susceptible de mobiliser le déjà-là culturel, linguistique et identitaire de l’apprenant. L’action de formation menée est l’occasion de découvrir un certain nombre d’objets du quotidien dont les usages (par leur fréquence, la finalité attribuée, ou la charge symbolique attribuée) diffèrent d’une culture à une autre. Chacun des apprenants est invité à interroger ses pairs sur le rapport entretenu par les autres à cet objet, en ayant soin de comparer l’usage qu’il en avait avant son arrivée en Guadeloupe, et celui qu’il en a depuis. Nous ferons ici l’hypothèse principale que la création artistique favorise une mobilisation forte de l’identité sociolinguistique de l’apprenant. Mots-clés: Didactique du plurilinguisme, détours artistiques, français langue d’intégration, sociobiographie. ABSTRACT. This study attempts to investigate how far artistic diversion can mobilize learners’ cultural, linguistic and identity-related resources. The study is based on a French language learning session with artistic creativity for allophone migrant learners at a training centre in Guadeloupe. The aim of the activity is for migrant learners to integrate French language norms through guided reformulation work, involving exploring some everyday objects whose usage (whether frequency, ultimate purpose or symbolic meaning) differs between cultures. Learners ask their peers about their relationship with the object ; care is taken to compare their usage both before and after their arrival in Guadeloupe. The research is based on corpora consisting of interactions between allophone migrant learners positioning their point of view by bringing into play a collection of language resources in order to produce the required decisions and responses. The data obtained aims to demonstrate the degree to which artistic diversion can mobilize learners’ cultural, linguistic and identity-related resources. The analysis shows that artistic creation is a strong motivator for learners’ sociolinguistic identity. Keywords: Plurilingual didactics, artistic diversion, French language integration, French as an integration language, sociobiography.
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Dissertations / Theses on the topic "French as vocational language"

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Ochiucci, Maria Stela Marques. "A formação pré-serviço do professor de Língua Francesa na perspectiva do ensino de línguas para fins específicos: desafios e possibilidades." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20683.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-15T11:37:09Z No. of bitstreams: 1 Maria Stela Marques Ochiucci.pdf: 2984957 bytes, checksum: 19516f83fdd67a1a83eff8ec2d179a4b (MD5)
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Considering limited professional contexts for Teachers of French as a Foreign Language, which working scenes, generally, refer to specific purposes, this thesis defends Letters Undergraduations should provide a formation which develops such competences for future Teachers of French as a Foreign Language. Thus, this research discusses the needs of preservice Teachers of French as a Foreign Language of learning and practicing teaching French for Specific Purposes approach. It is supposed that such approach will develop future teachers’ autonomy and critical reflective consciousness, once there are restricted spaces in Brazilian context to offer the teaching of French as a Foreign Language in Regular Education. Inserted in Apllied Linguistics Studies, this research brings Hutchinson and Waters (1998) and Mangiante and Parpette (2004, 2011) to approach general aspects on Teaching Languages for Specific Purposes. It also shows Perrenoud (2001, 2002) and Schön (2008) to focus on reflective practices and Freire (2008, 2011) and Gallison and Puren (2001) as a foundation for a discussion on autonomy and political formation for teachers. Besides, Tomlinson (1998), Ramos (2009, 2010) and Celani (2005), have brought up reflections on teaching material for teaching French for Specific Purposes. The concept of local needs have taken as basis the notion of local knowledge by Canagarajah (2005) to justify the validity of Teaching French for Specific Purposes in a given region. Therefore, it is a qualitative research, taking as methodological support the modality of Case Study and Data Analysis Procedures based on the studies of Bardin (2011) in order to construct analysis criteria, also considering criteria defined by Ramos (2010) to analyse taching material. This research brings as contribution the thesis that the process of formation for Teachers of French as a Foreign Language brings about the development of three distinct types of knowledge: savoir, savoir-faire and savoir-être which are exposed by the stages of perception, reflection and action, recognized in the predisposition for Teaching Practice Stage, in the production of teaching material and in the pre-service Teachers’ classes. Our results reveal that the formation of Teachers of French as a Foreign Language in the approach of Teaching French for Specific Purposes develops needed competences for teachers’ actions, teaching in specific contexts and the development of the three knowledges decribed in this research are confirmed, especially by the stages of perception, reflection and action
Diante de um atual cenário profissional limitado para o professor de Língua Francesa, para quem o locus de trabalho contempla, na maioria das vezes, contextos específicos de ensino, esta tese defende que os cursos de graduação em Letras devem prover uma formação que desenvolva as competências desse professor, com foco na Abordagem de Ensino de Francês com Objetivo Específico. Nesse sentido, este trabalho discute a necessidade do futuro professor aprender e praticar essa Abordagem ao longo de sua formação, desenvolvendo sua autonomia e sua consciência crítico-reflexiva para atuar nesses contextos uma vez que, a cada dia, se vê diminuir os espaços de atuação do professor de Francês na escola regular. Inserida na Linguística Aplicada, esta pesquisa traz as contribuições de Hutchinson e Waters (1998) e Mangiante e Parpette (2004, 2011) para tratar dos aspectos gerais ligados à Abordagem de Ensino de Línguas para Fins Específicos e se fundamenta nos escritos de Perrenoud (2001, 2002) e Schön (2008) para abordar a questão da prática reflexiva. Freire (2008, 2011) e Gallison e Puren (2001) fundamentam a discussão sobre autonomia e formação política do professor, neste trabalho. Tomlinson (1998), Ramos (2009, 2010) e Celani (2005), contribuem para com o desenvolvimento das reflexões em relação ao material didático para o ensino de Francês e é elaborado, nesta pesquisa, o conceito de necessidade local, tomando-se como base o conceito de saber local de Canagarajah (2005), para justificar a validade da Abordagem de Ensino de Francês com Objetivo Específico em uma dada região. Trata-se de uma pesquisa qualitativa, cujo suporte metodológico é o estudo de caso e os procedimentos para a análise de dados tiveram como referencial teórico os estudos de Bardin (2011) para a elaboração das categorias de análise e os critérios de Ramos (2010) para a análise do material didático. Esta pesquisa traz como contribuição a tese de que a formação do professor de Francês na Abordagem com Objetivo Específico é responsável pelo desenvolvimento dos três saberes, descritos como savoir, savoir-faire e savoir-être o qual é possibilitado pelas etapas de percepção, reflexão e ação, reconhecidas na predisposição para o estágio, na elaboração do material didático e na regência das aulas pelo professor em formação. Os resultados revelam que a formação na Abordagem de Ensino de Francês com Objetivo Específico desenvolve as competências necessárias para a atuação do professor em contextos específicos de ensino e que há o desenvolvimento dos saberes que defendo nesta pesquisa, desencadeados pelas etapas de percepção, reflexão e ação
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Dufour-Martel, Chantal. "Assessing French reading skills of elementary French immersion students : utility of DIBELS in French /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113007.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 90-102). Also available for download via the World Wide Web; free to University of Oregon users.
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Le, Ngoc Luyen. "French language DRS parsing." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2020. http://www.theses.fr/2020IMTA0202.

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Dans l’essor d’internet, les contenus générés par les utilisateurs à partir des services de réseaux sociaux deviennent une source géante d’informations qui peuvent être utile aux entreprises sur l’aspect où les utilisateurs sont considérés comme des clients ou des clients potentiels pour les entreprises. L’exploitation des textes générés par les utilisateurs peut aider à identifier leurs sentiments, leurs intentions, ou réduire l’effort des agents qui sont responsables de recueillir ou de recevoir des informations sur les services de réseaux sociaux. Dans le cadre de cette thèse, les contenues de textes tels que discours, énoncés, conversations issues de la communication interactive sur les plateformes de réseaux sociaux deviennent l’objet de données principales de notre étude. Nous approfondissons une analyse de structures et composants des phrases dans les textes sur la base de la Grammaire Catégoriel Combinatoire (GCC) et la théorie des représentations du discours. Nous proposons une méthode pour l’extraction d’un arbre de GCC à partir de l’arbre dépendante de la phrase, et une architecture générale pour construire un pont de relation entre les syntaxes et les sémantiques des phrases françaises. Par conséquent, notre étude obtient de la représentation de textes de la langue naturel sous une nouvelle forme de la logique du premier ordre ou la boîte de la structure des représentations du discours
In the rise of the internet, user-generated content from social networking services is becoming a giant source of information that can be useful to businesses on the aspect where users are viewed as customers or potential customers for companies. Exploitation of user-generated texts can help identify their feelings, intentions, or reduce the effort of the agents who are responsible for collecting or receiving information on social networking services. As part of this thesis, the content of texts such as speeches, statements, conversations from interactive communication on social media platforms become the main data object of our study. We deepen an analysis of structures and components of sentences in texts on the basis of Combinatory Categorial Grammar (CCG) and the Discourse Representation Structure (DRS). We propose a method for extracting a CCG tree from the dependency structure of the sentence, and a general architecture to build a bridge of relationship between syntaxes and semantics of French sentences. As a result, our study achieves representations of natural language texts in a new form of first order logic or the box of DRS
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Mason, Jon-Kris. "French language, and French manners, in eighteenth-century British literature." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577523.

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Eighteenth-century social and political relationships between Britain and France have long enjoyed great scholarly interest, and the linguistic influence of French on English is being defined with increasing precision. Until now, however, there have been only brief stylistic considerations of the literary role played by French in eighteenth-century English prose literature. My thesis seeks to address that deficiency by investigating the literary usage and significance of French language in English literature. As the period is noted for the explosion of interest in language and its cultural ramifications; this study continuously considers the metonymical function of French usage as a signifier of broader social corollaries. This thesis attempts to forge a link between identifiable social attitudes and their incarnation in specific linguistic usage. I initially set out a context of opinion on French language and culture, and attitudes to borrowing and imitation, derived from journal, essay and treatise. Such a context demonstrates that France is unrivalled as the 'other' against which British identities were forged. Rates of lexical borrowing from French reached an historical low in the eighteenth century, and the proliferation of grammars and dictionaries bespoke a desire to define, limit, and control language. Yet the language of the developing novel, I argue, was inflected with French idiom, an idiom that offered a uniquely rich and potent strain of evocation and association. Writers of the novel, from Richardson and Smollett, to Brooke, and Burney, deploy French flexibly but with precision; each author exercises great control in borrowing idiom for purposes ranging from plot development and characterisation, to satire and pathos. My research explores those constructs, and because I found that the question of literary French usage is gendered, much of my thesis is structured along lines of gender. The letters of Lord Chesterfield, Samuel Johnson, and William Shenstone, Fanny Boscawen, Hannah More, and Lady Mary Wortley Montagu, form counterpoints to the novel, and establish areas both of commonality and divergence between French usage in the fictional and familiar prose of men and women. In its final chapter, this study turns explicitly to the wider social concerns underlying preceding discussions, viz. the significance of French usage to English manners and morals in the novels ranging from John Cleland's Fanny Hill to Charlotte Lennox's The Female Quixote. This thesis necessarily incorporates extensive but germane quotation, and embraces historical sociolinguistics, social history, stylistics, literary theory, and practical literary criticism. While this study cannot claim to be comprehensive, it seeks to open out a field of study hitherto neglected.
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Leung, Yan-kit Ingrid. "The acquisition of French as a third language in Hong Kong : interlanguage and typology /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20667474.

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Kowal, Ukrainka Maria. "French immersion students' language growth in French, perceptions, patterns and programming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0010/NQ27766.pdf.

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Minardi, Liesl Denise. "French-language education in Simcoe County." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63233.pdf.

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Mauerman, Peggy S. "Language Attrition in French-Speaking Missionaries." Diss., CLICK HERE for online access, 1985. https://scholarsarchive.byu.edu/etd/4914.

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Lindner, Tamara. "Attitudes toward Cajun French and international French in South Louisiana a study of high school students /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344586.

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Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2008.
Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0553. Advisers: Albert Valdman; Kevin J. Rottet.
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Dagenais, Diane. "Perceptions and processes of French and English writing in a French immersion program." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61909.

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Books on the topic "French as vocational language"

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Lazar, Anne. Quel français au lycée professionnel?: Le secrétariat : ses représentations chez les enseignants, les élèves et les professionnels : enquête. [Paris, France] :Paris: Institut national de recherche pédagogique, 1986.

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Colloque, international sur les pratiques linguistiques dans les entreprises à vocation internationale (2003 Québec Québec). Les pratiques linguistiques dans les entreprises à vocation internationale: Actes du colloque international tenu à Québec les 9 et 10 juin 2003. Québec: Direction générale des communications du Ministère de la culture et des communications, 2004.

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Roget, Peter Mark. Family handbook with Roget's university thesaurus. Nashville, Tn: Southwestern Company, 1985.

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Collins, Patrick. Sueños world Spanish: Tutors guide. London: BBC Books, 1995.

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Association, Research and Education, ed. AP French language. 2nd ed. Piscataway, N.J: Research and Education Association, 2010.

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Alec, Strahan, Johnson Wyn, and Edwards Sarah, eds. French dictionary: French-English, English-French. London: Routledge & Kegan Paul, 1986.

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William, Weiman Ralph, ed. French dictionary: French-English, English-French. New York, N.Y: Living Language, 1998.

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Romilly, Jacqueline de. Ecrits sur l'enseignement: Nous autres professeurs (1969) ; suivi de L'enseignement en détresse (1984). Paris: Editions de Fallois, 1991.

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Nutting, Teresa. Traveler's French dictionary: English-French, French-English. Westport, CT: Cortina Learning International, 1993.

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Lazar, Liliane. French learner's dictionary: French-English/English-French. New York: Living language, 2008.

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Book chapters on the topic "French as vocational language"

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Caldas, Stephen. "French in Louisiana." In Language Learning & Language Teaching, 450–77. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.22cal.

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Ramsey, Laurie Anne. "Treating French intonation." In Language Learning & Language Teaching, 141–70. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.10ram.

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André, J. M., C. Le Chapelain, and J. Paysant. "The French model of vocational rehabilitation." In Collection de L’Académie Européenne de Médecine de Réadaptation, 283–308. Paris: Springer Paris, 2006. http://dx.doi.org/10.1007/2-287-29745-6_19.

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Tuller, Laurice, Marion Blondel, and Nathalie Niederberger. "Growing up bilingual in French and French Sign Language." In Language Learning & Language Teaching, 334–76. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.17tul.

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Lodge, R. Anthony. "The history of French." In Language Learning & Language Teaching, 21–48. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.05lod.

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Auger, Julie. "French immersion in Montréal." In Language Learning & Language Teaching, 81–101. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.06aug.

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Ossipov, Helene. "Dislocated subjects in French." In Language Learning & Language Teaching, 171–81. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.11oss.

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Sankoff, David, Henrietta J. Cedergren, W. Kemp, Paul J. Thibault, and Diane Vincent. "Montreal French." In Language Change and Variation, 107. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/cilt.52.06san.

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Coxhead, Averil, Jean Parkinson, James Mackay, and Emma McLaughlin. "The Language in Trades Education project." In English for Vocational Purposes, 21–36. New York : Taylor and Francis, 2019. | Series: Routledge research in English for specific purposes: Routledge, 2019. http://dx.doi.org/10.4324/9780429449932-2.

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Etienne, Corinne. "French in Haiti." In Creole Language Library, 179–200. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/cll.28.12eti.

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Conference papers on the topic "French as vocational language"

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Kostikova, Anna. "�FRENCH THEORY� AND LANGUAGE CRITICISMS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/4.1/s18.048.

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Boukadoum, Mounir, and Mohamad Sawan. "Bienvenue [French language welcome message]." In 2012 IEEE 10th International New Circuits and Systems Conference (NEWCAS). IEEE, 2012. http://dx.doi.org/10.1109/newcas.2012.6329080.

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Walsh, Olivia. "French language societies: purist or moderate?" In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010135.

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Martin, Louis, Benjamin Muller, Pedro Javier Ortiz Suárez, Yoann Dupont, Laurent Romary, Éric de la Clergerie, Djamé Seddah, and Benoît Sagot. "CamemBERT: a Tasty French Language Model." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.645.

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Bais, Hanane, and Mustapha Machkour. "French Language Interface for Xml Databases." In International Conference of Computer Science and Renewable Energies. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009772200730081.

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Амирова, Луиза Захаровна, and Тамилла Ибрагимовна Рагимханова. "FRENCH BORROWINGS IN MODERN ENGLISH LANGUAGE." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.34.22.003.

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Abstract:
Данная статья посвящена актуальной проблеме определения и использования французских заимствований в произведениях англоязычных писателей. В статье приводится обзор видов французских заимствований. Рассматриваются особенности использования французских заимствований на примере коротких рассказов О. Генри и Грэма Грина. This article is devoted to the actual problem of the definition and usage of French borrowings in the works of English-speaking writers. The article provides an overview of the types of French borrowings. The features of the use of French borrowings are considered on the example of short stories by O. Henry and Graham Green.
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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "FROM THE TEACHING EXPERIENCE OF FRENCH AS A SECOND LANGUAGE ON THE NON-LANGUAGE FACULTIES (ENGLISH – FRENCH)." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2073.

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PHAM, TRONG-TON, LOÏC MAISONNASSE, PHILIPPE MULHEM, and ERIC GAUSSIER. "VISUAL LANGUAGE MODEL FOR SCENE RECOGNITION." In The Singaporean-French Ipal Symposium 2009. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789814277563_0008.

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Wu, Qinning. "Speaking Application of A Foreign Language-French." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.45.

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Antropovskaya, Anna. "FRENCH LANGUAGE TEACHING AND ONLINE MULTIMEDIA RESOURCES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202189.

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Reports on the topic "French as vocational language"

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News from Ontario. French Language Services - official maps. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1988. http://dx.doi.org/10.4095/298300.

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Manitoba: equivalent names in French Language Services Areas. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/298452.

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