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Journal articles on the topic 'French as vocational language'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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Paffen, Peter. "Spreektoetsen Moderne Vreemde Talen." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 145–52. http://dx.doi.org/10.1075/ttwia.54.14paf.

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In 1988 CITO started research into the feasibility of valid and reliable oral proficiency tests based on communicative principles. This was to meet the demand for a communicative speech test to be used in school based examinations in secondary education. Using the Test of Spoken English as a guideline, tests for French, German and English were developed. Simultaneous research into the reliability and validity of the tests led to various adaptations of the original model. From 1992 onwards oral proficiency tests for each of the three languages in question have been published at levels VBO/MAVO, HAVO and VWO (approxi-mately: vocational, secondary modern and grammar school). The results of a user inquiry held in 1994 led to a number of further changes to improve the user-friend-liness of the tests. Early in 1996 a new research project concerning the reliability and validity of the tests was started. The results will be published in the autumn of 1996.

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Wolf, Thomas Gerhard, Ralf Friedrich Wagner, Oliver Zeyer, Duygu Ilhan, Tin Crnić, Ernst-Jürgen Otterbach, and Guglielmo Campus. "Expectations Regarding Dental Practice: A Cross-Sectional Survey of European Dental Students." International Journal of Environmental Research and Public Health 17, no. 19 (October 6, 2020): 7296. http://dx.doi.org/10.3390/ijerph17197296.

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Obtaining information on expectations among dental students regarding their career planning was the main purpose of this observational online survey. The questionnaire was designed with 18 items in five different languages: English, French, German, Italian and Spanish. Data were collected on nationality, age, sex, country of residence, university attended, semester, expected year of graduation and expectations about future career. More than 3000 participants (n = 3851, 2863 females 74.34% and 988 males 25.66% with a sex ratio of 0.35) participated in the survey. Almost one-third (31.29%) of the participants plan to start their own practice at least three years after vocational training, a quarter (25.76%) after three, and only 12.59% after one year. A positive influence of the family in the decision to start a practice was observed in 50.07% of the sample with a statistically significant difference regarding sex (p < 0.01). Almost one-third of the participants did not wish to work in an institution run by private equity or insurance companies, while 21.79% would work in that environment (p < 0.01). European dental students desire mainly to become self-employed and start their own practice. New professional practices also offer them options for their future career that they have not yet decided on or thought about.

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Giret, Jean-François. "Does Vocational Training Help Transition to Work? The ‘New French Vocational Bachelor Degree’." European Journal of Education 46, no. 2 (May 25, 2011): 244–56. http://dx.doi.org/10.1111/j.1465-3435.2011.01479.x.

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Abadzhian, Harrii. "The charming horn of Kumayri, conductor-researcher Shaliko‑dzhian (creative portrait of Shaliko Paltadzhian)." Aspects of Historical Musicology 23, no. 23 (March 26, 2021): 143–59. http://dx.doi.org/10.34064/khnum2-23.09.

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Background. Topicality, objectives, methodology and novelty of the research. The creative achievements of the Honored Art Worker of Ukraine, Professor Shaliko Harehinovych Paltadzhian (1941–2020) are a significant contribution to the history of the development of Ukrainian musical culture and, of course, deserve special attention and thorough in-depth research. However, there is not still any fundamental work about this talented musician, brilliant French horn player and wonderful conductor. The author of this article was lucky to study together with Sh. Paltadzhyan at the Kharkov Conservatory and to work with him until the end of life of this outstanding artist. This essay aims to capture some of the features of the creative portrait of Shaliko Paltadzhian, relying on the few existing reference sources and self-own memories about the artist, and also to emphasize his, in a sense, a unique role in the educational process at the Kharkiv National University of Arts and at Ukraine in general. Accordingly, touching upon the educational, methodological and sociological spheres, the study as a whole adheres to the chronological method of presenting events inherent in the genres of historical and biographical essays and portraits. The main results of the research. We traced the creative path of Shaliko Paltadzhian from his very appearance in Kharkiv in 1959 as an entrant at the Kharkiv Conservatory, where, despite the almost complete impossibility of communication due to the language barrier (the musician was born in Armenian city Gyumri, which was known as Kumayri from the period of the Kingdom of Urartu), he, nevertheless, charmed the examiners with the extra-ordinal expressive sound of his French horn, and until the last decade of fruitful work of this wonderful musician at Kharkiv National University of Arts and the “Slobozhansky” Youth Academic Symphony Orchestra . We consider Sh. Paltadzhian’s working with this orchestra as a new special stage in his conducting activities. Being, at the same time, the leader of the Student orchestra of the Kharkiv National University of Arts and the professional team of the “Slobozhansky” Orchestra, Sh. Paltadzhian, thus, makes the first in Ukrainian musical education sphere practical step in the implementation of a modern project on the introduction of so named “dual form” of vocational training, which joints the instructive process in an educational institution with the practice at the workplace. In addition, he does it long before the official directives (“Slobozhansky” Orchestra already exists 28 years). The example of the “Slobozhansky” Orchestra testifies that the organization of the educational process in a dual form gives a positive result and fully corresponds to modern educational methods: after graduating from the University, the musicians come to new teams as the very well prepared professionals, because they were passing through a “double” school as orchestra students. Shaliko Paltadzhian as a conductor proved this in practice. Conclusions. In perspective, the method of dual form of education can be adapted to any specialization. In our case, the practical bases for this are orchestras (symphony, wind), children’s music schools, music colleges, art faculties at other universities, and so on. “Slobozhansky” Orchestra partially solves the problem of mass moving abroad of the best domestic youth. The orchestra has an interesting creative atmosphere. World-famous conductors, soloists work with him; the collective tours in Denmark, Spain and Italy. Some graduates have already turned down foreign offers and stayed at home in Ukraine. Thus, Shaliko Paltadzhian played a key role in a landmark scientificeducation experiment conducted at the Kharkiv National University of Arts named after I. P. Kotlyarevsky. The weird and wonderful, versatile talent of this bright, charismatic musician is striking. As a Professor at the University, Sh. Paltadzhian taught various educational disciplines in the last decade of his life: opera and symphony conducting, musical instruments studies, arrangements, reading scores. He is also the author of scientific papers and manuals. His brilliant talent and clear human soul will forever remain in our memory.

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Boccardi, Vincenzo. "FRENCH LANGUAGE JOURNALS." Lancet 334, no. 8661 (August 1989): 508. http://dx.doi.org/10.1016/s0140-6736(89)92122-3.

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Price, Glanville. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 57, no. 1 (January 2, 1995): 32–51. http://dx.doi.org/10.1163/2222-4297-90000731.

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Price, Glanville. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 58, no. 1 (December 22, 1996): 29–47. http://dx.doi.org/10.1163/22224297-90000091.

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Price, Glanville. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 59, no. 1 (December 20, 1997): 35–53. http://dx.doi.org/10.1163/22224297-90000158.

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Price, Glanville. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 60, no. 1 (December 20, 1998): 27–49. http://dx.doi.org/10.1163/22224297-90000223.

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Price, Glanville. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 61, no. 1 (December 20, 1999): 30–49. http://dx.doi.org/10.1163/22224297-90000283.

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GODDARD, K. A. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 46, no. 1 (March 13, 1985): 42–47. http://dx.doi.org/10.1163/22224297-90002628.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 47, no. 1 (March 13, 1986): 36–55. http://dx.doi.org/10.1163/22224297-90002707.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 48, no. 1 (March 13, 1987): 35–53. http://dx.doi.org/10.1163/22224297-90002783.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 49, no. 1 (March 13, 1988): 25–43. http://dx.doi.org/10.1163/22224297-90002862.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 50, no. 1 (March 13, 1989): 25–43. http://dx.doi.org/10.1163/22224297-90002933.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 51, no. 1 (March 13, 1990): 31–51. http://dx.doi.org/10.1163/22224297-90003012.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 52, no. 1 (March 13, 1991): 29–45. http://dx.doi.org/10.1163/22224297-90003087.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 53, no. 1 (March 13, 1992): 25–49. http://dx.doi.org/10.1163/22224297-90003161.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 54, no. 1 (March 13, 1993): 27–48. http://dx.doi.org/10.1163/22224297-90003235.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 55, no. 1 (March 13, 1994): 38–67. http://dx.doi.org/10.1163/22224297-90003305.

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PRICE, GLANVILLE. "FRENCH STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 56, no. 1 (March 13, 1995): 35–57. http://dx.doi.org/10.1163/22224297-90003378.

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LAURIN, CAMILLE. "French language charter." Canadian Review of Sociology/Revue canadienne de sociologie 15, no. 2 (July 14, 2008): 115–27. http://dx.doi.org/10.1111/j.1755-618x.1978.tb00985.x.

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Rakhmat, Soeprapto, Yuliarti Mutiarsih, and Yadi Mulyadi. "IMPLEMENTASI MODEL COMMUNICATION DANS LES AFFAIRES DALAM PEMBELAJARAN BAHASA PERANCIS BISNIS DI SMK." Jurnal Pendidikan Bahasa dan Sastra 12, no. 1 (August 26, 2016). http://dx.doi.org/10.17509/bs_jpbsp.v12i1.3613.

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Abstrak Implementasi Model Communication dans les Affaires dalam Pembelajaran Bahasa Perancis Bisnis di SMK. Penelitian ini bertujuan untuk: (1) mendeskripsikan implementasi model Communication dans les Affaires dalam pembelajaran bahasa Perancis Bisnis di SMK se-Kota dan Kabupaten Bandung pada SMK Kelas X Program Keahlian Manajemen Bisnis dan Perkantoran; (2) memperoleh data terkait kontribusi model tersebut dalam meningkatkan kompetensi bahasa Perancis Bisnis siswa SMK,dan; (3) memperoleh informasi tentang kelebihan dan kekurangan model tersebut dalam proses pembelajaran bahasa Perancis Bisnis di SMK. Penelitian ini menggunakan pendekatan kuantitatif dan metode penelitian yang dipilih adalah pra ekperimental dengan desain penelitian the one shot-case study. Model yang diteliti dapat berkontribusi positif dalam membantu meningkatkan kompetensi bahasa Perancis bisnis siswa SMK kelas X Program Keahlian Administrasi Perkantoran sesuai dengan komunikasi bisnis frankofon. Kata kunci: kompetensi bahasa Perancis bisnis, model communication dans les affaires, FLE, FOS Abstract Model of Communication dans les Affaires Implementation into Bussiness French Langguage of Learning in SMK. This study aims at: (1) describing an implementation of communication dans les Affaires model in learning Business French in SMK in Bandung City and Country at X Class of Vocational and Business Management Office, (2) obtaining data related to the contribution of the model in improving Business French language competence of vocational students, and, (3) obtaining information about the adventages and disadvantages of the model in the process of learning Business French language in SMK. This study used a quantitative approach and research method selected is pre experimental research design with the one-shot case study. Based on the results of the research, data showed that the model under the study which is a model of learning Communication dans les affaires provided positive contribution in helping to improve the competence of vocational students of class X of the Office Administration Skills Program in understanding the concept of Business Francophone Frech and to practice appropriate communication based on francophone business situations.Keywords: business French skills, models of communication dans les affaires, FLE, FOS

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Mella, Nathalie, Pascal Pansu, Anatolia Batruch, Marco Bressan, Pascal Bressoux, Genavee Brown, Fabrizio Butera, et al. "Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?" Frontiers in Psychology 12 (September 7, 2021). http://dx.doi.org/10.3389/fpsyg.2021.640661.

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There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

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Kawashima, Tomoyuki. "English use by the heads of state at the United Nations General Assembly." English Today, December 20, 2019, 1–23. http://dx.doi.org/10.1017/s0266078419000464.

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How do people choose a language when they are proficient in more than one language? This research sheds light on language choice, English use in particular, in diplomacy where an individual speaks primarily for negotiation on behalf of an organization or a community. Nick (2001: 39) argued that ‘language is not a simple tool … but very often the very essence of the diplomatic vocation’. Despite its importance, little has been investigated about language choice in diplomatic meetings (Finsen, 2016). Wodak, Krzyzanowski and Forchtner (2012), one of the few studies, illustrated that 45% of the overall percentage of languages in the European Parliament (EP) meetings was English. To accumulate more data of English use in diplomacy, this research investigated addresses made by the heads of state at the United Nations (UN) General Assembly (GA). The EP is the law-making institution of the European Union (EN) (European Union, 2019), and the UN and the EU have contrasting language policies. Under the EU's non-restrictive language policy, national languages of all 23 members are included in the official languages (Finsen, 2016). On the other hand, the UN restricts the number of official languages to six, namely Arabic, Chinese, English, French, Russian, and Spanish. This makes a difference in the payment for interpretation services. If representatives would like to speak in Portuguese, the EU provides interpretation. However, the UN does not. The speakers need to provide interpretation into one of the six official languages on their own. These contrasting language policies between the EU and the UN can influence language choice at the UN meetings. Moreover, the UN has a larger number of member states than the EU, and many of them belong to other language or regional organizations. Therefore, this study focuses on the prevalence of English use by the heads of state at the UN GA meetings according to five language and two regional groups.

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NG, Julia. "Theory on Theory." Year's Work in Critical and Cultural Theory, November 7, 2020. http://dx.doi.org/10.1093/ywcct/mbaa021.

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Abstract This chapter assesses three areas of theoretical work: metatheory, via Jason Demers’s The American Politics of French Theory: Derrida, Deleuze, Guattari, and Foucault in Translation and Galin Tihanov’s The Birth and Death of Literary Theory: Regimes of Relevance in Russia and Beyond; three studies that theorize on the history of theory, John E. Drabinski’s Glissant and the Middle Passage: Philosophy, Beginning, Abyss, John Frow’s On Interpretive Conflict, and Anne Anlin Cheng’s Ornamentalism; and five texts indicative of a surge of interest in the linguisticity of ‘death’, David Wills’s Killing Times: The Temporal Technology of the Death Penalty, Michael Rothberg’s The Implicated Subject: Beyond Victims and Perpetrators, David Simpson’s States of Terror: History, Theory, Literature, and Marc Crépon’s Murderous Consent: On the Accommodation of Violent Death and The Vocation of Writing: Literature, Philosophy, and the Test of Violence.

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"French-language Abstracts." Evaluation 11, no. 3 (July 2005): 381–83. http://dx.doi.org/10.1177/1356389005060126.

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"French-language abstracts." Evaluation 20, no. 2 (April 2014): 269–71. http://dx.doi.org/10.1177/1356389014530716.

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"French-language Abstracts." Evaluation 7, no. 3 (July 1, 2001): 399–400. http://dx.doi.org/10.1177/13563890122209766.

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"French-language abstracts." Evaluation 19, no. 3 (July 2013): 336–39. http://dx.doi.org/10.1177/1356389013497121.

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"French-Language Abstracts." Evaluation 19, no. 4 (October 2013): 445–47. http://dx.doi.org/10.1177/1356389013507380.

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"French-language abstracts." Evaluation 20, no. 3 (July 2014): 392–94. http://dx.doi.org/10.1177/1356389014543406.

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"French-language abstracts." Evaluation 22, no. 1 (January 2016): 122–24. http://dx.doi.org/10.1177/1356389015626329.

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"French-language Abstracts." Evaluation 4, no. 3 (July 1, 1998): 383–84. http://dx.doi.org/10.1177/13563899822208572.

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"French-language abstracts." Evaluation 22, no. 2 (April 2016): 260–63. http://dx.doi.org/10.1177/1356389016642281.

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"French-language Abstracts." Evaluation 2, no. 1 (January 1996): 125–27. http://dx.doi.org/10.1177/135638909600200113.

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"French-language Abstracts." Evaluation 3, no. 1 (January 1997): 125–26. http://dx.doi.org/10.1177/135638909700300110.

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"French-language Abstracts." Evaluation 3, no. 4 (October 1997): 503–5. http://dx.doi.org/10.1177/135638909700300408.

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"French-language Abstracts." Evaluation 4, no. 1 (January 1, 1998): 111–12. http://dx.doi.org/10.1177/13563899822208338.

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"French-language Abstracts." Evaluation 4, no. 4 (October 1, 1998): 509–10. http://dx.doi.org/10.1177/13563899822208761.

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