Relevant bibliographies by topics / French language, business french

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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 language, business french'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "French language, business french"

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Tairova, Mavluda Kh. "SOME LEXICAL FEATURES OF BUSINESS FRENCH." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 05 (May 1, 2022): 37–40. http://dx.doi.org/10.37547/pedagogics-crjp-03-05-06.

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Dola, Peter, and Anita Linke. "French for Business." Modern Language Journal 74, no. 4 (1990): 525. http://dx.doi.org/10.2307/328546.

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Recker, Jo Ann M., and Stephen Clarke. "Collins Business French." Modern Language Journal 77, no. 2 (1993): 247. http://dx.doi.org/10.2307/328968.

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Rivas, Daniel E., Andrew Castley, and Tom Wight. "Business Situations French." Modern Language Journal 69, no. 1 (1985): 86. http://dx.doi.org/10.2307/327893.

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Crawshaw, Robert, Malcolm Bower, and Lucette Barbarin. "French for Business: Assignments." Modern Language Review 83, no. 4 (October 1988): 998. http://dx.doi.org/10.2307/3730954.

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Corbin, Donald E., and James Redfern. "Basic Terms of Business and Finance, French-English, English-French." Modern Language Journal 70, no. 1 (1986): 69. http://dx.doi.org/10.2307/328085.

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Meyer, E. Nicole. "Active-Learning Approaches to the Business French Course: The Business French Research Paper." Foreign Language Annals 28, no. 1 (March 1995): 135–46. http://dx.doi.org/10.1111/j.1944-9720.1995.tb00776.x.

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Kozhemyakina, V. A. "On the formation of the French written literary language." Linguistics and Language Teaching 16, no. 1 (2022): 57–74. http://dx.doi.org/10.37892/2218-1393-2022-16-1-57-74.

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The paper investigates the language of Old French business writing of the 13th centu-ry. Old French charters are analyzed from the standpoint of functional stylistics as well as the theory of genesis of a written literary language so as to specify their linguistic peculiarities and their contribution to the standardization and unification which took place in the French lan-guage during its prenational period. Research into the language and composition of the 13th century charters has revealed that written business French of the prenational period is characterized by a formulaic style and has its own established traditions both in the composition and language. It has also been stat-ed that verb tense forms in the charters are highly standardized and to some extent contrast with the variability of their meaning and usage in Old French texts of all other genres. Fur-ther, it has been established that the charters syntactic patterns are much more diverse than those that can be found in any other writing of the period. The charters’ lexical study has shown that their vocabulary is quite extensive. This refutes the wide-spread opinion in Ro-mance philology that business texts use a restricted vocabulary. Text analysis in its turn has shown that distinctive features of business style are already present in the business texts of the Old French period. Thus, the results of the study revealed the influence of the Old French business language on standardization of written French as early as in its pre-national period.
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K. Kuzmina, Elena, Gulnara I. Nazarova, Liliya R. Nizamieva, and Cécile Leblanc. "Innovative Technologies of Teaching Business French." International Journal of Engineering & Technology 7, no. 4.7 (September 27, 2018): 85. http://dx.doi.org/10.14419/ijet.v7i4.7.20390.

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The article deals with the peculiarities of modern technologies in teaching professional French, taking into account the requirements of international examinations, specific language-learning needs of students and level of their language proficiency. Pedagogical technologies are demonstrated by the example of teaching business French in the sphere of tourism, hotel business, as well as the guide-interpreters training. The educational courses are aimed at the development of basic speaking skills and skills necessary for business communication in French. The developed pedagogical technology is based on French for specific purposes (FOS) methodology and cognitive-practical activity methods that allow to develop trainees’ communicative competence and their cognitive independence effectively. One of the conditions for successful development of communicative competence in the field of business communication in a foreign language is to ensure that students do the necessary number of training exercises, in particular, connected with the use of business vocabulary, as well as with speaking exercises aimed at solving communication problems in real life situations of business communication. Similarity to the real life business environment is achieved through the use of information technologies and simulation games, which ultimately enhances the individual's ability to interact with others and adapt in the social and professional spheres of life. Successful completion of the end-of-course assessment is indicative of the fact that the students have reached high business communication competency.
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Recker, Jo Ann M., and W. P. Lewis David. "French for Business and International Careers." Modern Language Journal 74, no. 4 (1990): 524. http://dx.doi.org/10.2307/328545.

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Dissertations / Theses on the topic "French language, business french"

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Speedy, Karin Elizabeth. "Cross-cultural communication in a postmodern business environment: the role of French language and culture in New Zealand-French business relations." Thesis, University of Auckland, 2003. http://hdl.handle.net/2292/409.

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In international business, notions of homogeneity and standardisation are promoted as necessary parts of the globalisation process. “One world” is equated with “one language” and English, portrayed as the global lingua franca, is seen as the only language needed to operate successfully in world markets. Using Jean Baudrillard’s theory of the cyclic superposition of the singular, universal and global as a framework and applying it to the business communications between New Zealand exporters and their French buyers, this thesis questions the beliefs underpinning Anglophone reliance on English, and the value of this reliance, in a postmodern business environment. It first examines historical shifts in attitudes to and use of both dominant “universal” languages and individual “singular” languages and finds that tensions tend to arise when dominant powers try to impose, in an imperialistic fashion, their language on the “Other”. It argues that the universal ideals of unity and openness popularly associated with globalisation are myths expounded by Anglophone big business, which, as the advocate of English as the language of international commerce, fails to recognise the hegemonic implications of its discourse. Through both qualitative and quantitative field research, it reaches the conclusion that, aside from a lack of attention paid to foreign languages in business, international business writers offer outdated and often erroneous cross-cultural advice for doing business in France. This cultural guidance is tainted by both the universalist/structuralist frameworks employed by the writers as well as their own inherent cultural assumptions, and is found to be of little use to New Zealand business people. By reviewing previous research, the thesis determines that New Zealand business has demonstrated a slight shift in attitude toward foreign language use in recent years. The results of my survey, designed to gauge the present attitudes to and use of French among New Zealand exporters, show that while some firms have embraced the idea of using French in business, most are still reliant on English for day-to-day business communications with their French customers. In the view of the latter, however, this behaviour does not foster efficient and equitable business relations. For the French, a New Zealand exporter prepared to use French in the French market would have a competitive advantage. Set in the context of Baudrillard’s paradigm, the thesis demonstrates that within the New Zealand-French business relationship the perpetual struggle between local and dominant languages continues to be a critical issue that requires urgent redress.
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Dubell, Andrea. "Les Effets de la mondialisation sur la langue et la culture francaises dans le contexte des affaires et de la publiciteEffects of Globalization on French Language and Culture in the Context of Business and Advertising." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1449519811.

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Atallah, Chamoun Pétra. "Langue des affaires : Vers une application à la didactique du Français sur Objectifs Spécifiques au Liban." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030153.

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La volonté d'apporter un nouveau concept dans l'enseignement du français à l'université au Liban issu des recherches les plus récentes effectuées en Français sur Objectifs Spécifiques, les dernières mises à jour du Cadre Européen Commun de Référence pour les Langues ainsi que le souci de l'appuyer par une expérience d'une dizaine d'années sur le terrain et de plusieurs séminaires de formation dans ce domaine, ont amené à effectuer ce travail de recherche basé sur la conciliation de la théorie et de la pratique. Notre travail part de la conviction que si l'étudiant trouvait une réponse à ses demandes, voire à ses besoins que ce soit au niveau universitaire ou professionnel dans un cours de langue, il s'intéresserait beaucoup plus à la langue en question. Partant d'une observation de la méthodologie du Français sur Objectifs Spécifiques, passant par une observation sociolinguistique du terrain libanais permettant de mieux définir les besoins linguistiques de l'étudiant au Liban, ce travail de thèse aboutit à une conception d'une nouvelle méthode d'enseignement du français en proposant une élaboration didactique d'un dossier de français des affaires, considéré comme langue de spécialité
My aim to provide a new concept in teaching French at a Lebanese university is the result of extensive research on French for Specific Purposes based on the Common European Framework for Languages as well as my concern of providing support based on valuable years of experience and many seminars followed in this field. All of those factors contributed to my endeavor to make a worthy attempt at combining theory with practice. My whole work rests on a belief I have long sustained if students could find a language course that would meet their academic or professional needs, they would be keener on learning that language. While studying the methodology adapted by French for Specific Purposes, carrying out a sociolinguistic analysis of the Lebanese community, and analyzing the linguistic needs of the Lebanese students, I managed to come up with a new concept for teaching Business French and to devise a different didactic approach that would be more effective when put into practice
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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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Živković, Danijel. "Analyse du discours économique et commercial et son application à la didactique de la langue française dans le contexte socio-économique de la Serbie." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0001/document.

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Dans cette thèse, nous présentons un modèle d’analyse du discours économique et commercial à différents niveaux : énonciatif, lexical, syntaxique, sémantique, pragmatique et sociolinguistique. L’analyse détaillée du corpus spécialisé dans le domaine de l’économie peut grandement contribuer à la définition des caractéristiques spécifiques du discours économique et commercial. En fonction des résultats nous proposons des moyens pour l’application des résultats d’analyse à la didactique de la langue française en proposant les tâches à effectuer dans une perspective actionnelle. Notre hypothèse part du principe qu’en améliorant et en modernisant les méthodes d’apprentissage/enseignement de la langue française, nous répondrons aux demandes et aux besoins langagiers contemporains des apprenants, des entreprises et des institutions en Serbie. L’apprentissage des langues étrangères représente une des grandes priorités pour l’Union européenne dans le cadre de la stratégie Europe 2020. Chaque entreprise, qui veut être plus efficace, plus performante et plus compétitive sur le marché mondial, a besoin d’un personnel parlant la langue du client ou du partenaire d’affaires. Par conséquent, cela nécessite l’adaptation de l’enseignement de la langue française ou plus précisément le français sur objectif spécifique (FOS) ou le français de spécialité (FS) aux conditions socio-économiques actuelles en Serbie. À cet effet, nous consacrons une attention particulière au rôle de la langue dans le travail, à la description des enjeux de la communication professionnelle et aux relations économiques entre la Serbie et la France ainsi qu’avec le monde francophone
In this paper, we present the analytical model of economic and commercial speech on different levels: expository, lexical, syntactic, semantic, pragmatic, and sociolinguistic. Detailed analysis specified in the area of economics can greatly contribute to defining the particularities of economic and commercial speech. According to the results, we offer some ways for involvement of the analyzed results to the teaching of the French language, suggesting various tasks, which would be done in action-oriented perspective.Our hypothesis represents the idea that while enriching and modernizing current methods of learning French language, we actually respond to requests and needs of a contemporary language to ones who learn it, to enterprises, and institutions in Serbia. Learning foreign languages presents one of the biggest priorities for European Union in means of their strategy called EU 2020. Every enterprise which has a goal to become more efficient, more successful, and more competitive on the world’s market, needs a person who speaks the language of a customer, or a business partner. According to that, it demands the adjustment of learning French language, and more precisely said, French language for specific purposes, or French language for personal communication under current socio-economic conditions in Serbia. In that purpose, we pay special attention to the role of language in work, in describing parts in professional communication and economic relations between Serbia and France, as well as the relations between Francophone countries
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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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Roza, Joseph P. "French languages and French nationalism : the Félibrige, Occitan, and the French identity of southern France, 1854-1914 /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/10391.

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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 language, business french"

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Stephen, Clarke, Feri Diana, and Prunier Manuelle, eds. HarperCollins business French. New York, N.Y: HarperPerennial, 1992.

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Coultas, Barbara. Business French. Lincolnwood, Ill: NTC Publishing Group, 1992.

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Coultas, Barbara. Business French. Sevenoaks: Hodder and Stoughton, 1990.

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CORPORATION, BRITISH BROADCASTING. French means business: A multi-media language course in business French. London: BBC Enterprises, 1993.

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Delbourgo, Françoise. French for business studies. London: Pitman, 1993.

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Williams, Stuart. French business correspondence. London: Routlege, 1996.

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Bower, Malcolm. French for business assignments. London: Hodder and Stoughton, 1986.

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1965-, McAndrew Cazorla Nathalie, ed. French/English business glossary. London: Routledge, 1997.

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Heminway, Annie. French for the business traveler. Hauppauge, NY: Barron's Educational Series, 1994.

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Bishop, Graham. French at work. Basingstoke: Macmillan Education, 1986.

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Book chapters on the topic "French language, business french"

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Mellors, Colin, David Pollitt, and Andrew Radtke. "French Institute." In Directory of Language Training and Services for Business, 205. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-142.

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Stein-Smith, Kathleen. "The Economic Impact of French as a Global and Local Business Language." In The French in Our Lives, 49–56. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003023760-6.

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Al-Muhaissen, Batoul M., Marcelle Issa Al Jwaniat, Zuhair Yassin Tahat, Amjad Safori, Mohammad Habes, and Safa Mehreb. "The Pragmatic Function of Press Discourse Markers in French Language." In Business Analytical Capabilities and Artificial Intelligence-Enabled Analytics: Applications and Challenges in the Digital Era, Volume 1, 155–65. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56015-6_12.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "How to use this Course." In Business French, 4–6. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_1.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "Buying and selling." In Business French, 143–62. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_10.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "Let’s get down to business." In Business French, 163–80. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_11.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "What have you done?" In Business French, 181–200. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_12.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "The future." In Business French, 201–20. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_13.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "Hello." In Business French, 7–22. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_2.

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Riccard, Didier, Mohammed Saad, and Steve Burrough. "How do you get to…?" In Business French, 23–38. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22021-2_3.

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Conference papers on the topic "French language, business french"

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Hui, Wu. "Explore the French language teaching practice model based on the ability of language." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.128.

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Sonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.

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In this article we outline our practices for the inclusion of electronic translation devices in specialized French language courses and reflect upon the changing landscape of language teaching. We describe how the use of Google Translate can increase students' awareness of linguistic, stylistic, and cultural differences in our culturally and linguistically diverse clasrooms. Although we characterize our didactic approach as action based, we differenciate our use of this approach from its common use in general language courses and point out the usefulness of intellectualizing it based on our use of Google Translate in work-place-oriented courses. Furthermore, we use our experience with action based approaches and translation devices to answer the following questions: why are students still learning languages; what are the language skills that they are interested in; and what is the role of a teacher in this new world of quasi-magic linguistic tools.
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Krivenko, Elena. "Culturological Classification of Charms (On Example of French, English and Russian Languages)." In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.16.

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Yashina, Maria, Nataliia Poliakova, Svetlana Popova, and Elena Kuznetsova. "NEOLOGISMS IN BUSINESS DISCOURSE OF A FOREIGN LANGUAGE: TEACHING METHODS AND STRATEGIES (BASED ON THE ITALIAN AND FRENCH MATERIAL)." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1471.

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Schütze, Florian, and Sami Diaf. "Multilingual Monetary Policy: Unfolding Language and Policy Preferences of Swiss Central Bankers." In CARMA 2024 - 6th International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/carma2024.2024.17405.

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Understanding monetary policy has always been of paramount economic and political importance. However, it remains a difficult task, despite transparency efforts and the regular flow of information to the public, which becomes even more complex when communication channels are multilingual. This paper examines the policy narratives of the Swiss National Bank (SNB) in terms of language and policy preferences, using the corpus of speeches delivered by its members over the period 1997-2022. Using a dynamic semantic search strategy based on top2vec, the framework analysis was able to identify interlingual similarities and differences with the help of pre-trained multilingual models. The results show that the SNB's communication strategy is strongly oriented towards the objectives assigned to the central bank, with attention being paid to systemic risks, banking regulation and financial markets, which emerge as second but no less important objectives, closely linked to the international environment, in particular the Eurosystem as a strategic aspect of the stability of the Swiss franc. The results suggest that English is used exclusively to address core central banking issues (monetary policy, inflation and interest rates), while uncertainty concerns seem to be reported more in German or French. The resulting dual semantic space, consisting of embedded words and documents, yielded relevant topics with respect to the size and scope of the corpus. Furthermore, informative indices could be constructed for policy measurement, as a crisis index was found to be consistent with the business cycle fluctuations and technical recessions experienced in Switzerland over the last 25 years.
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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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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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Adawi, Rabiah, and Zulherman Zulherman. "Moodle Media To Improve The Basic French Language Of Unimed French Language Education Program Students." In Proceedings of the 5th International Conference on Innovation in Education, Science, and Culture, ICIESC 2023, 24 October 2023, Medan, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.24-10-2023.2342361.

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Cretu, Ioana, and Anca cristina Colibaba. "EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.

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The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage compared to their colleagues and objectively have less chances to access scholarships etc. specifically due to not having had the same opportunities to learn a foreign language such as English in their past. Therefore, in order to provide all medical students with equal chances at academic and professional success, some may require additional opportunities in transversal areas such as language learning, ICT etc. For example, medical universities in Romania attempt to provide all their students with compulsory language instruction in their first year(s), making it optional later on. However, putting together groups with students of similar language levels and needs often proves to be an impossible administrative mission, the typical outcome of that being mixed-level groups of students who more or less want to study the same language. In our case, a solution was found in order to provide adequate additional support to students whose entry language level was less than B2 / independent according to the Common European Framework of Reference. For the past two academic years, the face-to-face language instruction of junior students in Medicine, Nursing and Nutrition according to the core curriculum has been supplemented with optional activities using the ELSTI language training package online. The ELSTI platform (http://www.eurobusinesslanguageskills.net) is the main result of a series of EU-funded projects involving EuroEd Foundation also from Iasi and, as it stands today, it provides courses of English, French, German, Italian and Spanish for levels A2 and B1. All the courses, sub-units, explanations, situations, tasks, tests and self-assessment tools are calibrated to fit the CEFR descriptors while serve real life communicative functions set in a business context promoting cultural awareness. In addition, they are accompanied by personal development and motivational modules. While students were recommended the content, instruction and activities related to the language they were studying in class, all students had free access to all the other online language courses as well. The online work was student-centered in the sense that, once logged on, students could decide which units/exercises to solve in which order, the entire process being driven by the students’ own goals, interests and preferences. As is turned out, this form of increased flexibility and controlled freedom deliberately embedded in the courses added significantly to some students’ motivation to continue well beyond set requirements, as well as to their overall enjoyment, autonomy and empowerment. Concurrently, the classroom experience could be targetted more clearly towards teaching and learning English for medical purposes. The statistical analysis takes into consideration attempts, times and scores for using grammar and vocabulary support independently, solving reading and dialogue-based tasks, playing games and simulations, etc. by each user, thus providing insight into how the students chose to engage with the different e-contents and instructions within and beyond the language they were studying in class. The quantitative data to which we are referring in this paper has been collected from over 500 students at UMF Iasi and indicates how popular, difficult, motivating etc. the various types of online language exercises are among students for whom language is not their main interest but rather a vehicle. Nevertheless, the online activity reports contain ample evidence of how these students have valued this opportunity of gaining skills in transversal areas such as foreign languages, but also cultural awareness, personal development and ICT.
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Azizah, Sofyani Nur, and Yuliarti Mutiarsih. "Adjectival Suffixation in French." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.098.

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Reports on the topic "French language, business french"

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Tuarmenskaya, A. V. Electronic educational resource «Children`s literature of the country of the second foreign language» for the direction of preparation 44.03.05 Pedagogical education (with two training profiles) Orientation (profile) Foreign language (German / French. Ryazan State University named for S.Yesenin, March 2024. http://dx.doi.org/10.12731/ofernio.2024.25294.

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Pons, Aina, Annalisa Hauck, and Tarek Abdel Aziz. On Indocyanine Green Fluorescence and Autofluorescence in thyroid and parathyroid surgery: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2022. http://dx.doi.org/10.37766/inplasy2022.2.0067.

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Review question / Objective: Autofluorescence (AF) and Indocyanine Green Fluorescence (ICG) were used for the first time for parathyroid gland (PG) identification in 2011 and 2015, respectively, during thyroidectomy/parathyroidectomy. Authors reported promising results. We aim to understand the efficacy, technical challenges, cost-effectiveness, and impact on postoperative biochemical and clinical outcomes of such new techniques. Eligibility criteria: The language filter was set to allow for publications in English, German, Spanish, and French assessing the use of ICG and/or AF for PG identification. Only titles and abstracts, followed by the full text dating from 2008 to 2020 have been considered in this review. Existing systematic reviews were excluded from the results.
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Thorpe, Jodie, Hannington Odame, and Elosy Kangai. Horticulture in Kenya: Lessons from the Covid-19 Pandemic. Institute of Development Studies, June 2023. http://dx.doi.org/10.19088/ids.2023.026.

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The horticulture sector is fundamental to Kenya’s economy and its citizens’ livelihoods. However, global connectivity and high perishability make the sector vulnerable to shocks. The Covid-19 pandemic and related policy measures impacted the sector in multiple ways, with an estimated US$3m lost per day during lockdowns. In response, the state and business worked together to analyse issues and develop solutions, facilitated by digital technologies. This Policy Briefing identifies lessons from this experience, focused on the French bean and avocado subsectors. The aim is to build knowledge that can be applied to new opportunities and risks affecting the resilience of the horticulture sector.
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Mensah-Sackey, Anna. Weapon and Ammunition Management in Africa: Online Meeting Summary. UNIDIR, July 2020. http://dx.doi.org/10.37559/caap/20/wam/05.

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On 6 May 2020, the United Nations Institute for Disarmament Research (UNIDIR), in cooperation with the Government of Germany, convened an online meeting to exchange updates on weapons and ammunition management (WAM) activities in Africa. The purpose of the meeting was to provide a platform for UNIDIR and its WAM partners to exchange information on their current work and adjusted plans and activities on WAM in Africa in light of the COVID-19 pandemic. The meeting was organised in two sessions—French and English—to facilitate wide participation and respond to different language needs of the participants. The event was organised by invitation-only. The discussions and key issues that were raised in the two sessions, as well as written contributions from partners on the current initiatives and assistance available for strengthening WAM in Africa are summarised in this report.
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Hunter, Janine. Street Life in the City on the Edge: Street youth recount their daily lives in Bukavu, DRC. StreetInvest, 2022. http://dx.doi.org/10.20933/100001257.

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Bukavu, a city on the shores of Lake Kivu on the eastern edge of the Democratic Republic of the Congo (DRC), is home to over one million people, many displaced by poverty and the consequences of armed conflicts that continue to affect the east of the country. More than 10,000 street children and youth live here in street situations. 19 street youth helped to create this story map by recording all the visual data and sharing their stories about their daily lives. The story map includes 9 sections and 2 galleries showing street children and youth’s daily lives in Bukavu and the work of Growing up on the Streets civil society partner PEDER to help them. Chapters include details of how street children and youth collect plastics from the shores of Lake Kivu to sell, they cook, and share food together, or buy from restaurants or stalls. Young women earn their living in sex work and care for their children and young men relax, bond and hope to make extra money by gambling and betting. The original language recorded in the videos is Swahili, this has been translated into English and French for the two versions of the map.
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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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E-textbook of the French language " French? Love!"(level A1-A2)). OFERNIO, February 2015. http://dx.doi.org/10.12731/ofernio.2015.20799.

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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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