Relevant bibliographies by topics / French university background

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Academic literature on the topic 'French university background'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "French university background"

1

Martelli, Nicolas, Capucine Devaux, Hélène van den Brink, et al. "HARMONIZING HEALTH TECHNOLOGY ASSESSMENT PRACTICES IN UNIVERSITY HOSPITALS: TO WHAT EXTENT IS THE MINI-HTA MODEL SUITABLE IN THE FRENCH CONTEXT?" International Journal of Technology Assessment in Health Care 33, no. 2 (2017): 307–14. http://dx.doi.org/10.1017/s0266462317000393.

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Background: The number of new medical devices for individual use that are launched annually exceeds the assessment capacity of the French national health technology assessment (HTA) agency. This has resulted in hospitals, and particularly university hospitals (UHs), developing hospital-based HTA initiatives to support their decisions for purchasing innovative devices. However, the methodologies used in such hospitals have no common basis. The aim of this study was to assess a mini-HTA model as a potential solution to harmonize HTA methodology in French UHs.Methods: A systematic review was conducted on Medline, Embase, Health Technology Assessment database, and Google Scholar to identify published articles reporting the use of mini-HTA tools and decision support-like models. A survey was also carried out in eighteen French UHs to identify in-house decision support tools. Finally, topics evaluated in the Danish mini-HTA model and in French UHs were compared using Jaccard similarity coefficients.Results: Our findings showed differences between topics evaluated in French UHs and those assessed in decision support models from the literature. Only five topics among the thirteen most evaluated in French UHs were similar to those assessed in the Danish mini-HTA model. The organizational and ethical/social impacts were rarely explored among the surveyed models used in French UHs when introducing new medical devices.Conclusions: Before its widespread and harmonized use in French UHs, the mini-HTA model would first require adaptations to the French context.
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Thörle, Britta. "Turn openings in L2 French." Discourse Markers in Second Language Acquisition / Les marqueurs discursifs dans l’acquisition d’une langue étrangère 7, no. 1 (2016): 117–44. http://dx.doi.org/10.1075/lia.7.1.05tho.

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In this contribution we will analyze a corpus of telephone conversations between German students of French and native speakers from an interactional linguistic point of view. The study is based on a corpus of ten formal conversations performed as role play between German university students and native speakers of French. Taking an interactional approach, the use of discourse markers will be described as a situated activity of learners who use the resources at their disposal to accomplish conversational tasks. The analysis will concentrate on the accomplishment of turn openings and point out the dynamic nature of the use of discourse markers in exolingual interaction. During the conversations, learners employ forms already available in their repertoire as discourse markers, they use the interlocutor’s example as a model, and they develop their own routines. Against this background, certain characteristics of discourse markers in L2 can be described as the result of communication and acquisition strategies that allow learners to maintain the conversation as well as to build, expand or adjust their repertoire.
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Azieb, Samia, Rajai AL-Khanji, and Majid Tarawneh. "French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?" International Education Studies 14, no. 7 (2021): 72. http://dx.doi.org/10.5539/ies.v14n7p72.

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The aim of the present study is two-fold in essence. First, it aims at finding out the extent to which cognates’ recognition aids Jordanian French-English bilinguals to translate from English into French. Second, it seeks to determine if such recognition can be a good strategy in learning foreign languages. Accordingly, a Translation Elicitation Task containing cognates and false cognates was devised and given to a sample of 31 students majoring in French at both the B.A and M.A levels at the University of Jordan. Findings of the study showed that most students did benefit from their English language background, and thus cognates facilitated their comprehension of French. However, some students participating in the translation test were not mindful of the lexical differences between English and French, thus producing an incorrect interpretation of the text. The study ends with a recommendation for foreign language instructors to teach cognate recognition strategies explicitly.
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4

Van der Mescht, H. "Die agtergrond en ontstaansgeskiedenis van Hubert du Plessis se Duitse en Franse liedere." Literator 24, no. 2 (2003): 125–44. http://dx.doi.org/10.4102/lit.v24i2.294.

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The background and genesis of Hubert du Plessis’s German and French songs On 7 June 2002 the South African composer Hubert du Plessis turned 80. Among his 77 art songs there are (apart from songs in Afrikaans, Dutch and English) eleven on German texts and one on a French text. The aim of this article is to investigate the genesis of these German and French songs. Du Plessis was influenced by his second cousin, the Afrikaans poet Barend J. Toerien, who lived in the same residence as Du Plessis at the University of Stellenbosch where they studied in the early 1940s. Toerien introduced Du Plessis to the work of Rilke, of whose poetry Du Plessis later set to music “Herbst”. Du Plessis’s ten Morgenstern songs were inspired by a chance gift of a Morgenstern volume from Susanne Stark-Schwietering, a student in Grahamstown where Du Plessis taught at Rhodes University College (1944-1951). During his studies in London (1951-1954) Du Plessis also received a volume of Morgenstern poetry from Howard Ferguson in 1951. The choice of French verses from Solomon’s Song of Songs was influenced by the advice of Hilda de Wet (Stellenbosch, 1966). It is notable that Du Plessis’s main composition teachers, William Bell, Friedrich Hartmann and Alan Bush, had practically no influence on the choice of the texts of his German and French songs.
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Hassani, Adela Talbi. "The Influence of French on Vocabulary Knowledge of Arabic-speaking University students learning English as a Foreign Language: A Melting Pot." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 1–14. http://dx.doi.org/10.47631/mejress.v2i3.286.

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Purpose: The present study investigated the extent to which background knowledge of the French language could influence English vocabulary learning among EFL university students in Algeria. More specifically, the possible cross-linguistic influence in this context was researched in relation to the growth pattern of the receptive written vocabulary size across the three years of the undergraduate course. Methodology: A cross-sectional research design was used for a total number of 184 EFL Algerian university students. The written receptive vocabulary size was measured using Nation's Vocabulary Size Test (2007) which contained many words with similar orthographic forms as their French equivalents. A comparison between the results of the whole population made it possible to establish the progressive growth pattern from Year 1 to Year 3 of the degree course. Results: Besides a moderate increase of vocabulary size from one proficiency level to the other, and an expected decrease pattern of knowledge from the most frequent English words to the least frequent ones, the positive cross-linguistic influence of French cognates was highly significant as it led to the knowledge of words that were beyond the expected level of most participants. Conclusion/Implication: The facilitative effect of French cognates for EFL learners in Algerian universities is, therefore, an area that instructors and syllabus designers can make use of to maximize the vocabulary learning process.
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Bayne, Sheila. "Jean-Phillipe Mathy: Extrême-Occident: French Intellectuals and America. 1993. Chicago: University of Chicago Press. 307 pp." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (2003): 199–201. http://dx.doi.org/10.36366/frontiers.v9i1.122.

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What is true of student travelers is true of any sojourner, and of anyone who comes in contact with a foreign culture. Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America shows how the educated elite of France has used another country as a screen on which to project its ideas and ideals, as well as its phobias and prejudices. Although first published 10 years ago, this study is newly relevant. It is useful to be reminded of the long-standing background against which American actions are viewed by the French. More than an actual nation or national culture, “America” carries the weight of its meaning. America is idealized as an “incarnated idea” of freedom, prosperity, egalitarianism and pleasure, and it is vilified to the extent that it does not fulfill its own ideals or those projected on it.
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Garcia-Paya, Irene, Yves Lescure, Sebastian Delacroix, and Gabriel Gijon-Nogueron. "Cross-cultural Adaptation and Validation of the French Version of the Diabetic Foot Self-care Questionnaire of the University of Malaga." Journal of the American Podiatric Medical Association 109, no. 5 (2019): 357–66. http://dx.doi.org/10.7547/17-119.

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Background: Diabetic foot care management is directed at patients with a history of complications, especially those with rising levels of hemoglobin A1c, and those who have had diabetes for several years. The aim of this study was to cross-culturally adapt a French-language version of the Diabetic Foot Self-care Questionnaire of the University of Malaga (DFSQ-UMA) for use in France. Methods: Cross-cultural adaptation was performed according to relevant international guidelines (International Society for Pharmacoeconomics and Outcomes Research), and the factor structure was determined. Internal consistency was measured using the Cronbach α. Item-total and inter-item correlations were assessed. Results: The French data set comprised 146 patients. The mean ± SD patient age was 62.60 ± 15.47 years. There were 47 women and 99 men. The structure matrix (with three factors) was tested by confirmatory factor analysis. The 16-item questionnaire had a Cronbach α of 0.92. The mean value for inter-item correlations was 0.48 (range, 0.17–0.86). The rotated solution revealed a three-factor structure that accounted for 48.10% of the variance observed. A significant inverse correlation was observed between questionnaire scores and hemoglobin A1c levels (r = –0.17; P < .01). Conclusions: This study validates the French-language version of the DFSQ-UMA, which can be used as a self-reported outcome measure for French-speaking patients in France.
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Marin, Cornelia, and MonZen Tzen. "utseus as a Successful Case of a Sino-French Approach to Engineering Education." International Journal of Chinese Education 4, no. 2 (2015): 207–33. http://dx.doi.org/10.1163/22125868-12340053.

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It is the aim of the paper to reflect on the lessons learned after ten years of existence of the Sino-French School for Engineering at Shanghai University (utseus), as well as on perspectives for an evolution related to recent developments in the French Higher Education landscape. The authors present background, rationale, modalities and perspectives for this venture set up by three French universities of technology in China by drawing parallels with other well-established Sino-foreign operations. It is shown that the combination of transnational and international approaches allow for transferring and adapting a foreign education model on a large scale, but also for establishing reciprocal mobility of big student cohorts. The approach is based on an integrated foreign language learning and intercultural content. This successful experience also shows how universities play an integrative role for a country’s cultural and industrial relations at an international level.
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9

Rolin-Ianziti, Jeanne, and Brian McCarthy. "Et à votre avis ...?" Australian Review of Applied Linguistics 10, no. 1 (1987): 118–42. http://dx.doi.org/10.1075/aral.10.1.07rol.

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Abstract Et Á votre avis...? is a text for second and third year students of French which is being prepared and piloted at the University of Wollongong. This articles provides background to the project (the approach to the text, the selection and organization of material) as well as details of tasks performed by the students in the exploitation of the linguistic and cultural components of the authentic material on which the work is based.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.

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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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