Relevant bibliographies by topics / Langage FP2

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

Academic literature on the topic 'Langage FP2'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Langage FP2"

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Belmesk, Zoubir. "An efficient implementation model for the FP2 parallel language." Journal of Systems and Software 21, no. 1 (1993): 89–101. http://dx.doi.org/10.1016/0164-1212(93)90019-t.

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Strambi, Antonella, Ann Luzeckyj, and Antonia Rubino. "Flourishing in a Second Language (FL2)." Australian Review of Applied Linguistics 40, no. 2 (2017): 121–39. http://dx.doi.org/10.1075/aral.40.2.03str.

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Abstract This paper presents findings from the Flourishing in a Second Language (FL2) project – a language curriculum for first-year university students which integrates Positive Psychology (Seligman, 2002), Transition Pedagogy (Kift, 2009a), and CLIL principles (Coyle, 2006). The project aims to create learning experiences that are personally relevant, and that facilitate alignment between learners’ interests, linguistic goals, and cognitive challenges posed by the tasks, in order to increase the perceived value of language learning and sustain students’ motivation. More specifically, the project involves re-designing language learning activities typically found in beginners’ level classes, to include strategies and contents believed to facilitate transition, as well as enhance students’ psychological, emotional, and social wellbeing. In this paper, we evaluate the trial implementation of the FL2 activities integrated into the beginners’ curriculum at two different universities. Feedback obtained from language experts and practitioners in language education and Positive Psychology is also briefly discussed.
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Haegeman, Liliane. "Verb Movement in Embedded Clauses in West Flemish." Linguistic Inquiry 29, no. 4 (1998): 631–56. http://dx.doi.org/10.1162/002438998553905.

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This article analyzes aspects of the distribution of West Flemish verbs in terms of Kayne's (1994) antisymmetry approach. The distribution of the auxiliary in the Infinitivus pro Participio (IPP) construction provides evidence for three functional heads in the lower middle field: Neg, T, and F2. The word order in the IPP construction is derived by head movement of the auxiliary and XP-movement of the IPP complement. The IPP complement moves to [Spec, FP2] to check its formal features; the finite auxiliary moves either to F2 or to a higher functional head, T or Neg; the nonfinite auxiliary remains in F2. The analysis accounts for the finite/nonfinite asymmetry in the distribution of the negative affix en. The article includes concrete proposals for the implementation of feature checking.
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Bisbal, Gustavo A. "The best available science for the management of anadromous salmonids in the Columbia River Basin." Canadian Journal of Fisheries and Aquatic Sciences 59, no. 12 (2002): 1952–59. http://dx.doi.org/10.1139/f02-157.

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Reference to the "best available science" is popular among administrators and scientists responsible for the management of anadromous salmonids in the Columbia River Basin. Regional recovery documents explicitly call for the consideration of the best available science during the formulation of policies, but they fail to elaborate on what this phrase means. In the absence of such clarification, the definition of what counts as science, how to recognize the best science from the rest, and a determination of how much of it is available invites a wide array of interpretations. Two possible remedies are proposed to alleviate this ambiguity. The first is to leave this phrase intact, but also to append an explicit definition of what each term means. This should establish sideboards for what is acceptable when compiling scientific information. The second remedy is to discontinue the impulsive use of the phrase best available science and select alternative language that more accurately reflects legislative intent. This refinement process will naturally result in other phrases tailored to the specific preferences and requirements of each situation. A decision to accept any of these alternatives may profoundly affect how science influences the management of anadromous salmonids in the Columbia River Basin.
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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.

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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.
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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.

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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.
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Dobrinina, A. A. "Short vowels of the Teleut language for F1 and F2 (experimental phonetic observation)." Languages and Folklore of Indigenous Peoples of Siberia, no. 38 (2019): 58–65. http://dx.doi.org/10.25205/2312-6337-2019-2-58-65.

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This article presents the results of work to determine the spectral composition of the vowels of the teleutian lan-guage, based on data obtained in the field. The recorder was recorded in mp3 format, the data was converted to wav format using Freemake Audio Converter, Audacity program was used in the processing of audio files, the computer program SpeechAnalyzer was used in the decoding and analysis of materials. On the basis of spectral analysis, the vocalism of the Teleut language was determined. However, because of the sig-nificant oppositions of phonemes are the contrasts in abilitanti / albilineans and the extent of the solution. There are three types of vowels that differ in a number. Consideration of the frequency characteristics of high formants shows that when pronouncing the vowels of the front row e, and, ö, ʏ there is a significant increase in frequencies in the upper part of the spectrum. The vowels of the back row o, y, on the contrary, are characterized by a significant decrease in the sec-ond formant. The vowels a and u at frequency response is somewhere in the middle.
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GREEN, BEN, and TERENCE TAO. "Freiman's Theorem in Finite Fields via Extremal Set Theory." Combinatorics, Probability and Computing 18, no. 3 (2009): 335–55. http://dx.doi.org/10.1017/s0963548309009821.

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Using various results from extremal set theory (interpreted in the language of additive combinatorics), we prove an asymptotically sharp version of Freiman's theorem in $\F_2^n$: if $A \subseteq \F_2^n$ is a set for which |A + A| ≤ K|A| then A is contained in a subspace of size $2^{2K + O(\sqrt{K}\log K)}|A|$; except for the $O(\sqrt{K} \log K)$ error, this is best possible. If in addition we assume that A is a downset, then we can also cover A by O(K46) translates of a coordinate subspace of size at most |A|, thereby verifying the so-called polynomial Freiman–Ruzsa conjecture in this case. A common theme in the arguments is the use of compression techniques. These have long been familiar in extremal set theory, but have been used only rarely in the additive combinatorics literature.
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Makarets, Iuliya. "On the question of the language behavior of Kyivans in sociolinguistic dimensions." Actual issues of Ukrainian linguistics theory and practice, no. 41 (2020): 24–41. http://dx.doi.org/10.17721/apultp.2020.41.24-41.

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The article presents the results of a survey conducted within the project under the grant of the President of Ukraine F82 "Linguo-sociological monitoring of the dynamics of the structure and status of the Ukrainian language in modern times" (2019). The study involved 400 Kyivans 18 to 65 years old. The main goal was to supplement the sociolinguistic studies of the language situation of Ukraine of recent years with new data, but not to duplicate them. Till now, researchers focus on the language of everyday communication of respondents, on the native language of their parents, on the language of communication in the family, with friends and in professional life. Therefore, 10 questions were selected for the questionnaire, which should reveal the status perception of language and language guidelines of the respondents. The obtained data show, that the native language self-determination of Kyivans not always determines their language behavior. 73.25% of respondents called Ukrainian their native language, but the informational and cultural space in which they live remains mostly bilingual or Russian-language. 79.75% of respondents said, that the state should support functioning of the Ukrainian language, which should indicate a fairly high value attitude to the language. However, 32% consider the measures, that were taken by the state to ensure the functioning of the Ukrainian language, for example, in media, which so far were predominantly Russian- language, needless and 22% say, that the quota did not affect the situation in any way. More than 32% of Ukrainians six months after the adoption of the new version of the spelling standard did not acquaint with it or even did not hear about it at all, which indicates indifference to language development. There is significant percentage of those, who do not see value in the national language and are not aware of the need for public language policy aimed at supporting it. This indicates an insufficient level of language consciousness of Ukrainians. Reflections on the Ukrainian language are mostly caused by the fact, that it is a frequent subject of political debate, rather than by awareness of its essence as a cultural and nation-building factor. Therefore, there is an urgent need to shift the emphasis in its perception from its purely political role to cultural and value essence.
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Chmelík, Vojtech, Daniel Urbán, Lukáš Zelem, and Monika Rychtáriková. "Effect of Mouth Mask and Face Shield on Speech Spectrum in Slovak Language." Applied Sciences 11, no. 11 (2021): 4829. http://dx.doi.org/10.3390/app11114829.

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In this paper, with the aim of assessing the deterioration of speech intelligibility caused by a speaker wearing a mask, different face masks (surgical masks, FFP2 mask, homemade textile-based protection and two kinds of plastic shields) are compared in terms of their acoustic filtering effect, measured by placing the mask on an artificial head/mouth simulator. For investigating the additional effects on the speaker’s vocal output, speech was also recorded while people were reading a text when wearing a mask, and without a mask. In order to discriminate between effects of acoustic filtering by the mask and mask-induced effects of vocal output changes, the latter was monitored by measuring vibrations at the suprasternal notch, using an attached accelerometer. It was found that when wearing a mask, people tend to slightly increase their voice level, while when wearing plastic face shield, they reduce their vocal power. Unlike the Lombard effect, no significant change was found in the spectral content. All face mask and face shields attenuate frequencies above 1–2 kHz. In addition, plastic shields also increase frequency components to around 800 Hz, due to resonances occurring between the face and the shield. Finally, special attention was given to the Slavic languages, in particular Slovak, which contain a large variety of sibilants. Male and female speech, as well as texts with and without sibilants, was compared.
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Dissertations / Theses on the topic "Langage FP2"

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Rogé, Sylvie. "Comparaison des comportements des processus communicants : application au langage FP2." Phd thesis, Grenoble INPG, 1986. http://tel.archives-ouvertes.fr/tel-00322013.

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Dans un premier temps, nous présentons des modèles permettant de décrire des systèmes de processus communicants, synchronisés par rendez-vous, ainsi que les différentes théories qui traitent le problème de la comparaison observationnelle. Nous abordons ensuite le problème à partir du langage FP2. Nous proposons une démarche qui permet de faire totalement abstraction des événements internes des processus et d'exprimer le comportement de communication des processus en n'utilisant que les événements de communication avec l'environnement. Enfin, une notion de contexte est définie et étudiée
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Rogé, Sylvie. "Comparaison des comportements des processus communicants application au langage FP2 /." Grenoble 2 : ANRT, 1986. http://catalogue.bnf.fr/ark:/12148/cb37600743k.

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Rogé, Sylvie Sifakis Joseph Jorrand Philippe. "Comparaison des comportements des processus communicants application au langage FP2 /." S.l. : Université Grenoble 1, 2008. http://tel.archives-ouvertes.fr/tel-00322013.

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Schnoebelen, Philippe. "Sémantique du parallélisme et logique temporelle : application au langage FP2." Grenoble INPG, 1990. http://www.theses.fr/1990INPG0075.

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Cette thèse contribue à l'étude des liens existant entre les deux principaux points de vue actuellement adoptés pour la spécification des programmes parallèles ; les modèles opérationnels et leurs équivalences comportementales d'une part, la logique temporelle d'autre part. A la différence d'approches plus classiques, nous considérons explicitement des systèmes où le branchement infini (c. -à-d. Le non-déterminisme infini) est autorisé. Dans ce cadre général, les résultats classiques d'adéquation entre les deux points de vue susmentionnés doivent être relativisés. Par exemple, l'équivalence de bisimulation est strictement plus puissante que l'équivalence induite par les logiques du temps arborescent. Nous montrons aussi que l'équivalence induite par la logique temporelle n'est pas une congruence par rapport aux combinateurs usuels de programmes parallèles et que la congruence engendrée reste strictement moins forte que la bisimulation. Cette étude théorique a sa source dans les problèmes posés par le langage FP2. Dans la deuxième partie de cette thèse, nous donnons une définition complète du langage et de sa sémantique. Nous proposons ensuite une méthode de vérification automatique des programmes FP2 qui n'est pas limitée aux systèmes d'états finis. Cette méthode, dite de vérification symbolique, repose sur l'utilisation par FP2 de la réécriture de termes et utilise les résultats de Comon sur la disunification
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Autant, Cyril. "Réseaux de Pétri pour la sémantique et l'implémentation de processus parallèles." Phd thesis, Grenoble INPG, 1993. http://tel.archives-ouvertes.fr/tel-00343578.

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Dans la première partie de cette thèse, nous présentons une implémentation du langage fp2 ayant pour modèle les réseaux de Petri. Fp2 est un langage de programmation parallèle base sur la réécriture de termes et les spécifications algébriques. Nous donnons une nouvelle sémantique a fp2, de la famille des sémantiques du vrai parallélisme, et prouvons la correction de cette sémantique par rapport a la sémantique interleaving du langage. Le modèle utilise, les réseaux de Petri, et la nouvelle sémantique donnée au langage permettent une représentation plus compacte de programmes complexes, évitant les problèmes d'explosion combinatoire rencontres avec les implémentations précédentes. Nous évaluons le gain de notre approche, et proposons plusieurs schémas d'interprétation du langage, bases sur cette nouvelle sémantique. La seconde partie de ce travail concerne la définition d'une nouvelle famille d'équivalences comportementales pour les réseaux de Petri. Alors que les équivalences proposées jusqu'alors sont définies entre les marquages, c'est-a-dire entre les états globaux du réseau, nous définissons une relation entre les places du réseau, reprenant une idée proposée par olderog. De nouvelles équivalences, les bisimulations de places, sont proposées a partir de cette définition. Un algorithme efficace (polynomial) permettant de calculer la plus grande bisimulation de places sur un réseau est propose. Nous montrons comment simplifier un réseau en le quotientant par cette plus grande bisimulation, obtenant ainsi un représentant canonique d'une classe d'équivalence de réseaux bisimilaires de places. L'étude de ces équivalences est ensuite étendue aux réseaux avec actions internes
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Papadopoulou, Zafeiroula. "Acquisition de la référence aux entités et au temps chez des apprenants héllénophones de français deuxième langue (FL2), troisième langue (FL3) et quatrième langue (FL4) : effets translinguistiques." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030118/document.

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Cette recherche traite de l’influence translinguistique qu’exercent des langues apprises antérieurement sur l’apprentissage du français L2, L3 et L4 par des apprenants hellénophones. Une étude comparative a été menée auprès de 13 apprenants de français de niveaux linguistiques différents. La référence aux entités et l’expression de la temporalité ont été analysées dans les productions orales et écrites de ces sujets<br>This work presents a study of the cross-linguistic influence of previously learned languages in second, third and fourth language acquisition, as it is the case for Greekspeaking learners of French as foreign language (FLE). A comparative study is conducted among 13 learners of English who have different linguistic background and proficiency. Reference to entities and the expression of temporality have been analyzed in the oral and the written data provided by the participants to the study
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Pieters, Tatiana. "L'influence de la langue maternelle dans l'acquisition du genre grammatical en français langue seconde." Doctoral thesis, Universite Libre de Bruxelles, 2020. https://dipot.ulb.ac.be/dspace/bitstream/2013/312149/5/Contrat.pdf.

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La langue maternelle (L1) peut faciliter l’apprentissage du genre grammatical (GG) en langue seconde (L2), d’autant plus si, d’après certains chercheurs, les deux systèmes de genre présentent des similitudes. Les études – relativement peu nombreuses (par ex. Sabourin et al. 2006, Ellis et al. 2012, et Ragnhildstveit 2017) – comparant l’appropriation du genre en L2 à partir de plus de deux groupes d’apprenants avec différentes L1, appréhendent souvent différents phénomènes morphosyntaxiques sous la même rubrique d’« accord grammatical » en genre. Aussi s’attardent-elles peu sur les critères utilisés pour déterminer le degré de proximité ou d’éloignement de la L1 à la L2. La présente recherche applique une approche différente des études précédentes en distinguant la maîtrise de trois sous-systèmes du GG en français langue seconde (FL2), à savoir l’assignation (SA), l’accord (SAC) et la reprise pronominale (SRP) du GG, et elle étudie la maîtrise du genre en français L2 à partir de plusieurs L1 à l’aide d’une grille paramétrique définissant le degré de proximité ou d’éloignement des langues considérées pour chaque sous-système. Notre recherche porte sur un corpus de productions orales de trois groupes d’apprenants âgés entre 9 et 11 ans (n=75) de L1 différentes, à savoir l’allemand (25), l’anglais (25) et l’espagnol (25). Tous ont bénéficié d’un input comparable en français comme première langue étrangère et sont scolarisés dans un contexte d’apprentissage plurilingue identique. Les résultats globaux, qui se concentrent sur la maîtrise de ces trois sous-systèmes du GG en FL2, indiquent qu’il existe un lien entre le degré de précision atteint pour ces sous-systèmes en FL2 et les différences paramétriques observées entre le système de GG de la L1 et celui du français. Les données confirment néanmoins que l’étendue de l’impact de la L1 sur les taux de précision du GG en FL2 n’est pas parallèle selon le sous-système envisagé pour chaque groupe d’apprenants.<br>Doctorat en Langues, lettres et traductologie<br>info:eu-repo/semantics/nonPublished
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Donoso, Herrera Lizeth. "Télécollaboration et développement de la conscience métalinguistique de l'enseignant : analyse d'un projet mené auprès de futurs enseignants de FL2, locuteurs natifs et locuteurs non natifs." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66859.

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Des études récentes dans le domaine de la cognition des enseignants à l’égard de la grammaire ont souligné l’importance de développer la conscience métalinguistique (Teacher Language Awareness) de ces derniers (Borg, 2003a, 2003b, Andrews 1999, 2006). Selon Andrews (2007b) l’une des façons de la développer est en exploitant au mieux les forces, souvent complémentaires, des connaissances de la langue et sur la langue que possèdent les enseignants locuteurs natifs (LN) et locuteurs non natifs (LNN), c.-à-d., à travers la collaboration entre ces deux groupes. De plus, la recherche sur la télécollaboration en formation des enseignants de langue seconde (L2) a signalé que les technologies de l’information et de la communication (TIC) pourraient permettre aux futurs enseignants de L2 de créer des réseaux de communication pour interagir, de manière électronique, sur des sujets relatifs à la langue (Dooly, 2007 ; Mok, 2013). Toutefois, peu d’études ont analysé le développement de la conscience métalinguistique à travers la télécollaboration entre des futurs enseignants de L2, LN et LNN et, à notre connaissance, aucune recherche n’a analysé le potentiel de la télécollaboration dans le développement de la conscience métalinguistique des futurs enseignants de français langue seconde ou étrangère (FL2). Pour combler cette lacune, nous avons effectué une recherche mixte visant à analyser la portée d’un projet de télécollaboration entre un groupe de futurs enseignants de FL2, LN au Québec, et un groupe de futurs enseignants de FL2, LNN en Colombie. Ces participants ont collaboré à distance pendant six semaines à travers deux plateformes collaboratives : Google Docs et Wiggio, pour réaliser des tâches liées à l’analyse et à la correction d’erreurs d’étudiants de FL2. Les questions de recherche qui ont guidé notre étude sont les suivantes : 1) Quelles sont les connaissances grammaticales et métalinguistiques des participants à cette étude, tel que mesurées par un test, avant et après leur participation au projet de télécollaboration proposé ? 2) Examiné sous l’angle de la Théorie de l’Activité, le projet de télécollaboration proposé favorise-t-il le développement de la conscience métalinguistique de l’enseignant chez les participants ? Si oui, de quelle façon ? 3) Comment les participants à cette étude perçoivent-ils leur participation au projet de télécollaboration, en ce qui a trait aux objectifs et aux résultats ? Les données recueillies provenaient de cinq sources principales : un test d’habiletés métalinguistiques administré avant et après la participation au projet, des observations participantes en ligne, les documents collaboratifs ou individuels produits dans le cadre de l’échange en ligne, un questionnaire de perception et des entrevues. Les résultats les plus saillants ont été les suivants : (1) Les futurs enseignants de FL2 ont eu une amélioration significative dans leur connaissance déclarative de la grammaire après avoir participé au projet. En ce qui concerne les connaissances procédurales, ces dernières ont connu différents niveaux d’amélioration, lesquels dépendaient de trois facteurs principaux : a) Leur propre implication et celle de leurs pairs nationaux et internationaux dans les activités du projet, b) la dynamique du groupe, et c) l’emploi et l’appropriation des outils technologiques proposés. (2) En nous appuyant sur la Théorie de l’Activité (Engeström, 2001 ; Leontiev, 1979), nos analyses de trois études de cas ont révélé que ce projet a permis aux participants de prendre conscience de leur propre niveau de connaissances métalinguistiques et de l’importance de la grammaire dans l’enseignement d’une L2. (3) Nos résultats ont également montré que les participants, colombiens et québécois, ont trouvé que la participation à ce projet leur a permis d’améliorer leurs capacités à repérer, analyser et corriger des erreurs, de connaître quelques erreurs fréquentes d’apprenants de FLS, d’apprendre à donner une explication grammaticale et à chercher des informations grammaticales. Enfin, nous pouvons conclure que la télécollaboration entre des futurs enseignants LN et LNN, répond au virage socioculturel en formation des enseignants de L2 (Johnson, 2006 ; 2009).<br>Recent studies on teachers’ grammar cognition have underscored the importance of developing teachers’ metalinguistic awareness (Borg, 2003a, 2003b; Andrews 1999, 2006). According to Andrews (2007b), one way to develop it is by making the best use of the oftencomplementary strengths of the language knowledge and skills of native speaker (NS) and non-native speaker (NNS) teachers, i.e., through collaboration between these two groups. In addition, research on telecollaboration in second language (L2) teacher education has suggested that the use of information and communication technologies (ICTs) may enable pre-service L2 teachers to create communication networks to virtually interact on topics related to language (Dooly, 2007; Mok, 2013). However, the development of teachers’ metalinguistic awareness through telecollaboration has been rarely analyzed and, to our knowledge, no study has analyzed the potential of telecollaboration in the development of pre-service French as a second or foreign language (FL2) teachers’ metalinguistic awareness. To fill this gap, a mixed methods study was conducted with the aim of analyzing the influence of a telecollaboration project between a group of pre-service teachers of French as a second language in Quebec, native speakers (NS) and a group of pre-service teachers of French as a foreign language, non-native speakers (NNS) in Colombia. The participants collaborated online for six weeks via two collaborative platforms: Google Docs and Wiggio, performing tasks related to the analysis and correction of FL2 student errors. The research questions that guided our study are the following: 1) What is the participants’ grammatical and metalinguistic knowledge, as measured by a test, before and after their participation in the proposed telecollaboration project? 2) Examined from the Activity theory perspective, does the proposed telecollaboration project promote the development of the teachers’ metalinguistic awareness, in its declarative and procedural dimensions? If so, in what way? 3) How do participants in this study perceive their participation in the telecollaboration project in terms of its objectives and outcomes? The data collected came from five main sources: a metalinguistic test administered before and after the project, online participant observation, the collaborative or individual documents produced as part of the online exchange, a questionnaire and interviews. The main findings were the following: (1) The pre-service FL2 teachers significantly improved their declarative knowledge of grammar after their participation in the project. In regards to procedural knowledge, all participants showed different degrees of improvement, depending on three main factors: a) their own involvement and that of their national and international peers in the tasks related to the project; b) the group dynamics, and c) the use and appropriation of the proposed technological tools. (2) Drawing on the perspective of Activity Theory (Engeström, 2001; Leontiev, 1979), analyses of three case studies showed that this project allowed participants to become aware of their own level of metalinguistic knowledge and of the importance of grammar in L2 teaching. (3) Findings also showed that the participants from Colombia and Quebec found that the project allowed them to improve their ability to identify, analyze and correct learners’ errors; to sensitize them to some common FL2 learner errors; to learn how to explain some grammatical structures; and to search for grammatical information. Finally, it can be concluded that telecollaboration between NS and NNS pre-service teachers, meet the claims of the sociocultural turn in second language teacher education (Johnson, 2006, 2009).
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Lessard, Nathalie. "The Meaning of the English Adverbial Suffix-ly." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25653.pdf.

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Richers, Nikolaj. "Treating philosopher's disease Wittgenstein's language pathology and therapy /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66362.pdf.

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Books on the topic "Langage FP2"

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1938-, Argue Valerie. Interim report on the evaluation of FL2 III: Elementary French immersion in the Carleton Board of Education, Phase 2, 1985. Ontario Institute for Studies in Education, 1985.

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1938-, Argue Valerie. Final report on the evaluation of FL2 III, elementary French immersion in the Carleton Board of Education, phase 2, 1985. Ontario Institute for Studies in Education, 1985.

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Programming a Multiplayer FPS in DirectX (Game Development Series). Charles River Media, 2004.

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Lingvisticheskie i lingvodidakticheskie osnovy obuchenii͡a︡ russkomu i͡a︡zyku kak inostrannomu: K 30-letii͡u︡ FPK : sbornik stateĭ. Izd-vo Rossiĭskogo universiteta druzhby narodov, 1997.

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D’Orsi, Carl. Breast Imaging Reporting and Data System (BI-RADS). Edited by Christoph I. Lee, Constance D. Lehman, and Lawrence W. Bassett. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190270261.003.0005.

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This chapter, devoted to the Breast Imaging Reporting and Data System (BI-RADS), describes the standardized language applied to findings in mammography, breast ultrasound, and breast MRI. BI-RADS terms most frequently used are described, and most are illustrated by figures. In addition, the rules for a facility and radiologist audit are described, with definitions of true positive (TP), false positive (FP), true negative (TN), and false negative (FN) findings. Sensitivity (Se), specificity (Sp), positive predictive values 1, 2, and 3 (PPV1, 2, 3), and cancer detection rate are defined. An example of an audit is provided to clarify the use of these metrics.
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Baunaz, Lena. Decomposing Complementizers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190876746.003.0006.

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This chapter discusses the morphosyntax of French, Modern Greek, Serbo-Croatian, and Bulgarian complementizers equivalent to English that. From long-distance wh-extractions across complementizers in these languages, it is shown that (i) the morpheme complementizer is composed of features that are hierarchically ordered according to a functional sequence (fseq) (see Baunaz 2015, 2016a; Baunaz and Lander to appear); (ii) the complementizer morpheme lexicalizes structures of different sizes; (iii) the distribution of complementizers is governed by veridicality (see Baunaz 2015, 2016a); (iv) the complementizer morpheme is syntactically active. The basic template for complementizers that I argue for is F4 &gt; F3 &gt; F2 &gt; F1. Evidence in favor of this template comes from crosslinguistic patterns of syncretism and featural Relativized Minimality (Starke 2001; Rizzi 2004; Haegeman 2010, among others). Evidence in favor of different realizations of the complementizer is provided by means of long-distance extractions across declarative embedded clauses.
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Book chapters on the topic "Langage FP2"

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Kusswurm, Daniel. "X87 FPU Programming." In Modern X86 Assembly Language Programming. Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0064-3_4.

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Ast, A., J. Becker, R. W. Hartenstein, R. Kress, H. Reinig, and K. Schmidt. "Data-procedural languages for FPL-based machines." In Field-Programmable Logic Architectures, Synthesis and Applications. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58419-6_89.

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Henriksson, Viktor, and Manfred Kufleitner. "Deciding FO2 Alternation for Automata over Finite and Infinite Words." In Developments in Language Theory. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81508-0_15.

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Cristea, Mihai-Lucian, Willem de Bruijn, and Herbert Bos. "FPL-3: Towards Language Support for Distributed Packet Processing." In NETWORKING 2005. Networking Technologies, Services, and Protocols; Performance of Computer and Communication Networks; Mobile and Wireless Communications Systems. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11422778_60.

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Cristea, Mihai Lucian, Claudiu Zissulescu, Ed Deprettere, and Herbert Bos. "FPL-3E: Towards Language Support for Reconfigurable Packet Processing." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11512622_10.

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Møgelberg, Rasmus Ejlers. "Interpreting Polymorphic FPC into Domain Theoretic Models of Parametric Polymorphism." In Automata, Languages and Programming. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11787006_32.

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Caferra, Ricardo, and Philippe Jorrand. "Unification in parallel with refined linearity test: An example of recursive network structure in FP2, a functional parallel programming language." In EUROCAL '85. Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/3-540-15984-3_326.

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Isei-Jaakkola, Toshiko. "Cognition and Physio-acoustic Correlates — Audio and Audio-visual Effects of a Short English Emotional Statement: On JL2, FL2 and EL1." In Advances in Natural Language Processing. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11816508_18.

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Raveendran, Aneesh, Vinay Kumar, D. Vivian, and David Selvakumar. "Functional Simulation Verification of RISC-V Instruction Set Based High Level Language Modeled FPU." In Communications in Computer and Information Science. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9767-8_41.

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Lichtenstein, N., and S. Kaplan. "FPL : Functional plus logic programming an integration of the FP and Prolog languages." In Conditional and Typed Rewriting Systems. Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/3-540-54317-1_98.

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Conference papers on the topic "Langage FP2"

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Port, Oron, and Yoav Etsion. "DFiant: A dataflow hardware description language." In 2017 27th International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2017. http://dx.doi.org/10.23919/fpl.2017.8056858.

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Ozkan, M. Akif, Oliver Reiche, Frank Hannig, and Jurgen Teich. "FPGA-based accelerator design from a domain-specific language." In 2016 26th International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2016. http://dx.doi.org/10.1109/fpl.2016.7577357.

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Anderson, Erik, Wesley Peck, Jim Stevens, et al. "Supporting High Level Language Semantics within Hardware Resident Threads." In 2007 International Conference on Field Programmable Logic and Applications. IEEE, 2007. http://dx.doi.org/10.1109/fpl.2007.4380632.

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Gasson, Nick, and Neil Audsley. "Synthesis of the SR programming language for complex FPGAs." In 2009 International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2009. http://dx.doi.org/10.1109/fpl.2009.5272377.

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Crosthwaite, Peter, John Williams, and Peter Sutton. "Profile driven data-dependency analysis for improved high level language hardware synthesis." In 2009 International Conference on Field-Programmable Technology (FPT). IEEE, 2009. http://dx.doi.org/10.1109/fpt.2009.5377672.

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Menotti, Ricardo, Joao M. P. Cardoso, Marcio M. Fernandes, and Eduardo Marques. "Automatic generation of FPGA hardware accelerators using a domain specific language." In 2009 International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2009. http://dx.doi.org/10.1109/fpl.2009.5272485.

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Thomas, David B., and Wayne Luk. "A Domain Specific Language for Reconfigurable Path-based Monte Carlo Simulations." In 2007 International Conference on Field-Programmable Technology. IEEE, 2007. http://dx.doi.org/10.1109/fpt.2007.4439237.

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George, Nithin, HyoukJoong Lee, David Novo, et al. "Hardware system synthesis from Domain-Specific Languages." In 2014 24th International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2014. http://dx.doi.org/10.1109/fpl.2014.6927454.

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Gadke, Hagen, Florian Stock, and Andreas Koch. "Memory access parallelisation in high-level language compilation for reconfigurable adaptive computers." In 2008 International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2008. http://dx.doi.org/10.1109/fpl.2008.4629971.

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Kapre, Nachiket, and Samuel Bayliss. "Survey of domain-specific languages for FPGA computing." In 2016 26th International Conference on Field Programmable Logic and Applications (FPL). IEEE, 2016. http://dx.doi.org/10.1109/fpl.2016.7577380.

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