Dissertations / Theses: 'Language Lecturer'

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Mntuyedwa, Vuyokazi Julia. "Task-based design for lecturer-student communication in teaching Xhosa as a second language." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1526.

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Thesis (MA (African Languages))--University of Stellenbosch, 2009. ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa that characterize lecturer-student conversations in tertiary context as regards problems of some individual students assuming the Task-based Theory of second language learning and teaching. The study is motivated by the need that exists for the development of specific purposes language courses for African languages like Xhosa in South Africa in the light of the constitutional provision for multilingualism and the advancement of the African languages. The introduction of multilingualism and the advancement of the status and use of the African languages are also specified in the National language policy for Higher Education. In order to commence on the kind of research on syllabus design required for quality second language courses for Xhosa within tertiary context the nature of lecturer-student communication relating to the problems of individual students is investigated in this study. The study focuses in particular on the issue of task design, i.e. the features posited by Pica et al (1993) relating to the interactant relationship between the participants, the interactant requirement (one-way or two-way), the communication goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one or several outcome options). The analysis of the Xhosa communication tasks is of crucial significance for syllabus design, course design and pedagogic task design for task-based language teaching. AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale. Die invoer van veeltaligheid en die bevordering van die status en gebruik van die Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys. Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student kommunikasie buite die klas, betreffende die probleme van individuele studente ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde taalonderrig.

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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.

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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.

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Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.

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This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.

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ALBUQUERQUE, Cinthya Tavares de Almeida. "Discurso de professores de letras: A profissionalidade em contextos de inovação e mudanças." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/15776.

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Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:44:52Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) Made available in DSpace on 2016-03-08T18:44:52Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) Previous issue date: 2016-06-26 O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível. Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.

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Matsubara, Shigeki, Tomohiro Ohno, and Masashi Ito. "Text-Style Conversion of Speech Transcript into Web Document for Lecture Archive." Fuji Technology Press, 2009. http://hdl.handle.net/2237/15083.

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Marquard, Stephen. "Improving searchability of automatically transcribed lectures through dynamic language modelling." Thesis, University of Cape Town, 2012. http://pubs.cs.uct.ac.za/archive/00000846/.

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Recording university lectures through lecture capture systems is increasingly common. However, a single continuous audio recording is often unhelpful for users, who may wish to navigate quickly to a particular part of a lecture, or locate a specific lecture within a set of recordings. A transcript of the recording can enable faster navigation and searching. Automatic speech recognition (ASR) technologies may be used to create automated transcripts, to avoid the significant time and cost involved in manual transcription. Low accuracy of ASR-generated transcripts may however limit their usefulness. In particular, ASR systems optimized for general speech recognition may not recognize the many technical or discipline-specific words occurring in university lectures. To improve the usefulness of ASR transcripts for the purposes of information retrieval (search) and navigating within recordings, the lexicon and language model used by the ASR engine may be dynamically adapted for the topic of each lecture. A prototype is presented which uses the English Wikipedia as a semantically dense, large language corpus to generate a custom lexicon and language model for each lecture from a small set of keywords. Two strategies for extracting a topic-specific subset of Wikipedia articles are investigated: a naïve crawler which follows all article links from a set of seed articles produced by a Wikipedia search from the initial keywords, and a refinement which follows only links to articles sufficiently similar to the parent article. Pair-wise article similarity is computed from a pre-computed vector space model of Wikipedia article term scores generated using latent semantic indexing. The CMU Sphinx4 ASR engine is used to generate transcripts from thirteen recorded lectures from Open Yale Courses, using the English HUB4 language model as a reference and the two topic-specific language models generated for each lecture from Wikipedia. Three standard metrics – Perplexity, Word Error Rate and Word Correct Rate – are used to evaluate the extent to which the adapted language models improve the searchability of the resulting transcripts, and in particular improve the recognition of specialist words. Ranked Word Correct Rate is proposed as a new metric better aligned with the goals of improving transcript searchability and specialist word recognition. Analysis of recognition performance shows that the language models derived using the similarity-based Wikipedia crawler outperform models created using the naïve crawler, and that transcripts using similarity-based language models have better perplexity and Ranked Word Correct Rate scores than those created using the HUB4 language model, but worse Word Error Rates. It is concluded that English Wikipedia may successfully be used as a language resource for unsupervised topic adaptation of language models to improve recognition performance for better searchability of lecture recording transcripts, although possibly at the expense of other attributes such as readability.

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Pierce, Robert D. "Phrasal verbs in academic lectures." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4140.

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Phrasal verbs are a pervasive and distinctly Germanic part of the spoken English language that has been alive for centuries. They have preceded American history, and yet considered to be "the most active and creative pattern and word formation in the American language" (Meyer, 1975). Distinctly colloquial, idiomatic and varying in shades of literalness and figurativity, phrasal verbs are largely dominant in casual usage, such as conversation, while the Latinate verbs of English are dominant in formal usage, such as in making reports (McArthur 1989). While foreign educators and their students, such as from Chinese countries, are found to emphasize English study for formal and academic purposes, the acquisition of phrasal verbs may not be considered instrumental to the purposes of the students coming to the United States in pursuit of academic degrees. Because of the pervasiveness of phrasal verbs in spoken English language, and because of the largely conversational nature of American lectures, this study is intended to answer the following research questions: 1. In university classrooms, are the phrasal verbs spoken by native English speaking lecturers? 2. Are figurative phrasal verbs in academic lectures significantly greater in frequency than non-figuratively classified phrasal verbs in the academic lectures? 3. Do certain academic subjects tend to generate a significant increase in the number of phrasal verbs spoken by instructors, of either figurative phrasal verbs, or the more literal non-figuratively classified phrasal verbs?

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Arden-Close, Christopher. "The language of chemistry lectures to non-native speakers of English." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256367.

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Yoo, Jae-Hwa. "Sources et Ressources de la langue d'écriture de Pascal Quignard : essais de lectures coréennes." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030020.

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Pascal Quignard se fait l’écho dans sa littérature : « Va à la source de la langue et non pas à la langue ». La source, l’origine quignardienne, est l’ab-origine qui n’a ni forme, ni modèle. C’est un monde inconnu, inconnaissable. En ce sens, Pascal Quignard recherche la langue naturelle et non pas la langue maternelle. Cette thèse intitulée « Sources et Ressources de la langue d’écriture de Pascal Quignard :essais de lectures coréennes » s’intéresse donc à la langue qui n’appartient qu’à la nature. La notion de nature pourrait être formulée comme suit : « Natura, mère, et notre ultime idem ». L’homme fatigué par la langue et par la civilisation veut s’en retourner à la nature, à la nudité, et à la source, où il s’abreuve. La source de la langue qui se rattache à la langue naturelle est un monde plus singulier, plus originel, et plus universel, puisqu’il est inhumain, non-verbal et non-linguistique. C’est ainsi que son intérêt se porte davantage vers l’art des images que vers l’art des discours. Quignard n’explique pas mais illumine. Il s’intéresse plutôt à la Physis, à la Natura qu’au Mundus. Il aime quand la « langue touche directement au corps ». Quignard préfère, à travers elle, atteindre à la sensation plutôt qu’à l’émotion. C’est en cela que résident la force et la merveille de la littérature de Quignard, qui ne poursuit pas la belle langue, mais qui conserve une vitalité dans la pauvreté et dans la nudité mêmes de sa langue. Cette étude sur la littérature de Pascal Quignard devra sans cesse évoquer la vitalité. On sait que l’art n’est guidé que par la passion : c’est le premier éclat du bouton, le premier débordement. C’est la joie originelle, l’essence de la vie et de l’art Pascal Quignard echoes in his literature:« Go to the source of language and not to the language ». The source, the quignardian’s origin, does not have neither shape nor model. This world is unknown and unknowable. This way, Quignard is seeking for the natural tongue and not for the mother tongue. This thesis entitled « Sources and Resources of writing language of Pascal Quignard: Attempt of Korean readings » is then focused on the language that only belongs to nature. The notion of nature could be expressed as followed: «Natura, mother, and our last idem». The man frazzled by language and civilization wants to go back to nature, to nudity, to the source where he can quench his thrist. This source of language, linked to the natural language, is a more singular, more original and universal world since it is unhuman, nonverbal and non-linguistic. Therefore, this is how Quignard shows more interest in the art of images than in the art of speeches. He does not explain but enlightens. He’s rather interested in Physis, in Natura than in Mundus. He loves when «language directly reaches the body». Quignard favours, through language, to affect to the sensation even more than to the emotion. This is where lies the strength and the wonder of Quignard’s literature that does not pursue fine language, but instead wants to preserve a certain vitality in the core of the poverty and the nudity of his own language. Our study about Quignard’s literature ought to constantly call to mind vitality. We understand that way why Quignard’s writing is so astonishing. It is known that Art is only guided by passion: it is the first blooming of the bud, the first overflowing. It’s the original, the essence of life and art

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Holtmeier, Matthew. "Sigma Tau Delta Lecture Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7823.

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Liu, Jing. "Mini-lectures of Chinese native speakers of English : a comparative discourse analysis /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9318.

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Cox, Sanet. "A framework for e-Learning support to language lecturers at a university of technology." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2824.

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Thesis (DTech (Informatics))--Cape Peninsula University of Technology, 2019. This study explored the perceptions and expectations that language lecturers have of e-Learning support. E-Learning has promised to enhance teaching and learning practices and yet it has not been optimally implemented. In the current complex context of Higher education in South Africa all lecturers are confronted with challenges. Language lecturers however have added strain being tasked with preparing students from the demanding, multi-cultural and multi-lingual context to communicate academically in the language of learning and teaching across all subject areas. Universities, in line with expectations from the White Paper on e-Education (South Africa. Department of Education, 2004), require lecturers to use a Learning Management System (LMS) during academic activity even though some lecturers are reluctant, for various reasons, to do so. Lecturer support has been identified as one way in which to promote smooth and optimal e-Learning uptake. Support is a service and for that reason the service delivery industry was consulted to find possible service quality solutions in aid of the assistance for lecturers. Teaching is a highly complex activity where pedagogy is significant in the incorporation of technology, which is what the TPACK (Technological Pedagogical and Content Knowledge) framework underscores. This framework represents the complexity of introducing technology to teaching, considering pedagogy, coupled with CALL (computer assisted language learning), which is a contemporary research domain. To aid the lecturer in introducing TPACK a qualified and trained support service is key. The insights and perspectives of an extensive literature review about the complex context of higher education in South Africa, language lecturers, e-Learning and support as a service are presented. The rationale for the inclusion of attention to service delivery with specific focus to perceptions and expectations is investigated and key issues related to language lecturers’ perceptions and expectations of LMS support are explored. This study identifies relevant elements of a support service for technology to optimise the teaching practice of language lecturers in a complex environment of higher education. The discrepancy between intended use of LMS and actual use thereof is addressed, while a framework of gaps regarding LMS support within a university of technology in South Africa was developed. This framework can assist with optimal support and ultimately contribute to the vision for higher education in South Africa as set out by the Department of Higher Education and Training in their White Paper on post-school Education and Training (2013) calling for transformation.

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Censier-Calmus, Caroline Magnan Annie. "Le rôle de la syllabe chez l'apprenti lecteur de langue maternelle française." Lyon : Université Lumière Lyon 2, 2007. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2007/censier_c.

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Holtmeier, Matthew. "ETSU Philosophy Club Lecture Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7821.

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Poirier, Alain. "Lectures de Rimbaud : le corps et la langue." Montpellier 3, 1997. http://www.theses.fr/1997MON30009.

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L'oeuvre de rimbaud, ecrite en pleine jeunesse, ne cesse de mettre en scene le corps. Qu'il soit " vu " ou eprouve, il reste de bout en bout le pivot de l'ecriture, la source des sensations qui la nourrissent. Rimbaud se mesure aux poetes de son temps avec ce qu'il eprouve dans son corps et, jusqu'au bout et meme au dela du possible, il ecrira " a corps perdu ". Dans son corps il explore le + dereglement des sens ; et ce faisant, il invente de nouvelles formes poetiques. C'est ainsi le corps meme de la langue qu'il + fouaille avec frenesie ;. On peut se demander si l'avenement si precoce, le genie si novateur et l'eclipse aussi rapide qu'inattendue du poete ne sont pas lies a cette rencontre unique et explosive de l'adolescence rebelle et troublee avec la litterature Rimbaud's work, written when he was young, never gives up staging the body. Seen or suffured, the body remains, from the beginning until the end, the pivot for his writing a source of sensations able to nourish his work. Rimbaud copes with the contemporary poets: interpreting with his body until the end, beyond and still more, he writes throwing himself into his work + body or nothing ;. Investigating in his body prosper, wild feelings, he discovers new forms of poetry. In that way, he frantically thrashes out the "body" of the language. One could question if rimbaud's precocious birth in poetry, his innovative genius and his early, and at the same time, unexpected disappearance, are not linked with this unique and explosive submersion of his insubordinate and confused adolescence, into litterature

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Pichette, François. "La littératie en langue maternelle et la lecture en langue seconde." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0022/NQ38825.pdf.

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O'Shaughnessy, Susan. "Changing professional identities of foreign language lecturers in the Irish higher education system." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14651/.

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In this study I argue that professional identity is changed to a large extent by the effects of time and space on both individuals and groups. By using Bourdieu's key concepts of habitus, capital and field in relation to each other, this smallscale research project into the changing professional identities of German language lecturers in a number of Irish higher education institutions demonstrates how the choices made are influenced by individual and collective history (conceptualised by habitus and capital over time) and the social spaces or institutions within which these agents interact (fields). With the reduction in demand for German over the last decade lecturers have been obliged to refocus on new disciplines and specialisms or, in the case of part-time staff, have had to adapt to moving completely out of the profession. The thesis begins by outlining the background of structural changes that have affected the professional identities of language teachers and academics. It goes on to position the project within a framework provided by Bourdieu' s concepts. As an affected member of this professional group, I use the concept of reflexivity to show how an insider's perspective gives insights into power relations within a higher education institution undergoing constant structural change. The fields of European, national and institutional language policies are analysed and this leads on to a critical engagement with the narratives of a group of 13 German lecturers and former lecturers from one institution who have been obliged to cope with challenges within a specific institutional field and with a professional habitus similar to my own. The conclusion highlights the factors that have affected successful and unsuccessful transitions in professional identity, suggesting that the passage of time and the creation of a unified professional space can support the formation of stable individual and collective identities.

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Nguyen, Bach Quynh Chi. "Français langue étrangère au Viêtnam : recherches et propositions didactiques pour la lecture de textes littéraires." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030002.

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Sur la base d'études et d'enquêtes menées à la faculté des lettres française de l'université des sciences sociales de hochiminh-ville, l'objectif de la thèse est de fonder en théorie des modes de lecture des textes (particulièrement des textes littéraires) susceptibles d'apporter aux apprenants matière à la diversification de leurs pratiques tout en leur donnant une connaissance du rôle de la lecture dans le processus d'apprentissage du français langue étrangère (fle). Cette orientation didactique suppose la définition et l'adaptation d'un ensemble de considérations théoriques relevant de l'approche linguistique et littéraire dans le cadre spécifique des études de fle au viêtnam.une attention particulière sera accordée à l'articulation entre enseignement/apprentissage de la langue et de la grammaire et l'ensemble des facteurs cognitifs et culturels mobilisés lors de la lecture des textes littéraires, ces derniers étant saisis dans leur dimension matérielle et sociale This thesis aims to reconsider the position and impact of literary texts in language teaching. Literary studies can be strengthened by reading literary texts, i.e. a complex activity which mobilizes at the same time non linguistic and linguistic skills, and contributes to increase the reader’s knowledge and capacities. This hypothesis is confirmed by the analysis of the result of the here proposed inquiries of ground which measure the impact of the literary reading in the learning of / in the French as a foreign language. At the same time, the accent is put on the contribution of the theories of the enunciation and the grammar of text in the service of the literary texts analysis in the aim of restoring the relation between linguistics and literature. By supplying tools of analysis, by suggesting some didactic proposals in the field of reading of literary texts, the thesis proposes examples, which highlight the fact that literature teaching consists in teaching either only works, but also way to read: it will be a question of passing from a static conception to a dynamic conception of the literature and its teaching

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Charles-Dominique, Géraldine. "Lire et utiliser des textes en L2 et langue seconde : l'impact du guidage de la lecture sur la compréhension." Thesis, Poitiers, 2012. http://www.theses.fr/2012POIT5004.

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L'objet de cette thèse est de cerner les mécanismes de la lecture en langue 2 (L2, c'est-à-dire une langue étrangère apprise à un niveau avancé en dehors du pays où la langue se pratique) et seconde (LS, apprise dans un pays où elle est utilisée) pour proposer une intervention pédagogique spécifique qui soutienne l'effort de compréhension des lecteurs. Cette recherche interdisciplinaire relève des domaines de la Psychologie et des Sciences du langage (plus particulièrement de la didactique des langues). Elle s'ouvre aussi sur les nouvelles technologies, propices au développement de la compréhension écrite. Dans la partie théorique, nous résumons les connaissances actuelles dans le domaine de la compréhension de textes et de l'ingénierie des L2 et LS. Dans la partie expérimentale, un outil pédagogique a été créé et testé à travers trois études (menées en anglais L2, puis en français LS). Cet outil de type méthodologique consiste à guider la lecture de plusieurs documents qui portent sur un même thème. Les méthodes pédagogiques et expérimentales ont été améliorées au fil de ces trois études. L'utilisation de l'outil pédagogique a eu des répercussions bénéfiques sur la compréhension. En conclusion, un modèle pédagogique sur la compréhension écrite en langue 2 / seconde fait ressortir l'intérêt de certains principes didactiques tels que l'approche globale des textes, la lecture en plusieurs phases, et un soutien de l'attention portée aux sources et aux idées-clés des textes. Enfin, nous présentons le cahier des charges d'une version informatisée de notre outil pédagogique pour un développement approfondi et individualisé de la compréhension écrite The purpose of this study is to understand the processes involved in the comprehension of texts in a second language, and to propose an intervention that enhances readers' comprehension strategies. This work draws on theories of Psychology and Language Science (language didactics in particular), but it also includes some interest for language learning in virtual environments, that can be relevant to promote text comprehension. Three experiments were conducted to analyse the impact of a pedagogical tool created to support reading comprehension at a methodological level. More exactly, the tool aimed to guide the reader when facing several texts that treat the same topic. Its effectiveness was tested in English and French as a second language. As anticipated, the use of the tool led to to positive outcomes on the comprehension of the texts as evidenced in essay writing and question answering tasks. To conclude that research, a pedagogical model about second language reading is proposed. The model highlights the relevance of some didactical principles like global approach, reading by stages, but also supporting attention to texts' sources and main ideas. Moreover, a computerized version of the tool, which would place readers in an individualized learning context, is described. Its implementation is considered as a follow up of the present research

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Trama, Giuliana. "Lecture et lexique : intercompréhension et L2." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100148.

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Cette recherche aborde lecture et lexique en L1 et en L2, les difficultés de compréhension dans la didactique des langues étrangères en relation avec l’intercompréhension (I.C.) entre langues parentes. Les études sur la lecture en L2 ont montré que la maîtrise en L1 n’implique pas automatiquement la transmission des stratégies de la L1 à la L2. A partir de l’observation de l’atelier d’I.C. avec la méthode EuRom5-Lire et comprendre cinq langues romanes : português, español, català, italiano, français (2011) nous nous sommes demandés : Comment aider les apprenants à surmonter les difficultés de compréhension ? Quelle est la fonction de la transparence lexicale, des faux amis et de l’inférence en L2 et en I.C.? La transposition (qui est une sorte de traduction orale en L1 des articles) et le think aloud (l’apprenant dit ce qu’il pense à voix haute) nous ont montré de quelle manière résoudre des blocages lexicaux. De l’analyse des enregistrements audio et vidéo de l’atelier, des questionnaires pré et post lecture et des réflexions métalinguistiques ressort que si les apprenants suivent les phases d’une méthodologie de lecture qui les éloigne du décodage mot à mot, ils exploitent les stratégies du bon lecteur en L1 (esquive de la difficulté, saisie globale, inférence, contexte) tout en lisant en L2, L3, L4, L5. Pour résoudre les difficultés lexicales, ils se servent, entre autres, de la transparence lexicale, de la segmentation des mots, des combinaisons lexicales et du code phonologique. En conclusion nous avons identifié quelles pratiques de l’I.C. sont à retenir pour mieux accompagner les apprenants dans la compréhension écrite en L2 This thesis analyses reading and vocabulary in L1 and L2, the difficulties of comprehension in foreign languages didactic in relation to intercomprehension (I.C.) among languages of the same origin. Studies on second language reading show that skills in first language don’t involve automatically transmission of strategies from first to second language. From the observation of the workshop of I.C. with the textbook EuRom5-Lire et comprendre cinq langues romanes: português, español, català, italiano, français (2011), we asked ourselves : “How can we help learners to overcome the difficulties of comprehension? Which is the function of : interlinguistic transparency, false friends, and inference in second language and in I.C.? Transposition (a sort of translation in the first language of articles) and think aloud (learner say what he thinks aloud) showed us how to solve lexical blocks. In analysing audio and video recordings of the workshop, some questionnaires pre and post reading and some metalinguistic remarks, it comes out that if learners follow the phases of a methodology of reading that gets away from decoding word by word, they exploit strategies of good reader in first language (dodging difficulties, global data acquisition, inference, context) while reading in L2, L3, L4 and L5. To solve lexical difficulties, they use, among others interlinguistic transparency, segmentation of words, lexical combinations, and phonological code. In conclusion we identified the practices of I.C. which can be held to support better readers in second language comprehension

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Johnston, Graham Francis. "A survey of the perceptions of lecturers and English Second Language students regarding ESL students' language-related problems at Technikon Natal." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003673.

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The shortage of manpower in South Africa with technological skills is a widespread problem. Technikons are under extreme pressure to develop these skills in the student population. Admission statistics at Technikon Natal show a marked increase in ESL students enrolling in a wide variety of national diploma courses. The inadequate education received by the majority of ESL students in South Africa has not prepared them for the demands of tertiary education. As English is the medium of instruction at Technikon Natal, underdeveloped language skills tend to hinder the students' progress. Technikon Natal is currently considering an Educational Development Strategy designed to assist students. In order for a response to perceived language-related problems to be meaningful, a survey of such issues was considered a practical starting point to establish that these issues were in fact problematic. The survey was intended to probe certain perceptions held by students and staff regarding attitudes, which might have been preconceived. It also provided clarification that some of these perceptions are inaccurate, and in some cases, incorrect. In addition to this, it established that there is considerable support among students and staff for departmentally-integrated support programmes. In terms of Technikon Natal's present position on an ESL educational development continuum, the findings indicate that much benefit could be derived from the research carried out in other tertiary institutions with regard to academic support programmes. Areas in which there was a considerable disparity of views held were identified and commented upon. In conclusion, it was felt that attention should be focussed on the following: recognition of the need for an integrated ESL programme; departmental reinforcement of academic skills; decentralisation of the ASP programme. The survey concludes with a brief comment on current developments in response to ESL needs at Technikon Natal.

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Reid, Joshua S. "Art Appreciation Lecture and Sculpture Walk Tour." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3167.

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Censier-Calmus, Caroline. "Le rôle de la syllabe chez l'apprenti lecteur de langue maternelle française." Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/censier_c.

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Cette recherche est consacrée à l'étude de l'apprentissage de la lecture en français et plus précisément au rôle de la syllabe dans cet apprentissage. De nombreuses études se sont intéressées à la syllabe chez l'adulte comme unité de traitement de l'oral. Chez l'enfant le rôle de la syllabe dans l'apprentissage de la lecture a été mis en évidence par Colé, Magnan et Grainger (1999). Cependant, les travaux de Content, Meunier, Kearns, et Frauenfelder (2001) ont remis en question la pertinence de la syllabe antérieurement définie comme unité de traitement de l'oral chez l'adulte (Mehler, Dommergues, Frauenfelder, & Segui, 1981). Content et al. , (2001), ont en effet montré que l'effet de compatibilité syllabique ne s'observait qu'avec des syllabes dont la consonne pivot appartenait à la classe des liquides. Notre objectif a donc été d'étendre l'étude de l'effet syllabique tel que décrit par Colé et al. (1999) dans une tâche de détection de cible, mais en l'étendant comme Content et al. (2001), à plusieurs classes de consonnes pivot. Nous avons donc testé l'effet de compatibilité syllabique en modalité visuelle, et, ce qui constitue une originalité de notre travail, en modalité auditive. Notre hypothèse était que la syllabe de l'oral, parce qu'elle représente une unité facilement manipulable par l'enfant avant apprentissage formel de la lecture, pourrait constituer une unité d'appariement entre le code oral et le code écrit, une fois les correspondances grapho-phonologiques maîtrisées. Nous avons testé des enfants de différents niveaux de lecture, enfants faibles et bons lecteurs, dans différents niveaux d'enseignement, CE1 et CM1. En modalité visuelle, les résultats ont mis en évidence un traitement séquentiel lettre à lettre pour les enfants faibles lecteurs, tandis qu'un effet de compatibilité syllabique a été observé chez les lecteurs de bon niveau, indépendamment du nombre d'années d'enseignement. De plus, cet effet n'était pas circonscrit aux consonnes pivot liquides. En modalité auditive, les résultats ont également montré un effet de compatibilité syllabique, plus marqué pour les enfants de CE1 faibles lecteurs et les enfants de CM1 lecteurs de bon niveau. Suite à ces résultats, et compte tenu du manque d'étude en langue française portant sur des entraînements spécifiques d'aide à l'apprentissage de la lecture, nous avons élaboré deux logiciels d'aide à cet apprentissage. Le premier logiciel, Syllabius 1, était consacré à la manipulation de l'unité grapho-syllabique. Le second, Syllabius 2, était consacré à la reconnaissance globale du mot. Les résultats des post-tests immédiat et différé de ces deux entraînements ont montré que les enfants ont davantage progressé avec Syllabius 1, et que leurs performances se maintenaient dans le temps. L'unité syllabique peut donc être considérée comme une unité fonctionnelle dans l'apprentissage de la lecture, et constituer une étape dans la trajectoire développementale de cet apprentissage. Lorsque cette étape est défaillante, un entraînement informatisé peut aider l'enfant à pallier un appariement déficient entre code oral et code écrit The aim of this research is to study the mechanisms of reading development by French children, and more precisely the role of the syllabic unit in reading acquisition. Numerous studies were interested in the syllable role at the adult as unit of spoken word recognition. At the child the role of the syllable in learning to read was put in evidence by Colé, Magnan and Grainger (1999). However, the study of Content, Meunier, Kearns, and Frauenfelder (2001), argue against the hypothesis of an early syllabic treatment in spoken word recognition (Mehler, Dommergues, Frauenfelder, & Segui, 1981). Indeed these authors showed that the syllabic effect was restricted to syllables with liquids pivotal consonants. Our goal was so to assess the syllabic effect such as describes by Colé and al. (1999) but by spreading it, as Content and al. (2001), in several pivotal consonants. We so tested the syllabic effect in visual word recognition, and what constitutes an originality of our work, in spoken word recognition, by children. Our hypothesis was that the syllable of the spoken code, because it is a unit early handle by the child, could constitute a unit of matching between the spoken code and the written code, once the grapheme-to-phoneme associations mastered. We tested children of various levels of reading, weak and good readers, in various levels of education, from CE1 and CM1. In visual modality, results showed a grapheme-phoneme match to perform the task at the weak readers, whereas a syllabic effect was observed at the good readers, regardless of years of education. Furthermore, this syllabic effect was not confined in liquids pivotal consonants. In auditory modality, results also showed a syllabic effect, especially for the weak readers from CE1 and the good readers from CM1. In support of these results, and considering the lack of study in French language concerning computer assisted learning for reading, we designed two softwares to help children in this learning. The first one, Syllabius 1, was dedicated to the manipulation of the grapho-syllabic unit. The second one, Syllabius 2, was dedicated to the whole word recognition. Results of the immediate and delayed post-tests from these two trainings showed that children trained with Syllabius 1 progressed more, and more rapidly than children trained with Syllabius 2. Syllabic unit can be so considered as a functional unit in learning to read, and could constitute a stage in the developmental way of this learning. When this stage is failing, a computerized training can help the child to manage an efficient matching between spoken code and written code

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Machrafi, Saïd. "Apport du texte fictif dans l’apprentissage du français au cycle qualifiant marocain : représentations et pratiques des usagers : lecture différentielle et atelier de lecture-écriture." Thesis, Le Mans, 2013. http://www.theses.fr/2013LEMA3009.

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La réforme du système éducatif marocain amorçant le troisièmemillénaire se distingue nettement des précédentes. L’un des aspects lesplus particuliers de cette nouvelle refonte figure essentiellement dansl’introduction de la littérature en classe du FLE. D’inévitables enjeuxdidactiques sont alors à envisager. Le premier réside dans la conjonctureselon laquelle le français est une langue certes privilégiée etfonctionnellement indispensable mais dont l’usage est, pour l’apprenantdu cycle qualifiant, très limité dans le temps et dans l’espacepédagogiques. Le retour du texte fictif au lycée laisse supposer que lafiction peut convenir mieux à ce lieu déréalisé et théâtralisé qu’est laclasse. Les participants, au lieu de faire “comme si” en créant à chaquefois une situation pseudo-réelle, peuvent au contraire entrer directementen situation de communication fictive déjà créée par et dans le textelittéraire (TL). Un second enjeu émane de la concordance nécessaire desaptitudes de l’apprenant et des spécificités de l’oeuvre intégrale. Déjà, lesexigences de l’oeuvre peuvent dépasser les capacités de l’apprenant encoreprisonnier des règles élémentaires de la langue et constituer de réellesentraves d’apprentissage. Mais encore, grâce à de nombreux atouts dont iljouit, l’objet littéraire peut devenir un facteur motivationnel pour et dansl’apprentissage de la langue. En fait, le texte fictif (TF) instaure sa proprecommunication permettant à l’apprenant, par une sorte de transfert, lepassage de la communication littéraire à la communication linguistique.D’autre part, la lecture et l’écriture restent des activités libres etindividuelles que le sujet-apprenant pourrait prolonger en coopération etpar la pratique de l’approche différentielle qui semble convenir autexte littéraire. Néanmoins, tout dépend à la fois de la conceptionofficielle et des représentations des acteurs pédagogiques face à desoeuvres en classe. C’est dire que la vision des décideurs et les attitudesdes participants façonnent effectivement la pratique du textelittéraire et particularisent sa didactique en situation du Maroc. Aussi,l’autre enjeu impératif concerne-t-il les objectifs, à la foisd’apprentissage et d’évaluation, assignés à l’oeuvre en tant que but ouinstrument en classe. Bref, parce qu’il est fait pour la lecture et parcequ’il est naturellement ouvert, le texte littéraire garantit, en dehors deson instrumentalisation simpliste et en dépit des difficultés qu’il présuppose,le travail libre et créatif de l’apprenant, l’affirmation de sapersonnalité et de son autonomie. L’oeuvre littéraire intégrale offreun espace fictif des transferts où la lecture et l’écriture concourent interactivementà la maîtrise de la langue chez des apprenants oeuvranten coopération et s’appuyant sur un questionnement authentique The reform of the Moroccan educational system initiating the thirdmillennium is clearly distinguished from the previous ones. One of themost peculiar aspects of this new reform appears mainly in theintroduction of literature in FFL classes, where certain inevitable teachingissues are then to be considered. The first one to take into account lies inthe belief that although French is certainly a privileged and functionallyessential language, its use for the learners in high school is very limitedboth in time and space. The teaching of fictional texts or more specificallythe novel in high schools suggests that fiction can best suit the unreal anddramatized setting of the classroom where participants, instead ofpretending to create each time a pseudo-real situation can getstraightforward into a situation of a fictional communication which hasalready been created by and within literary texts (LT). The second issuelies in the fact that a concordance is needed between the learner’s abilitiesand the specificities of the novel. The requirements of the novel canbasically exceed the abilities of the learner who persists to stick to thebasic rules of the language and they can be real barriers in the learningprocess. However, a novel can be a motivating tool for learning alanguage because it has a lot of advantages. In fact, the fictional text (FT)establishes its own communication giving the learner, with a kind oftransfer, the ability to change over from literary communication tolinguistic communication. On the other hand, reading and writing are freeand individual activities which the learner could extend in cooperationwith other learners and with the practice of the differential approachthat seems to suit the literary text. However, it all depends on theformal conception and also on the representations of the educational(pedagogical) actors while dealing with novels in the classroom; thatis to say the vision of the decision- makers and the attitudes of theparticipants shape the practice of a literary text effectively andparticularize its teaching in the case of Morocco. Also, the other urgingissue is related to the objectives of both learning and assessing,which are assigned to the novel as a means or as an end in itself inthe classroom. In brief, since it is designed for reading and is naturallyopen, the literary text, beyond its instrumentalisation and despitethe difficulties it presupposes, guarantees the free and creative workof the learner and the assertion of his personality and autonomy. Thenovel provides a fictitious space of transfers where reading and writinginteractively contribute to language proficiency among learnersworking together and relying on authentic questioning

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Gómez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOL013/document.

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Le point de départ de cette recherche concerne la question suivante : l’acquisition de la lecture, peut-il être plus ou moins efficace en fonction de la langue dans laquelle il s’effectue? Deux catégories pour classer les langues on été définies dans ce travail. Premièrement, la notion de famille linguistique est à la base d’une description des langues à partir d'une perspective historique et culturelle. Deuxièmement la notion de profondeur orthographique est mobilisée, celle-ci différencie les langues en fonction de la correspondance entre l'orthographe et la phonétique. Ces catégories ont été mises en rapport avec les bases de données PIRLS 2001 et 2006 (étude internationale sur la lecture menée par l'IEA), afin de relier la performance en lecture et la langue dans laquelle les élèves ont répondu au test. Toutefois, il est clair que la langue n'est pas un facteur isolé, car elle fait partie d'un ensemble complexe de déterminants; ainsi, des facteurs liés aux élèves et au milieu scolaire ont également été incorporés dans l'étude. En outre, il a été tenu compte de la multidimensionnalité du processus de lecture, en distinguant dans les analyses les différents domaines mesurés par l’enquête : lecture d'informative, littéraire, et compréhension des processus d'ordre complexe et simple. Pour répondre aux questions de cette recherche nous avons élaboré un modèle statistique hiérarchique capable de rendre compte de la relation entre la compréhension de la lecture, la langue et les facteurs qui y sont associés. En dernière analyse, les facteurs contextuels (individuels et scolaires) se sont révélés être plus importants que la langue elle-même. En outre, les déterminants du niveau en lecture dépendent des systèmes éducatifs observés dans cette enquête The starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems

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Matsubara, Shigeki, Tomohiro Ohno, and Masashi Ito. "Text Editing for Lecture Speech Archiving on the Web." Springer, 2009. http://hdl.handle.net/2237/15114.

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Kampanthong, Orapin. "Compétence de lecture en langue maternelle et en langue française chez les étudiants thai͏̈landais." Grenoble 3, 1993. http://www.theses.fr/1993GRE39047.

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Le but de cette these est d'etudier la competence de lecture en langue maternelle et en langue francaise chez les etudiants thailandais apprenant le francais. D'autre part dans cette these, la construction du sens dans ces deux langues chez les etudiants thais et francais est egalement etudiee. Les methodes et les postulats de la recherche experimentale concernant le sujet de these sont presentes dans les deux premiers chapitres. Les quatre chapitres suivants concernent les etudes statistiques du questionnaire socio-economico culturel et la vitesse comprehension de lecture. Les resultats analyses revelent une correlation entre les deux enquetes. Par consequent, parmi les etudiants de quatre universites, il existe deux grands types de lectures : "les liseurs" et "les lecteurs". Le dernier chapitre comporte la recherche sur la construction du sens a travers le test de lecture chez deux groupes d'etudiants thailandais ainsi qu'un groupe d'etudiants francais. Des variables culturelles et linguistiques entre les trois groupes sont mises en evidence par le biais de l'analyse des textes The aim of this thesis is to study the reading proficiency in the mother language and in the french language among thai students learning french. On the other hand, in this thesis, the construction of meaning in both languages is also studied. The methods and postulates of experimental research concerning the subject of the thesis are presented in the two first chapters. The four subsequent chapters concern the statistic studies of the social, economic, cultural questionnaire and the speed reading comprehension. The analysed results reveal a correletion between both surveys. Consequently, among the students of four universities, there are two major types of reading : "the decipherers" and "the readers". The last chapter includes the research in the construction of meaning through the reading test among two groups of thai students as well as a group of french students. Cultural and linguistic variables between the three groups are brought to the fore by means of text analysis

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Gagné, Andréanne. "Acquisition de la lecture en langue seconde : profil des stratégies utilisées par les apprentis lecteurs." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79940.

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As a result of migratory movements in recent decades, an increasing number of children are educated in a language which is not their mother tongue. For these children, learning to read takes place in their second language. This learning context is made unique by two challenges. First, the learning of the written code occurs simultaneously with the learning of the oral language. Second, no reference to the written code of the maternal language is made available to these children. This particular learning context can lead to inequity between the second language learner and his or her unilingual peers in terms of phonetic encoding and decoding. Furthermore, the limited vocabulary of a beginning language learner can impede the direct lexical access used when learning to read. Fourteen students were evaluated for their metalinguistical abilities, lexical and phonic knowledge. Following these tests, an analysis was conducted of student reading errors made in a real reading context. This descriptive study explores the interaction between reading strategies used by second language learners: bottom-up (word comprehension derived from the context of the text) and top-down (text comprehension derived from word recognition). In addition, this study seeks to describe the linguistic and metalinguistic abilities of these second language students in the process of learning to read.

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Walters, P. S. "English in Africa 2000 : towards a new millennium : inaugural lecture delivered at Rhodes University." Rhodes University, Grahamstown, 1988. http://hdl.handle.net/10962/d1020747.

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Eiammongkhonsakun, Sunporn. "La lecture en langue étrangère : compréhension, interprétation et reformulation. Étude de cas : des lycéens et des étudiants thaïlandais face à la lecture en Français Langue Étrangère." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00973873.

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Cette recherche a pour but, premièrement, de reconnaître les traits distinctifs de la pédagogie dans l'enseignement thaïlandais, dans ses relations à la culture. Notre analyse s'appuie sur l'enseignement de la langue thaïe et de la langue française, plus particulièrement sur le développement des compétences linguistiques nécessaires à la compréhension textuelle dans ces deux langues. Pour appuyer cette étude, nous nous référons au Cadre Européen Commun de Référence pour les langues. Nous nous intéressons également aux compétences métacognitives, et plus précisément métalinguistiques, dont le rôle s'avère important lors de la reformulation de la compréhension. Deuxièmement, cette enquête tend à comprendre l'activité de lecture des apprenants de FLE. Nous mettons l'accent sur le processus d'interprétation au cours duquel l'insuffisance ou l'incohérencedes compétences linguistiques peuvent causer l'incompréhension. Troisièmement, en plus des compétences linguistiques, nous pensons que la subjectivité personnelle peut aussi influencer les opérations d'interprétation du texte. Les arts du texte, selon laconception de F. Rastier, nous conduit à observer les différentes opérations d'interprétation mises en oeuvre par chaque apprenant afin de comprendre un même texte. Dans cette enquête, nous insistons sur l'emploi de l'anaphore, plus particulièrement l'expression nominale on, dont la valeur référentielle est particulièrement difficile à identifier

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Silvestre, Cerdà Joan Albert. "Different Contributions to Cost-Effective Transcription and Translation of Video Lectures." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/62194.

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[EN] In recent years, on-line multimedia repositories have experiencied a strong growth that have made them consolidated as essential knowledge assets, especially in the area of education, where large repositories of video lectures have been built in order to complement or even replace traditional teaching methods. However, most of these video lectures are neither transcribed nor translated due to a lack of cost-effective solutions to do so in a way that gives accurate enough results. Solutions of this kind are clearly necessary in order to make these lectures accessible to speakers of different languages and to people with hearing disabilities. They would also facilitate lecture searchability and analysis functions, such as classification, recommendation or plagiarism detection, as well as the development of advanced educational functionalities like content summarisation to assist student note-taking. For this reason, the main aim of this thesis is to develop a cost-effective solution capable of transcribing and translating video lectures to a reasonable degree of accuracy. More specifically, we address the integration of state-of-the-art techniques in Automatic Speech Recognition and Machine Translation into large video lecture repositories to generate high-quality multilingual video subtitles without human intervention and at a reduced computational cost. Also, we explore the potential benefits of the exploitation of the information that we know a priori about these repositories, that is, lecture-specific knowledge such as speaker, topic or slides, to create specialised, in-domain transcription and translation systems by means of massive adaptation techniques. The proposed solutions have been tested in real-life scenarios by carrying out several objective and subjective evaluations, obtaining very positive results. The main outcome derived from this thesis, The transLectures-UPV Platform, has been publicly released as an open-source software, and, at the time of writing, it is serving automatic transcriptions and translations for several thousands of video lectures in many Spanish and European universities and institutions. [ES] Durante estos últimos años, los repositorios multimedia on-line han experimentado un gran crecimiento que les ha hecho establecerse como fuentes fundamentales de conocimiento, especialmente en el área de la educación, donde se han creado grandes repositorios de vídeo charlas educativas para complementar e incluso reemplazar los métodos de enseñanza tradicionales. No obstante, la mayoría de estas charlas no están transcritas ni traducidas debido a la ausencia de soluciones de bajo coste que sean capaces de hacerlo garantizando una calidad mínima aceptable. Soluciones de este tipo son claramente necesarias para hacer que las vídeo charlas sean más accesibles para hablantes de otras lenguas o para personas con discapacidades auditivas. Además, dichas soluciones podrían facilitar la aplicación de funciones de búsqueda y de análisis tales como clasificación, recomendación o detección de plagios, así como el desarrollo de funcionalidades educativas avanzadas, como por ejemplo la generación de resúmenes automáticos de contenidos para ayudar al estudiante a tomar apuntes. Por este motivo, el principal objetivo de esta tesis es desarrollar una solución de bajo coste capaz de transcribir y traducir vídeo charlas con un nivel de calidad razonable. Más específicamente, abordamos la integración de técnicas estado del arte de Reconocimiento del Habla Automático y Traducción Automática en grandes repositorios de vídeo charlas educativas para la generación de subtítulos multilingües de alta calidad sin requerir intervención humana y con un reducido coste computacional. Además, también exploramos los beneficios potenciales que conllevaría la explotación de la información de la que disponemos a priori sobre estos repositorios, es decir, conocimientos específicos sobre las charlas tales como el locutor, la temática o las transparencias, para crear sistemas de transcripción y traducción especializados mediante técnicas de adaptación masiva. Las soluciones propuestas en esta tesis han sido testeadas en escenarios reales llevando a cabo nombrosas evaluaciones objetivas y subjetivas, obteniendo muy buenos resultados. El principal legado de esta tesis, The transLectures-UPV Platform, ha sido liberado públicamente como software de código abierto, y, en el momento de escribir estas líneas, está sirviendo transcripciones y traducciones automáticas para diversos miles de vídeo charlas educativas en nombrosas universidades e instituciones Españolas y Europeas. [CAT] Durant aquests darrers anys, els repositoris multimèdia on-line han experimentat un gran creixement que els ha fet consolidar-se com a fonts fonamentals de coneixement, especialment a l'àrea de l'educació, on s'han creat grans repositoris de vídeo xarrades educatives per tal de complementar o inclús reemplaçar els mètodes d'ensenyament tradicionals. No obstant això, la majoria d'aquestes xarrades no estan transcrites ni traduïdes degut a l'absència de solucions de baix cost capaces de fer-ho garantint una qualitat mínima acceptable. Solucions d'aquest tipus són clarament necessàries per a fer que les vídeo xarres siguen més accessibles per a parlants d'altres llengües o per a persones amb discapacitats auditives. A més, aquestes solucions podrien facilitar l'aplicació de funcions de cerca i d'anàlisi tals com classificació, recomanació o detecció de plagis, així com el desenvolupament de funcionalitats educatives avançades, com per exemple la generació de resums automàtics de continguts per ajudar a l'estudiant a prendre anotacions. Per aquest motiu, el principal objectiu d'aquesta tesi és desenvolupar una solució de baix cost capaç de transcriure i traduir vídeo xarrades amb un nivell de qualitat raonable. Més específicament, abordem la integració de tècniques estat de l'art de Reconeixement de la Parla Automàtic i Traducció Automàtica en grans repositoris de vídeo xarrades educatives per a la generació de subtítols multilingües d'alta qualitat sense requerir intervenció humana i amb un reduït cost computacional. A més, també explorem els beneficis potencials que comportaria l'explotació de la informació de la que disposem a priori sobre aquests repositoris, és a dir, coneixements específics sobre les xarrades tals com el locutor, la temàtica o les transparències, per a crear sistemes de transcripció i traducció especialitzats mitjançant tècniques d'adaptació massiva. Les solucions proposades en aquesta tesi han estat testejades en escenaris reals duent a terme nombroses avaluacions objectives i subjectives, obtenint molt bons resultats. El principal llegat d'aquesta tesi, The transLectures-UPV Platform, ha sigut alliberat públicament com a programari de codi obert, i, en el moment d'escriure aquestes línies, està servint transcripcions i traduccions automàtiques per a diversos milers de vídeo xarrades educatives en nombroses universitats i institucions Espanyoles i Europees. Silvestre Cerdà, JA. (2016). Different Contributions to Cost-Effective Transcription and Translation of Video Lectures [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62194 TESIS

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Bentaibi, Mustapha. "Le Coran comme texte adresse : essai de lecture." Paris 5, 1999. http://www.theses.fr/1999PA05H051.

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"Le Coran comme texte adresse, un essai de lecture", est un travail qui cherche à contribuer à la détermination des modes de signification du texte coranique. Au-delà de l'interrogation sur la façon de déceler une relation interlocutive, d'après les questions posées : "qui parle à qui ? de quoi ? comment et pourquoi ?", dont l'ensemble définit une certaine idée du coran ; la démarche adoptée consiste à mieux saisir la spécificité : du sujet discourant dieu, des destinataires, du "monde du texte", de "l'être nouveau" projeté par le texte, de sa composition en tant qu'œuvre, etc. Pour ce faire, nous avons organisé notre travail en deux parties. La première qui est centrée sur renonciation, précédée d'une approche sur le coran comme texte, essaye d'illustrer la diversité possible des instances énonciatives, avec un corpus compose de plusieurs versets de sourates différentes. La deuxième, qui reprend les mêmes préoccupations, essaye en outre d'observer comment le texte coranique intègre et mobilise dans son tissu textuel des unités discursives variées, pour engendrer l'effet de sens souhaite. Cette analyse, qui a pour corpus la sourate al a'raf, insiste sur les grandes unités textuelles qui sont distinguées : le discours, le récit, la description, les formules liturgiques (la prière et la louange) et le discours rapporte.

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Macchi, Lucie. "Facteurs prédictifs et caractéristiques des capacités de lecture d'enfants présentant des troubles du langage oral." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30023.

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Cette thèse porte sur les capacités de lecture des enfants souffrant de troubles spécifiques du langage oral (TSLO). Elle tente de préciser les processus à l’oeuvre lors de la lecture de mots isolés chez ces enfants, en analysant leurs compétences langagières écrites en lien avec leurs compétences orales. Dans un premier temps, nous présentons les principaux acquis de la littérature à ce propos. Puis nous exposons quatre études expérimentales réalisées auprès d’enfants avec un TSLO ainsi qu’auprès d’enfants au développement typique, sur les sujets suivants : (1) la reconnaissance de mots écrits isolés en lecture à voix haute, (2) la reconnaissance de mots écrits isolés en lecture silencieuse, (3) la compréhension de mots écrits, (4) et les facteurs prédictifs de la lecture. Les résultats les plus marquants indiquent qu’en reconnaissance de mots écrits, les enfants avec un TSLO présentent un retard d’un peu plus de trois ans, en lecture à voix haute comme en lecture silencieuse. En tant que groupe, leur procédure de lecture phonologique apparaît moins efficiente que leur procédure orthographique. L’hétérogénéité interindividuelle demeure toutefois importante. Les enfants qui souffrent des troubles phonologiques expressifs les plus sévères sont ceux dont la procédure phonologique est la plus altérée. Quant à la compréhension de mots écrits isolés, elle apparaît coûteuse en termes de ressources de traitement. Enfin, les facteurs prédictifs de la lecture des enfants avec un TSLO sont identiques à ceux des enfants au développement typique, à l’exception d’un facteur original : chez les enfants avec un TSLO, l’instabilité phonologique est prédictive des capacités de lecture, contrairement aux enfants contrôles. Ce facteur mériterait de plus amples recherches This thesis is concerned with the reading abilities in children with specific language impairment (SLI). It aims to precise the process involved when these children read isolated words, by analyzing their written language abilities in relation to their spoken language abilities. Firstly, the main findings of the literature on this topic are presented. Then, four experimental studies conducted both in children with SLI and typically developing children are described. These studies deal with: (1) identification of isolated written words in reading aloud, (2) identification of isolated written words in silent reading, (3) written word comprehension, (4) and predictive factors of reading. The striking results of these studies indicate that, in written word identification in reading aloud, as well as in silent reading, children with SLI show an average delay of about three years, compared to reading control children. As a group, their phonological procedure is less efficient than their orthographic procedure. However, interindividual heterogeneity remains high. The children with the most severe impairment in language production at the phonological level are those with the greatest deficit in the phonological reading procedure. Isolated word comprehension, as for it, appears to be costly in terms of processing abilities. Finally, children with SLI display the same predictive factors of reading as typically developing children, with the exception of inconsistency in speech production, which is a reading predictor specific to children with SLI. Further research about this inconsistency would be useful

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Huynh, Mai Trang. "La conscience phonologique des enfants vietnamiens: son développement, ses liens avec la lecture et l'écriture et l'impact d'un entraînement précoce." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209389.

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De nombreux travaux menés dans diverses langues ont montré que la capacité d'analyse de la parole en unités élémentaires, ou "conscience phonologique", joue un rôle important dans le succès de l'apprentissage de la lecture et de l'orthographe. Qu'en est-il pour la langue vietnamienne ?La conscience phonologique peut-elle être considérée comme un prérequis du développement de la lecture et de l’écriture en vietnamien ?Deux études longitudinales ont été réalisées auprès d’enfants d’Ho Chi Minh Ville au Viet Nam afin d’examiner cette question. La première étude a été menée sur 73 enfants qui ont été suivis de la fin de la 3ème maternelle jusqu'au milieu de la 2ème année primaire. L’objectif était d’évaluer le développement de la conscience phonologique des enfants et la relation entre celui-ci et le développement des capacités en langage écrit. Les résultats obtenus montrent que le développement de la conscience phonologique varie en fonction des unités linguistiques considérées. La rime s’est avérée être l’unité linguistique la plus difficile à catégoriser et la voyelle la plus difficile à substituer par rapport à la consonne initiale et au ton. Notre étude n’a pas mis en évidence de corrélations positives et significatives entre la conscience phonologique évaluée en maternelle et l’apprentissage du langage écrit en primaire. Cependant, le développement de la conscience phonologique est fortement corrélé avec celui des capacités de lecture et d’écriture dès la 1ère année primaire. La deuxième étude a été réalisée auprès de 62 enfants suivis depuis la 2ème maternelle jusqu'au milieu de la 1ère primaire. Elle avait pour objectif d’évaluer un programme d’entraînement de la conscience phonologique. Ainsi, nous avons mesuré l’impact de cet entraînement sur le développement de la conscience phonologique et sur l’apprentissage ultérieur du langage écrit. Les résultats ont permis de mettre en évidence un effet bénéfique de l’entraînement précoce de la conscience phonologique sur les performances en langage écrit chez les enfants de 1ère année primaire. Malgré l’absence de preuve claire en faveur d’une influence causale de la conscience phonologique sur l’apprentissage du langage écrit, nos données confirment l’importance de la conscience phonologique dans la découverte du principe alphabétique et l’application des conversions grapho-phonologiques au moment de l’apprentissage formel du langage écrit à l’école primaire. Ainsi, l’application d’un programme d’entraînement de la conscience phonologique durant la période préscolaire (troisième maternelle) apporte une préparation efficace pour l'apprentissage du langage écrit au début du cycle primaire. Doctorat en Sciences Psychologiques et de l'éducation info:eu-repo/semantics/nonPublished

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Kailikole, Kathryn Leimomi. "Meaning making in a college mathematics lecture format the intersection of mathematics, language, and cultural meaning systems /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359509.

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Thesis (Ed. D.)--University of California, San Diego, 2009. Title from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-190).

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Vorwerk, Shane Paul. "Genre analysis and the teaching of academic literacy: a case study of an academic discipline in the social sciences." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002648.

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Students in tertiary educational institutions in South Africa come from many different backgrounds and have varied educational experiences. Some students, especially those from non-English speaking backgrounds, may encounter linguistic difficulties with various academic tasks. In order for students to be successful at university, they must become academically literate. That is, they must master all the reading, writing, listening and comprehension tasks required by the disciplines in which they are studying. One such task is presented by the academic lecture which is an integral part of any course of study. Linguistically, the academic lecture can be seen as a particular genre with unique characteristics. This study investigated some linguistic characteristics of academic lectures. The discipline of Political Science, as a Social Science, was chosen because there is little research that has been done on language in the Social Sciences. The Political Science sub-disciplines of Political Philosophy, South African Politics, and International Relations were used in this research. First year lectures were recorded from each of these three sub-disciplines. The linguistic characteristics of lectures were analysed using techniques drawn from Systemic Functional linguistic theory. The analysis concentrated on the aspects mode and field as they were realised in the lectures. In addition, higher level generic structure was also analysed. The insights gained from the analysis were validated through interviews with the lecturers who gave the lectures. The aim of this research was to develop a linguistic characterisation of the lecture genre as it occurs in the three sub-disciplines of Political Science. The results of this research suggest that although there is a unified academic lecture genre, there is variation according to sub-discipline. The implications of this variation are discussed with reference to their relevance to teaching academic literacy.

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De, Villiers Pieter Theunis. "Lecture transcription systems in resource-scarce environments / Pieter Theunis de Villiers." Thesis, North-West University, 2014. http://hdl.handle.net/10394/10620.

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Classroom note taking is a fundamental task performed by learners on a daily basis. These notes provide learners with valuable offline study material, especially in the case of more difficult subjects. The use of class notes has been found to not only provide students with a better learning experience, but also leads to an overall higher academic performance. In a previous study, an increase of 10.5% in student grades was observed after these students had been provided with multimedia class notes. This is not surprising, as other studies have found that the rate of successful transfer of information to humans increases when provided with both visual and audio information. Note taking might seem like an easy task; however, students with hearing impairments, visual impairments, physical impairments, learning disabilities or even non-native listeners find this task very difficult to impossible. It has also been reported that even non-disabled students find note taking time consuming and that it requires a great deal of mental effort while also trying to pay full attention to the lecturer. This is illustrated by a study where it was found that college students were only able to record ~40% of the data presented by the lecturer. It is thus reasonable to expect an automatic way of generating class notes to be beneficial to all learners. Lecture transcription (LT) systems are used in educational environments to assist learners by providing them with real-time in-class transcriptions or recordings and transcriptions for offline use. Such systems have already been successfully implemented in the developed world where all required resources were easily obtained. These systems are typically trained on hundreds to thousands of hours of speech while their language models are trained on millions or even hundreds of millions of words. These amounts of data are generally not available in the developing world. In this dissertation, a number of approaches toward the development of LT systems in resource-scarce environments are investigated. We focus on different approaches to obtaining sufficient amounts of well transcribed data for building acoustic models, using corpora with few transcriptions and of variable quality. One approach investigates the use of alignment using a dynamic programming phone string alignment procedure to harvest as much usable data as possible from approximately transcribed speech data. We find that target-language acoustic models are optimal for this purpose, but encouraging results are also found when using models from another language for alignment. Another approach entails using unsupervised training methods where an initial low accuracy recognizer is used to transcribe a set of untranscribed data. Using this poorly transcribed data, correctly recognized portions are extracted based on a word confidence threshold. The initial system is retrained along with the newly recognized data in order to increase its overall accuracy. The initial acoustic models are trained using as little as 11 minutes of transcribed speech. After several iterations of unsupervised training, a noticeable increase in accuracy was observed (47.79% WER to 33.44% WER). Similar results were however found (35.97% WER) after using a large speaker-independent corpus to train the initial system. Usable LMs were also created using as few as 17955 words from transcribed lectures; however, this resulted in large out-of-vocabulary rates. This problem was solved by means of LM interpolation. LM interpolation was found to be very beneficial in cases where subject specific data (such as lecture slides and books) was available. We also introduce our NWU LT system, which was developed for use in learning environments and was designed using a client/server based architecture. Based on the results found in this study we are confident that usable models for use in LT systems can be developed in resource-scarce environments. MSc (Computer Science), North-West University, Vaal Triangle Campus, 2014

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Liu, Jinhong. "Lectures (non)-culminatives des accomplissements causatifs en mandarin : une approche expérimentale." Thesis, Nantes, 2018. http://www.theses.fr/2018NANT2034/document.

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Cette thèse examine les lectures (non)- proposée par Demirdache & Martin (2015), culminatives des accomplissements causatifs en nous argumentons que l'agentivité facilite les mandarin. Ces prédicats d'accomplissements lectures non-culminatives. Dans cette étude, trois décrivent deux éventualités : un événement expériences ont été effectuées afin d'examiner causatif et un état résultant, liés par un opérateur les lectures (non)-culminatives des prédicats causatif. On distingue deux formes d'accomplissements de trois structures d'accomplissements causatifs en mandarin : les différentes chez les adultes et les enfants parlant verbes résultatifs composés (VRCs) du type Vl- mandarin : (i) VMCs (ii) VRCs et (iii) VMCs V2, et les verbes monomorphémiques causatifs modifiés par l'adverbe de fréquence häojíci (VMCs), qui ne contient qu'un seul verbe. Les "plusieurs fois". Les résultats expérimentaux VMCs se divisent en deux classes : les VMCs ont permis de conclure que les VMCs sont des gradables vs. les VMCs non-gradables. Nous prédicats avec la structure biévénementielle. Les proposons que : 1) Contrairement aux VRCs qui résultats avec les enfants suggèrent qu'ils ont assurent le changement d'état, VMCs n'assurent acquis l'inférence culminative portée par les pas le changement d'état mais l'impliquent. 2) verbes d'accomplissement causatifs, comme le VMCs gradables permettent la lecture non- montrent clairement les résultats de l'expérience culminative alors que les VMCs non-gradables ne 3, mais qu'ils ne parviennent pas à annuler cette la permettent pas en l'absence d'adverbes de inférence en l'absence d'indices linguistiques modification. De plus, en adoptant I'Hypothèse du explicites. Contrôle de l' Agent (Agent Control Hypothesis) This dissertation investigates (nom-culminating construals of Mandarin causative accomplishments, which consist of two subevents, a process event brings a change of state. Mandarin causative accomplishments can be encoded either by monomorphemic causative accomplishment (MCA) verbs (e.g. shâ "kill") or by Resultative Verb Compounds (RVCs, e.g. shii-si "kill-dead"). According to their scale structures, MCA verbs are classified into two classes: gradable (having more than three degrees in the scale of state change) vs. ungradable (having only two degrees in the scale of state change).We claim that i) Unlike RVC which entail the culmination, MCA verbs in Mandarin imply the culmination, allowing nonculminating (NC) construals; ii) Gradable MCA verbs allow NC construals without adverbial modification, while ungradable MCA verbs allow NC when there are adverbial modifiers such as frequency adverbs. Moreover, based on Demirdache & Martin's (2015) Agent Control Hypothesis, we contend that agenthood also facilitates NC construals for MCA verbs. Three experiments are designed to investigate (non)-culminating readings of accomplishment verbs among Mandarin adults and children, concerning respectively accomplishments of three different constructions: (i) MCA verbs; (ii) RVCs; (iii) MCA verbs + hàojici "several times". The results with adults confirm our claim. And the results with the children suggest that they have indeed acquired the culmination inference carried by MCA verbs, as the findings for experiment 3 clearly show, but fail to cancel this inference in the absence of explicit linguistic cues. We suggest that children's overly restrictive behavioral pattern of interpretation under experiment I with MCA verbs arises because they fail to cancel the lexical implicature in the absence of linguistic cue

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Molnàr, Margit. "Tourner la page : autour de la matérialité de l'objet de lecture : observations sémiotiques, perspectives pédagogiques." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20058/document.

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Que peut-il bien cacher ce titre ? Ou plutôt révéler ? Il laisse entendre une certaine inclinaison au jeu de mots. Ceci parle déjà du style. « Tourner la page » puisqu’il s’agit de livre, de lecture. « Tourner la page » puisque le temps du livre semble être compté, à en croire certains pronostics auxquels ce travail ne réagit pas. «Autour de la matérialité » puisque la page papier du codex tourne littéralement autour d’un axe matériel, soit-il cousu, broché ou collé. « Autour » encore car il est question de matérialité, qualité intrinsèque et fondamentale qui définit l’écriture, détermine le rapport au langage écrit et le distingue de sa version numérique. « Objet de lecture », terme qui permet d’élargir le cercle des supports de lecture traditionnellement représentés par des livres aux objets technologiques, tout en précisant qu’ils ne sont pas des livres. « Objet » encore, car l’approche sémio-pragmatique tient à souligner le côté objectal de la lecture face à son côté linguistique. « Observations », ce mot précise et qualifie le non-aboutissement et la teneur approximative de ce qui est dit et comment il est dit dans ce mémoire. « Sémiotiques » indique la méthode et le point de vue sous lequel le propos est déployé. « Perspectives pédagogiques », c’est pour annoncer l’ambition de cette étude de se projeter vers le domaine dont elle est inspirée et vers lequel elle retourne, en espérant créer des passerelles et y apporter des propositions pluridisciplinaires. Ce résumé en forme d’explicitation du titre prétend également servir de plan qui suit le cheminement de la réflexion sur le rapport de l’homme à l’écriture à la base de la matérialité de celle-ci What could this title hide? Or reveal instead? It insinuates a certain tendency to a play on words. It hints at style. “Turn the page” since it’s about books, about reading practice. “Turn the page” because the days of books seem numbered, to believe certain prognostication to which this work does not address. However, there are new, digital pages. "About the materiality", since the paper page of the codex is turning literally around a material axis, sewn, stapled or glued. “Materiality", it is as an intrinsic quality of the book object which defines the products of writing. “Reading object,” it means different objects of reading, traditionally represented by printed books. While, now, it is possible to read technological objects too. “Object” once more, for the semio-pragmatic approach that desires to emphasize the material aspect of reading practice versus its linguistic aspect. “Observations,” it specifies and qualifies the approximate tenor of what is said and how it is said. “Semiotics,” it is the definition of the method and of the point of view under which these objects are investigated. “Pedagogical perspectives”, it is to refer to the field from which this study took its inspiration. Also, towards that it returns hoping to create bridges between several disciplines. This summary is a kind of explanation of the title, also intends to indicate the way of the reflection that develops the relationship of man to the written word that is based on the materiality

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Delahaie, Marc. "Les effets du traitement auditif de la parole sur l'apprentissage de la lecture." Bordeaux 2, 2005. http://www.theses.fr/2005BOR21169.

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Les capacités métaphonologiques, et particulièrement les capacités métaphonémiques, sont des prédicteurs de l'apprentissage de la lecture qui ont été très intensivement étudiés. Très peu d'études ont par contre porté sur l'incidence des capacités précoces de catégorisation phonémique sur cet apprentissage. Or, dans une écriture alphabétique, la mise en place de la procédure phonologique de lecture nécessite de pouvoir, d'une part, isoler et, d'autre part, discriminer les phonèmes. Dans la présente recherche, on a examiné l'évolution sur trois années des capacités de perception catégorielle d'un groupe de 191 enfants initialement scolarisés en Grande Section de Maternelle, en contrôlant leurs habiletés de lecture de mots isolés, leurs habiletés de traitement phonologique "hors lecture" et leurs caractéristiques socio-démographiques. Les résultats indiquent que les habiletés de perception catégorielle ne sont que partiellement développées chez l'enfant pré-lecteur, et d'autre part que l'apprentissage de la lecture pourrait constituer un des facteurs de leur émergence Phonological awareness, and particularly phonemic awareness, are predictive reading's factors which have been intensively studied. On the other hand, very few studies have turned on the incidence of categorical perception in learning to read. Now, in an alphabetical system, written word recognition by the phonological route involves the abilities to isolate, and to discriminate the phonemes. In the present study, perceptual discrimination of speech sounds, word and pseudo-words recognition, phonological awareness, but also parental socio-cultural level of 191 kindergartners have been investigated in a longitudinal study upon three years. Results show that, before learning to read, very few children are "categorical", and on the other hand that learning to read might be a predictive categorical perception's factor

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Acuna, Teresa Azucena del Valle. "Lecture en langue étrangère : du traitement des textes à l’acquisition des langues." Paris 10, 1999. http://www.theses.fr/1999PA100059.

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Sarraf, Scarlet. "L'apprentissage de la lecture-écriture en langue française chez les enfants libanais." Paris 5, 1999. http://www.theses.fr/1999PA05H024.

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Dans la mesure ou la maitrise de l'écrit est la condition de tout progrès scolaire, cette thèse rapporte une étude longitudinale concernant les premiers apprentissages de la lecture-écriture en langue française chez l'enfant libanais et les difficultés qui en découlent, de la maternelle jusqu'au ce2, tant aux niveaux graphophonologique, métacognitif qu'aux niveaux de la conscience phonique et de la compréhension de texte l'analyse adoptée est une analyse cognitive développementale portant sur les processus cognitifs en jeu dans l'activité de la lecture-écriture, et les conceptions de l'écrit mobilisées par les enfants libanais a l’âge scolaire, et ceci dans le but de situer leur domaine de compétence et d'en délimiter leur "zone sensible" : lors de ses premiers contacts avec l'écrit, quelles sont les stratégies propres a 1 enfant libanais? Quels rapports ces stratégies sont-elles avec son niveau de développement général ! Sont-elles fonction de ses capacités opératoires? D’une part, notre recherche vise à fournir quelques arguments en faveur des activités impliquées dans l'apprentissage du français par les libanais, en décrivant les stratégies successives qu'ils utilisent dans la maitrise progressive de cet apprentissage et en évaluant leurs représentations de l'écrit dans des taches de production orale et écrite. D’autre part, cette recherche vise à intégrer en parallèle, des préoccupations pédagogiques liées notamment à l'apprentissage du français comme une langue seconde au Liban The control of the written language is a primary condition for school improvement. This study concerns the Lebanese children at the first school grades, when they learn French language: mainly the problems thuy meet between maternelle and ce2 concerning the grapho-phonological and metacognitive levels, the consciousness of phonology and text understanding. The appropriate followed analysis will be a developmental and cognitive one. It deals with the cognitive processes that take place during the reading activity and writing. It helps us to determine Lebanese childrens competences and to define their "sensible zone": when Lebanese children first approach reading and writing, wath is their strategy? Which relationship has this strategy in french with general development? Does this strategy depend or not on the child operationnal ability? On the one hand, our research aims at to providing some arguments about the activities involved in learning French. We will describe different and successive strategies that Lebanese children adopt in the progressive control of such learning. We will try to value their competences and conceptions of oral and written french. On the other hand, this ressearch aims to gather within the same framework, different pedagogical concerns linked to on another with learnig french as a second language in Lebanon

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Ez-Zaher, Ahmed. "Représentations métaphonologiques et apprentissage de la lecture en arabe." Toulouse 2, 2004. http://www.theses.fr/2004TOU20028.

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L'hypothèse principale de cette étude est que, contrairement à d'autres langues alphabétiques, la conscience syllabique joue un rôle déterminant dans l'apprentissage de la lecture en arabe. En effet, certaines caractéristiques phonologiques et orthographiques de cette langue peuvent avoir une influence sur la conscience phonologique et l'apprentissage de la lecture. Les résultats obtenus avec un échantillon de 80 enfants marocains arabophones âgés de 6 ans et 6 mois en CP, montrent une relation étroite entre la capacité de découpage syllabique et l'apprentissage de la lecture, à la fois en tant que cause et en tant que conséquence de cet apprentissage. Ils permettent d'affirmer que l'apprentissage de la lecture en arabe se suffit d'une conscience syllabe, surtout dans les premières années ou l'enfant apprend à lire dans une orthographe avec voyelles. Dans cette forme d'écriture voyellisée, les correspondances grapho-phonologiques s'établissent majoritairement au niveau des syllabes. Toutefois, la conscience phonémique reste incontournable et semble se développer tardivement, en rapport avec une orthographe sans voyelles. L'enseignement de la lecture en arabe doit s'appuyer sur la syllabe comme unité d'analyse du langage pour faciliter l'entrée de l'enfant dans l'écrit This study was designed to examine the relation between phonological awareness and learning to read arabic. The main hypothesis holds that, unlike other alphabetic languages, syllabic awareness may play important role in learning to read. Some phonological and orthographic characteristics of the arabic language do have an influence both on phonological awareness children, shows clearly that syllabic awareness is strongly related to learning to read in beginning years, both as prerequisite or as a consequence of this learning. Syllabic segmentation appears much useful to establish letter/sound correspondences in the vowelised script. In contrast, phonemic awareness is needed only later in a second stage when children have to process an unvowelised, deep orthography. It was concluded that in the first stage phonemic awareness is not necessary to acquire reading abilities in vowelised arabic orthography and thus teaching methods must rely on syllabic units to introduce children to literacy

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Kerrouche, Naïma. "Du manuel de lecture scolaire colonial à une pratique sociale : la lecture dans une Algérie indépendante." Paris 3, 2001. http://www.theses.fr/2001PA030033.

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Liu, Zheng. "Les lectures de l'étudiant chinois en France dans l'acquisition de la langue française." Paris 8, 2012. http://octaviana.fr/document/167232630#?c=0&m=0&s=0&cv=0.

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Notre recherche, centrée sur les lectures des étudiants chinois en France commence par préciser les conditions d’acquisition des bases en français par les étudiants avant leur départ pour la France. A son arrivée en France, les obstacles à surmonter sont considérables pour qu’il atteigne un niveau de maîtrise satisfaisant de la langue française. Les structures d’aide, et leur utilisation par l’étudiant, dans les villes universitaires françaises, sont examinées. La hantise d’obtenir un diplôme, et de répondre aux espoirs placés en eux par leur famille, est omniprésente. Elle explique la priorité donnée à des lectures obligatoires. L’écrit reste le support privilégié de la lecture, même si la consultation d’internet représente une part importante de l’emploi du temps consacré aux lectures. A côté des lectures obligatoires pour la scolarité se développent des lectures qui répondent à des centres d’intérêt personnels, en fonction des moments et des situations . L’enquête de terrain s’est déroulée en partie pendant une période de vive tension politique entre la France et la Chine. Cette donnée de la conjoncture a été suivie dans son impact sur les pratiques de lecture. Elle confirme une différence - observée par ailleurs – dans les pratiques de lecture et les opinions, selon la durée de présence en France des étudiants. La recherche empirique a pu bénéficier de la lecture de lettres envoyées par des étudiants à leur famille. Elle prend appui sur l’utilisation d’un questionnaire, diffusé à une centaine d’exemplaires. Elle tire parti d’observations réalisées dans des librairies chinoises, à l’ambassade de Chine à Paris, et lors d’un séjour dans une résidence universitaire au contact d’une dizaine d’étudiants. Divers témoignages portent sur l’impact de la connaissance du français lors du retour en Chine et l’activité de structures d’échange culturel et littéraire entre la France et la Chine Our research, mainly aimed at the Chinese students before their departure for France, is in the purpose of helping them to start the first step and acquiring the elementary knowledge in French learning. On their arrival in France, they are facing considerable challenges in mastering French, for them, to reach a relatively satisfactory language level is considered to be a really difficulty to overcome. The support structures as well as the use by the students in the French cities where locate many universities are to be discussed here. The anxieties to get the diploma, together with the fulfillment of the hope placed by their families are omnipresent. It can explain the priority which has given to the assigned reading. The paper books reading remains the preferred mode of reading, even if internet viewing plays an important part in the reading schedule. These readings, as an addition part in comparison to the assigned scholar reading, will help to meet the personal interest according to the periods of time and situations. The concrete survey was conducted by steps under the great political tension between France and China. This critical period of situation has been monitored for its impact on reading practices. It confirms a difference point of view observed by the third party- in the reading practices and opinions, depending on the period of their stay in France. Empirical research could benefit from reading letters from students to their families. It is also based on the use of a questionnaire distributed to a certain hundred copies. Observations made in Chinese bookstores, at the Chinese embassy in Paris, and during a stay in a university dormitory on living with a dozen of students also contribute a lot to this research. Various proofs also could be found in the impact of the French knowledge upon returning to China and the activity concerning the cultural and literal structure exchange between France and China

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Fagelson, Marc A. "Tinnitus Mechanisms, Measurement, and Management; Full-day Lectures and Workshop." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1689.

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Matsubara, Shigeki, Tomohiro Ohno, and Masaki Murata. "Construction of linefeed insertion rules for lecture transcript and their evaluation." Inderscience, 2010. http://hdl.handle.net/2237/15206.

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Polastri, de Engstrand Elizabeth. "Hábitos de lectura y comprensión lectora en lengua de herencia de jóvenes bilingües en Suecia : "Un estudio de siete jóvenes bilingüues en Suecia"." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194201.

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Steinrück, Martin. "Rede und Kontext : zum Verhältnis von Person und Erzähler in frühgriechischen Texten /." Bonn : R. Habelt, 1992. http://catalogue.bnf.fr/ark:/12148/cb35599831f.

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Hussain, Shah Farwa. "An investigation into lecturers' beliefs and implementation of the English language curriculum change at higher education level in Pakistan." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/24247.

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This thesis describes an exploratory study designed to investigate the beliefs and perceptions of eight English language lecturers about, and their classroom practices in implementing the curriculum change that was enacted in 2010 at the undergraduate level in the public sector colleges in Pakistan. Research indicates that curriculum change is a highly complex and a multifaceted process (Carl, 2009), and its success depends on a number of features. In this respect, it is acknowledged that teachers and their multiple roles contribute significantly to the success or failure of any educational reform or change. Therefore, this exploration focussed on investigating teachers’ implementation of the curriculum change through an analysis of their beliefs about teaching and learning, their perceptions about the curriculum change, and the issues involved in implementation. My approach is interpretive, and thus qualitative research methodology was employed to obtain an in-depth understanding of the phenomenon under investigation. Semi structured interviews and classroom observations were used as data collection instruments. The analysis of the data revealed that, in spite of the lecturers’ generally positive attitude towards the concept of change and their belief in the importance of English for both individual and national progress, there was a limited uptake of the new communicative curriculum. The study indicated that teachers’ beliefs combined with a number of external factors including the student level, educational culture, examination washback, lack of resources and support, and absence of teacher training could be an explanation for contradictions between the intended and the implemented curriculum change. The study concluded that the needs of the teachers must be acknowledged, and measures should be taken to create compatibility between the teachers’ beliefs, contextual factors and the reform policies. Although the study does not provide any explicit solutions to the problem of change and reform implementation, the insights revealed significant implications, clarified some critical issues, and offered some recommendations which might prove beneficial not only for curriculum planning and implementation in the future, but could also be useful in guiding those involved in the present curriculum change. Important areas were also suggested for further research in the field.

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Dissertations / Theses on the topic 'Language Lecturer'

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