Relevant bibliographies by topics / Sciences – Langage

Contents

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

Academic literature on the topic 'Sciences – Langage'

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

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Journal articles on the topic "Sciences – Langage"

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Brigaudiot, Mireille. "Sciences du langage." Le français aujourd'hui 179, no. 4 (2012): 129. http://dx.doi.org/10.3917/lfa.179.0129.

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Chevalier, Jean-Claude. "Sciences du langage." Modèles linguistiques 3, Jean-Claude Chevalier. (December 1, 2010): 97–101. http://dx.doi.org/10.4000/ml.442.

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Chaudenson, Robert. "Science et développement : sciences du langage dans l’espace francophone." Mondes en développement 184, no. 4 (2018): 175. http://dx.doi.org/10.3917/med.184.0175.

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Mahmoudian, Mortéza. "Linguistique et sciences du langage." La linguistique 49, no. 1 (2013): 67. http://dx.doi.org/10.3917/ling.491.0067.

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Genest, Olivette. "Savoir et sciences du langage." Laval théologique et philosophique 52, no. 2 (1996): 319. http://dx.doi.org/10.7202/400993ar.

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Dufour, Dany Robert. "L'apport de certaines sciences du langage aux sciences de l'éducation." Revue française de pédagogie 84, no. 1 (1988): 57–65. http://dx.doi.org/10.3406/rfp.1988.1445.

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Lavorel, Pierre. "Connaissance du cerveau et sciences du langage." Histoire Épistémologie Langage 11, no. 1 (1989): 127–45. http://dx.doi.org/10.3406/hel.1989.2293.

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Preite, Chiara. "Franck Neveu, Dictionnaire des sciences du langage." Studi Francesi, no. 149 (December 1, 2006): 443. http://dx.doi.org/10.4000/studifrancesi.29722.

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Jucquois, Guy. "Les sciences du langage et la question de l'origine du langage humain naturel." Bulletin de la Classe des lettres et des sciences morales et politiques 11, no. 1 (2000): 41–53. http://dx.doi.org/10.3406/barb.2000.23326.

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Micheli, Raphaël. "L'argumentation au carrefour des disciplines : sciences du langage et sciences sociales." A contrario 16, no. 2 (2011): 3. http://dx.doi.org/10.3917/aco.112.0003.

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Dissertations / Theses on the topic "Sciences – Langage"

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Ba, Mouhamadou El Hady. "L'interface Langage/Pensée." Phd thesis, Ecole des Hautes Etudes en Sciences Sociales (EHESS), 2012. http://tel.archives-ouvertes.fr/tel-00693163.

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Le but de cette thèse est de caractériser ce qui se passe à la jonction entre le système linguistique et le système conceptuel de notre esprit. Nous défendons la thèse selon laquelle le système linguistique de notre esprit encode des règles permettant de manipuler directement des représentations mentales dotées d'un contenu sémantique. Après avoir examiné les propositions des formalistes du début du XXe siècle (Frege, Russell), des sémanticiens formels (Montague, Lewis) et de la pragmatique de Grice, nous développons notre propre théorie. Nous nous servons des travaux de Chomsky pour développer une théorie unifiée de l'interface langage/pensée dont nous montrons qu'elle rend compte des données neuropsychologiques concernant le traitement linguistique. Nous testons alors notre théorie en l'appliquant au problème des implicatures enchâssées et terminons en signalant ses applications possibles en TALN, à la clarification de l'hypothèse du langage de la pensée et à la distinction sémantique/pragmatique.
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Clémencon, Éric. "La référence dans le langage des sciences de la nature." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10117/document.

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La question à laquelle nous essayons de répondre est : comment les sciences réfèrent à des entités posées comme "réelles", extralinguistiques? Le problème est divisé en deux problématiques : par quels outils linguistiques les sciences assurent-elles la relation référentielle ? A quelles sortes d'entités (individus, classes, classes de classes) les sciences réfèrent-elles ? L'enquête prend la forme d'une analyse linguistique du langage des sciences de la nature. Nous commençons par étudier la structure des classifications. En effet, les lexiques scientifiques sont impliqués dans des systèmes formels, dont nous cherchons à montrer qu'ils sont justiciables de la théorie des types russellienne. Les 2nde et 3ème parties examinent ces lexiques normalisés et codifiés que sont les nomenclatures des sciences naturelles. Nous retraçons d'abord l'origine des nomenclatures biologique et chimique de Linné à Lavoisier. Nous exposons ensuite les débats nomenclaturaux et taxinomiques de la biologie systématique qui se sont déroulés au cours de la 2nde moitié du 20ème siècle. Cette présentation est centrée sur le "type nomenclatural" ou "type porte-nom" qui apparaît comme l'outil méthodologique par excellence par lequel la biologie assure la fonction référentielle des noms des espèces. Nous confrontons enfin le type nomenclatural au "stéréotype" de Putnam et cherchons à déterminer dans quelle mesure la théorie de la référence causale est utile pour clarifier la référence dans les sciences de la nature
We try to answer the question: How do sciences refer to entities that are deemed "real", extralinguistic? The problem is two-fold: (i) What linguistic tools do sciences use in order to establish and ensure the relation of reference? (ii) What kinds of entities (individuals, classes ans classes of classes) do sciences refer to? Our enquiry takes the form of a linguistic analysis of the language of the natural sciences.The first step consists of a study of the structure of classifications. Actually, the scientific lexicons of entities have a distinctive feature: they are involved in formal systems, that is say, in nomenclatures. We purport to establish that Russell's theory of types provides a sound account of such systems. The 2nd and 3rd parts examine those standarized and codified vocabularies found in sciences. We first relate the origin of biological and chemical nomenclatures from Linnaeus to Lavoisier. We then present the nomenclatural and taxonomic debates conducted in the 2nd half of 20th century in systematic biology. This presentation focuses on the "nomenclatural type" or "name-bearer" as the major methodological tool by which biology fixes the reference of species's names. We conclude by comparing the nomenclatural type with the "stereotype" elaboratd by Putnam in the context of the causal theory of reference, and we try to determinate if and to what extend this theory can be useful in order to throw light on reference in the language of the natural sciences
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Bouchard, Robert. "Interaction et discursivité : sciences du langage, didactique des langues, didactique du français." Grenoble 3, 1990. http://www.theses.fr/1990GRE39016.

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Cette these sur travaux prend son point de depart dans la conjonction d'un besoin pedagogique, l'enseignement d'une competence discursive orale et ecrite, et d'ouvertures scientifiques simultanees, les analyses de la conversation d'une part et les grammaires de texte de l'autre. Ces travaux s'interessent donc tous a l'analyse et ou a l'enseignement des regularites pragmatiques du fonctionnement de la langue dans les unites linguistiques de taille superieur a la phrase. La premiere partie est consacree a l'analyse des interactions orales, endolingues ou exolingues, en situation "naturelle" ou scolaire et la seconde a la discursivite ecrite du double point de vue de son acquisition naturelle et de son apprentissage guide. La conjonction de ces travaux permet, a terme, de presenter une hypothese plus unifiee quant aux organisations langagieres, discursives et ou interactionnelles. Semiologiquement en effet, elles apparaissent non pas comme des phenomenes autonomes mais comme determinees par les "evenements communicatifs" au sein desquels elles se constituent, les discours oraux ou ecrits sont agences en fonction des besoins fonctionnels de ces evenements, a leurs trois niveaux d'organisation materiel, social et langagier. Les travaux ainsi rassembles voudraient enfin, dans leur variete, illustrer les differents secteurs, en interaction, de la recherche en didactique des langues (maternelle et etrangere(s)), en milieu universitaire
This dissertation has its origins in the conjunction of a pedagogical need, the teaching of oral and written discourse competence, and, of new scientific propositions offered by conversational analyses on the one hand text grammars on the other. Therefore, this study deals with the analysis and or the teaching of pragmatic regularities in linguistic units larger than the sentence. The first part is devoted to the analysis of oral interactions, between native speakers or between natives and foreigners, in "natural" situations as well as in school, and the second part to written discours from a dual point of view: its natural acquisition and its guided learning. The conjunction of these studies enables the presentation of a more unified hypothesis concerning the pramatic structure of discourse and of verbal interaction. From a semiological point of view, they do not function as autonomous phenomenons but are determined by the "communicative events" in which they appear, oral or written discourses are hence organized, according to the functional needs of these events, at their three levels of organization: material, social and linguistic
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Derkx, Valérie. "L'intuition en sciences du langage : de l'énonciation à la grammaticalité des énoncés." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040143.

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Ce travail soutient la thèse selon laquelle l'intuition entre en jeu dans l'acquisition de savoirs et, plus particulièrement, dans l'appropriation d'une langue naturelle comme le français, langue étrangère. Il traite en premier lieu de l'aspect épistémologique de l'intuition en s'attachant à montrer l'importance de cette notion dans différents domaines scientifiques tels que la psychologie, les mathématiques et la philosophie, et ce, dans le but de relever les caractéristiques intrinsèques de l'intuition – immédiateté, inexplicabilité, assurance, jugement perceptif, modèles répertoriés, etc. En second lieu, sont sollicitées les sciences du langage et, plus précisément, la linguistique et la didactique, l’objectif étant d'observer le rôle essentiel que l'intuition y joue. Les caractéristiques dégagées en première partie permettent de les confronter aux concepts linguistiques et didactiques, et d'aboutir à la conclusion que l'intuition participe à la faculté de langage et facilite l'appropriation de toute langue naturelle en se manifestant, notamment, à tous les niveaux linguistiques. Multiforme et variable en degré, elle apparaît alors comme la capacité de juger de la grammaticalité et/ou de l'acceptabilité d'un élément langagier sans recours conscient à des connaissances en langue. Ainsi, l'intuition est un mécanisme cognitif qui permet de reconnaître et de (re)construire les schèmes langagiers de façon inconsciente en s’appuyant sur l'observation et sur l'expérience, ce, afin d'enrichir un répertoire de modèles langagiers. C'est grâce à ce mécanisme qu'elle participe pleinement à l'acquisition d'un savoir et notamment à l'appropriation d'une langue naturelle
This work claims that intuition takes part in the acquisition of knowledge and, in particular, in the appropriation of a natural language such as French as a foreign language. First, it deals with the epistemological aspect of intuition, by attempting to show the importance of this notion in various scientific fields such as psychology, mathematics and philosophy. The aim is to determine the intrinsic characteristics of intuition, such as immediacy, inexplicability, insurance, perceptual judgment, listed patterns, etc. Secondly, language sciences are holistically examined and, more specifically, linguistics and didactics, aiming to observe the essential role intuition plays within it. The distinctive features established in the first part enable to test their relevance to the linguistic and didactic concepts. This leads to the conclusion that intuition takes part in the faculty of language and facilitates the appropriation of any natural language while appearing on all linguistic levels. Being multiform and variable in scale and scope, intuition appears as the capacity to judge the grammaticality and/or the acceptability of a linguistic particle without any conscious use of language knowledge. Therefore, intuition is an unconscious cognitive mechanism that serves to recognise and to (re)build the language patterns, relying on observation and experience, in order to enrich a repertoire of language patterns. It is through this cognitive mechanism that intuition fully participates in the acquisition of knowledge, including the appropriation of a natural language
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Parisse, Christophe. "PERCEPTION ET DEVELOPPEMENT DU LANGAGE." Habilitation à diriger des recherches, Université Paris Sud - Paris XI, 2003. http://tel.archives-ouvertes.fr/tel-00091149.

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Chernetska, Alla. "Art et science : nouveau langage dans l'exploration du monde." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01H001.

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L’art et la science sont des voies parallèles de connaissance du monde, même si chacun utilise ses propres moyens. Ayant des approches différentes, les deux sont en quête de l’invisible, de ce qui se trouve au-delà de la première perception de la réalité, pour aboutir à la découverte de nouveaux phénomènes dans le réel. Les collaborations actuelles entre les artistes et les scientifiques m’ont conduite à la recherche de nouvelles approches de la réalité que ces projets communs puissent apporter à l’Humanité. En découvrant le domaine Art & Science, je me suis interrogée sur des démarches et des méthodes considérées depuis longtemps comme incompatibles, qui sont en train de converger en un langage commun se créant à la frontière de l’art et la science. Notre recherche se fonde sur plusieurs témoignages, comme des artistes, ainsi des scientifiques qui ont participé à des projets communs. A travers les différentes collaborations nous avons analysées, d’une part, les points de vue communs des artistes et des scientifiques, et d’autre part, les difficultés qu’ils ont dû surmonter pour aboutir au résultat voulu. Étant un domaine assez récent, Art & Science suscite beaucoup d’interrogations. Cette thèse se focalise sur l’essence et les buts des collaborations entre les artistes et les scientifiques afin de comprendre la spécificité des projets Art & Science et voir quel impact ces projets peuvent avoir sur la société
Art and science are parallel ways to know the world, even if each one uses its own means. Having different approaches, these two ways are in search of the invisible, of what is beyond the first perception of reality, in order to discover new real phenomena. The current collaborations between artists and scientists have led me to investigate new approaches to reality, which these collaborative projects can bring to Humanity. Discovering the Art & Science field, I asked myself if the approaches and the methods that have been considered as incompatible for a long time are now converging into a common language being created at the frontier of art and science. Our research is based on several testimonials from artists and from scientists who participated in collaborative projects. Through the various collaborations, we analysed, on one hand, the shared viewpoints of artists and scientists, and, on the other hand, the difficulties they had to overcome to achieve the desired result. Art & Science being a recent field, many questions are raised. This thesis focuses on the essence and the aims of collaborations between artists and scientists in order to understand the specificity of Art & Science projects and to see how these projects may impact society
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Paychère, François. "Théorie du discours juridique : essai sur les apports des sciences du langage à la théorie générale du droit." Paris 2, 1990. http://www.theses.fr/1990PA020017.

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Notre travail porte sur les perspectives d'analyse du discours juridique que presentent les sciences du langage. L'accent est mis plus particulierement sur les acquis et les possibilites offertes par la semiotique telle qu'elle est pratiquee par "l'ecole de paris" qui s'est constituee sur la base des travaux d'a. J. Gremias, a la suite des premieres reflexions de f. De saussure. Les theories developpees par des philosophes comme j. L. Austin ou j. Searle constituent des points de reference importants vers la constitution de notre propre modele du discours juridique. Ce modele tente de concilier les enseignements de la logique, comme celle de g. Kalinowski, avec les exigences de la semiotique. La logique, servant de fondement, nous a permis de developper un systeme d'interpretation du discours qui repose sur des relations stables entre des elements qui peuvent etre syntaxiques, semantiques, voire pragmatiques. A cette dimension synchronique, qui permet de comprendre le rapport entre le discours exprime et tout ce qui reste virtuel, s'ajoute la dimension narrative qui figure le passage d'un stade a l'autre discours. La puissance de ce modele dibimensionnel fait que nous pouvons proposer une theorie du discours qui rejoint les soucis des sociologues a la recherche des elements structurants des rapports juridiques. Theorie du discours et theorie de l'action se conjuguent pour permettre de degager la specificite de l'univers du discours juridique. On en saisit alors plus clairement les particularites modales ainsi que les variations structurales qui contribuent a son efficacite sociale
The aim of this essay is to study how the new methods provided by language sciences can help in analysing legal discourse. A strong emphasis is put on the value of semiotics, as it is practiced by the "parisian school" of a. J. Greimas, which stems from f. De saussure's work. The theories of philosophers such as j. L. Austin and j. Searle have also been taken into account in my attempt to construct my own model of legal discourse. In this model i have aimed at synthesizing logic with semiotics. Logic, considered as a basis for further developments, has helped to elaborate a system of interpretation where relations between elements which can be syntactic, semantic or pragmatic are the stable basis. This synchronic aspect enables us to understand the relation beetween actual discourse and elements contained but not expressed in the discourse. There is a second aspect, which is called narrartive and represents the evolution of the discourse from one stage within a particular narrative framework to the next one. This two dimensional model is powerful enough to generate a theory of discourse which helps sociologiste in their attempt to find the structural components of legal felationships. The theory of discourse and the theory of action put together, contribute to make the distinctiveness of the universe of legal discourse clear
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Hermand, Michel. "Géométries, langage CAYLEY et groupe de Hall-Janko." Doctoral thesis, Universite Libre de Bruxelles, 1991. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213059.

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Gourvenec, Magnet Annick. "Etude diachronique de l'article de recherche scientifique en anglais : le cas de la nutrition : analyse discursive de la construction de l'article : analyse linguistique des phénomènesde cohésion du texte." Dijon, 2000. http://www.theses.fr/2000DIJOL003.

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L'objet de cette thèse qui s'inscrit dans le cadre de l'anglais de spécialité et de la linguistique est d'analyser dans une approche diachronique (1929-1997) un corpus de 72 articles de recherche dans le domaine de la nutrition, sur le thème spécifique des acides gras essentiels (AGE). Les stratégies développées par une communauté de spécialistes pour construire le fait scientifique y sont mises en évidence. Cette construction participe à l'élaboration d'un grand texte commun propre à chaque spécialité, le macrotexte (J. Martin, 1996). La première partie apporte une synthèse des différentes approches du discours scientifique par les philosophes, les sociologues des sciences et les linguistes spécialisés. La deuxième partie présente les résultats de l'analyse discursive de l'article de recherche sur les AGE. La théorie socio-constructiviste est testée sur le discours produit par la communauté des spécialistes des AGE. Il s'avère que le discours construit le fait scientifique et que l'activité des spécialistes consiste davantage à construire ou reconstruire le réel, qui s'apparente donc plus au véridique qu'au vrai. Ceci a pour conséquence d'éloigner l'article de recherche du rapport d'expérience qui serait le récit fidèle d'une réalité objective. Les stratégies discursives démontrées visent la validation du discours et l'accréditation des chercheurs. Les éléments visuels de l'article de recherche apparaissent comme le noyau dur autour duquel s'organise toute l'argumentation, la troisième partie rapporte les résultats de l'analyse linguistique de l'article de recherche sur les AGE. Y sont analysés en diachronie les phénomènes de cohésion textuelle avec pour fondement théorique le concept de cohésion de M. A. K. Halliday (1976) reconsidéré à la lumière de la théorie énonciative (A. Culioli, 1978). Les processus cohésifs représentatifs des sections résumé, introduction, discussion ainsi que ceux des titres y sont étudiés en diachronie.
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Khelifi, Hadria. "Didactique du discours : le français langue d’écrit universitaire en Algérie. Étude contrastive entre filières scientifiques et sciences humaines." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0282.

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Cette thèse intitulée « Didactique du discours : le français langue d’écrit universitaire en Algérie. Étude contrastive entre filières scientifiques et sciences humaines » aborde la question de l’enseignement et/ou l’apprentissage des langues étrangères en Algérie à travers les caractéristiques du genre scientifique. Il s’est agi de savoir si ce genre conserve sa stabilité dans l’écrit universitaire quand il est question de pratique d’une langue étrangère, en l’occurrence, le français. La langue française n’existe pas pour elle-même. Elle est la langue de scolarité à l’université algérienne et pose entre autres causes un obstacle à la réussite. Se basant sur un corpus hétérogène constitué de douze mémoires d’études soutenus en Algérie, nous voudrions contraster, parmi ces rédactions, l’écrit des sciences humaines et sociales avec l’écrit des sciences dures et de la nature. L’application d’une démarche assistée par Hyperbase, un logiciel de traitement automatique des langues, est nécessaire vu la taille volumineuse du corpus. De plus, elle continue à développer de nouvelles techniques pour la recherche scientifique. Afin de nous familiariser au contexte de l’usage de la langue français en Algérie, nous avons effectué une enquête par questionnaire auprès des apprenants et des enseignants universitaires algériens. Le résultat principal obtenu de cette recherche montre que le genre est toujours dominant même dans un cadre précis de l’usage d’une langue étrangère
This thesis, entitled: ‘‘French as a writing academic language in Algeria. Contrastive study between scientific fields and humanities’’addresses the issue of teaching and/or learning foreign languages in Algeria through the characteristics of scientific genre. The aim of this research is to discover if genre retains its stability in the academic writing when it is a question of practice of a foreign language, as well as French. The French language does not exist for itself. It is the language of studying at the Algerian university, and poses, among other factors, an obstacle to success. Based on a heterogeneous corpus which is made up of twelve dissertations presented in Algeria, we would like to contrast, among these writings, the writing of the human and social sciences with the writing of the hard and natural sciences.Adopting an automatic language processing through the software Hyperbase is necessary because the corpus is very large. This tool continues to develop new techniques for scientific research. Also, in order to acquaint ourselves with the context of using French language in Algeria, we conducted a questionnaire survey with Algerian students and teachers at the university. The main result obtained from this research shows that genre is always dominant even in a specific context like the use of a foreign language
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Books on the topic "Sciences – Langage"

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Neveu, Franck. Dictionnaire des sciences du langage. Paris: A. Colin, 2004.

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Samie, Thierry de. Essais d'Afrique en sciences du langage. Paris: L'Harmattan, 2005.

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Essais d'Afrique en sciences du langage. Paris: L'Harmattan, 2005.

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Thierry, Ponchon, Laborde-Milaa Isabelle, and Association des sciences du langage, eds. Sciences du langage et nouvelles technologies: Actes du Colloque 2009 de l'Association des sciences du langage. Limoges: Lambert-Lucas, 2011.

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Christian, Hudelot, and Jacquet-Pfau Christine, eds. Sciences du langage et demandes sociales: Actes du Colloque 2007 de l'Association des sciences du langage. Limoges: Lambert-Lucas, 2009.

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Ducrot, Oswald. Nouveau dictionnaire encyclopédique des sciences du langage. Paris: Éd. du Seuil, 1995.

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Jean-Marie, Schaeffer, ed. Nouveau dictionnaire encyclopédique des sciences du langage. [Paris]: Editions du Seuil, 1995.

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Toxicomanie, sciences du langage, une approche clinique. Paris: L'Harmattan, 2003.

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Auroux, Sylvain, E. F. K. Koerner, Hans-Josef Niederehe, and Kees Versteegh, eds. History of the Language Sciences / Geschichte der Sprachwissenschaften / Histoire des sciences du langage, Part 2. Berlin • New York: Walter de Gruyter, 2001. http://dx.doi.org/10.1515/9783110167351.2.

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Auroux, Sylvain, E. F. K. Koerner, Hans-Josef Niederehe, and Kees Versteegh, eds. History of the Language Sciences / Geschichte der Sprachwissenschaften / Histoire des sciences du langage, Part 3. Berlin • New York: Walter de Gruyter, 2006. http://dx.doi.org/10.1515/9783110167368.3.

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Book chapters on the topic "Sciences – Langage"

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Swiggers, Pierre, and Toon Van Hal. "Morphologie du langage et typologie linguistique." In Studies in the History of the Language Sciences, 87–102. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/sihols.123.08swi.

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Kaltz, Barbara. "Étude historiographique des Manières de Langage." In Studies in the History of the Language Sciences, 123. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.68.16kal.

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Hassler, Gerda. "La notion d’empiriquedans l’histoire des sciences du langage: L’apport d’études sérielles." In Studies in the History of the Language Sciences, 197. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/sihols.99.14has.

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Novaković, Jelena. "Poésie et science." In Interactions dans les Sciences du Langage. Interactions disciplinaires dans les Études littéraires, 243–58. Београд: Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/efa.2019.11.ch18.

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Büky, Béla, François Richaudeau, Jacques Breton, Krzysztof Migon, Marc Soriano, René Ponot, Robert Estivals, and Stéphane Santerres-Sarkany. "Langage - Sémiologie et documentologie : écrit et langages." In Les Sciences de l'écrit, 353–85. Retz (programme ReLIRE), 1993. http://dx.doi.org/10.3917/retz.estiv.1993.01.0353.

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Bautier, Elisabeth. "8 Sciences du langage et éducation." In Traité des sciences et des pratiques de l’éducation, 89. Dunod, 2014. http://dx.doi.org/10.3917/dunod.beill.2014.01.0089.

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Coquet, Jean-Claude. "6. Pensée du langage." In Paul Ricœur et les sciences humaines, 117–25. La Découverte, 2007. http://dx.doi.org/10.3917/dec.dosse.2007.01.0117.

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"Philosophy of language in the social sciences Sprachphilosophie in den Gesellschaftswissenschaften La philosophie du langage dans les sciences sociales." In Sprachphilosophie / Philosophy of Language / La philosophie du langage, edited by Marcelo Dascal, Dietfried Gerhardus, Kuno Lorenz, and Georg Meggle. Berlin • New York: Walter de Gruyter, 1995. http://dx.doi.org/10.1515/9783110139914.2.6.1454.

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"Philosophy of language in the exact sciences Sprachphilosophie in den exakten Wissenschaften La philosophie du langage dans les sciences exactes." In Sprachphilosophie / Philosophy of Language / La philosophie du langage, edited by Marcelo Dascal, Dietfried Gerhardus, Kuno Lorenz, and Georg Meggle. Berlin • New York: Walter de Gruyter, 1995. http://dx.doi.org/10.1515/9783110139914.2.6.1436.

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Darrault-Harris, Ivan. "21. Les savoirs des sciences du langage." In Handicap, une encyclopédie des savoirs, 367. ERES, 2014. http://dx.doi.org/10.3917/eres.gardo.2014.01.0367.

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Conference papers on the topic "Sciences – Langage"

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Habert, B., V. Muni Toke, and N. Grekas. "Un colloque en sciences du langage en ligne : éléments d'évaluation." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08354.

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Garcia-Debanc, C. "Quelle place des sciences du langage dans la didactique du français en 2008 ?" In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08325.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Léon, J. "Théorie de l'information, information et linguistes français dans les années 1960. Un exemple de transfert entre mathématiques et sciences du langage." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08142.

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Seloma, Portia, and Sam Ramaila. "PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN TEACHING LEARNERS TAKING ENGLISH AS FIRST ADDITIONAL LANGUAGE IN LIFE SCIENCES CLASSROOMS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end020.

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This study examined pedagogical practices adopted by teachers when teaching learners taking English as First Additional Language in Life Sciences classrooms. The inquiry adopted a generic qualitative design located within the interpretivist paradigm and involved purposively selected Life Sciences teachers and grade 10 learners from South African township schools as participants. Qualitative data was collected through semi-structured interviews and classroom observations. The empirical investigation is underpinned by the Cognitive Academic Language Proficiency (CALP) as the underlying theoretical framework. The study uncovered a myriad of instructional challenges facing Life Sciences teachers and learners associated with the use of English as a medium of instruction while it is taken as a First Additional Language by the learners. In particular, the terminology used in Life Sciences as a key knowledge domain posed fundamental instructional challenges in relation to meaningful development of enhanced learners’ conceptual understanding of scientific phenomena. Theoretical implications for meaningful science teaching and learning are discussed.
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Babaryka-Amelchanka, V. B., A. А. Balnikov, and M. V. Dzhumkova. "PUBLICATION ACTIVITY OF THE SCIENTIFIC ORGANIZATION IN THE CONTEXT OF ITS REFLECTION IN THE INTERNATIONAL INFORMATION RESOURCES." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-328-338.

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Publication activity of the scientific organization of the agricultural profile RUE «The Scientific and Practical Center of the National Academy of Sciences of Belarus for Animal Breeding» is considered: publication activity for the last five years and visibility of the scientific publications in the international information resources (AGRIS, CAB Abstracts, Scopus, Web of Science, Russian Science Citation Index). Uneven presence of the considered publications in the English-language and Russian-language scientific information space was established. It is noted that the promotion of published scientific works and editions in the international information space, which is carried out by scientists, publishers, libraries, has a positive effect on the status of the national science in the system of world scientific communications.
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Sikorskaya, О. N., and M. А. Bovkunovich. "TO ANALYSIS OF TENDENCIES OF THE COLLECTION DEVELOPMENT OF THE SCIENTIFIC LIBRARY WITH DOCUMENTS STORED ON PHYSICAL OBJECTS." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-319-327.

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The authors present an analysis of acquisition sources for the collection development of the Central Science Library of the National Academy of Sciences of Belarus with printed documents for the years 2000–2019, their arrangement by language and subject areas.
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Farisiyah, Umi, and Zamzani Zamzani. "Languange Shift and Language Maintenance of Local Languages toward Indonesian." In International Conference of Communication Science Research (ICCSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.50.

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Belloch, Jose Antonio, Adrián Castelló, and Sergio Iserte. "Accessible C-programming course from scratch using a MOOC platform without limitations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8176.

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The C language has been used for ages in the application development in multidisciplinary environments. However, in the academia, this language is being replaced by other higher-level languages due to they are easier to understand, learn and apply. Moreover, the necessity of professionals with a good knowledge in those high-level languages is constantly increasing because of the boosting of mobile devices. This scenario generates a lack of low-level language programmers, required in other less trendy fields, but equal or more important, such as science, engineering or research. In order to revive the interest in low-level languages and provide those minority fields with well-prepared staff, we present in this work a MOCC C-programming course that is addressed to any kind of people with or without IT background. A feature that differentiates this course from others programming online-based courses is that we mainly focus on the C language syntax providing, via a self-tuned virtual machine, an encapsulated environment that hides any interaction with the command-line of the underlying operating system. A secondary target of this work is to foster the computer science degree students to enrol the computer architecture specialization at the Universitat Jaume I (Spain). For this purpose, the High Performance Computing and Architectures research group of that University has decided to use this C course as a tool for fulfill the gap of the current syllabus. The results show that half of the participants that completed the first session of the course have satisfactorily finished the course, and the number of computer science degree students that chose the computer architecture specialization the following academic course was increment by 3x.
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Ali, Azad, and Seever Sulainman. "Adding a new Language to VB .NET Globalization - Making the Case for the Kurdish Languages." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2993.

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Starting with the introduction of Visual Studio .NET (VS .NET) application developers can write programs that may be used for different languages listed in VB .NET globalization. However, this globalization list is incomplete and is missing many languages. Among the languages that are missing from VB globalization is the Kurdish language. This paper makes a case for adding the Kurdish language to the list used in VB .NET globalization. The paper starts by explaining about VB .NET globalization, the Kurdish language and then makes a case for adding the Kurdish language. Making the case is based on factors considered in including languages and also on the features of the Kurdish language. A summary and suggested future work is included at the end.
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Reports on the topic "Sciences – Langage"

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Busby, Lee E. Steering Languages and Future Science Codes. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1169820.

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Campagne, Fabien, and Alexander Shatalin. More Inclusive Open Science with Language Workbench Technology [project]. ThinkLab, February 2016. http://dx.doi.org/10.15363/thinklab.21.

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Campagne, Fabien, and Alexander Shatalin. More Inclusive Open Science with Language Workbench Technology [proposal]. ThinkLab, February 2016. http://dx.doi.org/10.15363/thinklab.a16.

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Brodaric, B., D. Paul, M. R. St-Onge, and J. C. Harrison. The Tri-territorial (TriT) Bedrock Database design and science language. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2015. http://dx.doi.org/10.4095/296669.

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Cechinel, Clovis, and Joao Alberto Martins Rodrigues. ASSOCIATION OF DELIRIUM AND FRAGILITY IN HOSPITALIZED ELDERLY: SYSTEMATIC REVIEW. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2021. http://dx.doi.org/10.37766/inplasy2021.9.0022.

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Review question / Objective: What is the relationship between delirium and frailty in hospitalized elderly people? The objective of this research is to analyze the association between frailty and delirium in hospitalized elderly people, through a systematic literature review. Condition being studied: Frailty and delirium in hospitalized aged. Information sources: A specific search strategy for the language of each database was developed using, initially, the Medical Subject Headings (MEsH) descriptor and later translated to specific descriptors (Descriptors in Health Sciences (DeCS) and Embase Subject Headings (Emtree)). The search strategy will be applied by the researchers in the MEDLINE databases through the Pubmed Portal; Scielo; VHL; EMBASE, CINAHL, Scopus and Web of Science through the CAPES Journal Portal; CENTRAL via Cochrane.
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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
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Filip, Grażyna. SEMANTIC OF QUIET AND SILENCE BASED ON POLISH HUMAN SCIENCE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11103.

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The article is an introduction to an individual research subject called The Communicational Potential of Silence, planned – and partially already realised since 2020 – as a cycle of publications based on diversified example material. In print are already two texts: G. Filip, The Communicational Potential of Silence. Film Reviews (University of Rzeszów Publishing House) and G. Filip, The Communicational Potential of Silence. Automotive Brand Press Maria Curie-Skłodowska University of Lublin Publishing House). The presented here English-language article serves for popularization Poland-wide and local (University of Rzeszów) research in the field communications.
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Deblonde, C., A. Plouffe, S. Eagles, D. Everett, D H Huntley, E. Inglis, D E Kerr, et al. Science language for an integrated Geological Survey of Canada data model for surficial geology maps, version 2.0. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2014. http://dx.doi.org/10.4095/294225.

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Deblonde, C., A. Plouffe, É. Boisvert, G. Buller, P. Davenport, D. Everett, D. Huntley, et al. Science language for an integrated Geological Survey of Canada data model for surficial geology maps, version 1.2. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2012. http://dx.doi.org/10.4095/290144.

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Deblonde, C., R. B. Cocking, D. E. Kerr, J. E. Campbell, S. Eagles, D. Everett, D H Huntley, et al. Surficial Data Model: the science language of the integrated Geological Survey of Canada data model for surficial geology maps. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2018. http://dx.doi.org/10.4095/308178.

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