Relevant bibliographies by topics / University of Namibia. French Department

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

Academic literature on the topic 'University of Namibia. French Department'

Author: Grafiati
Published: 23 February 2023

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Journal articles on the topic "University of Namibia. French Department"

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Indrawati, Ni Luh Ketut Mas, Weddha Savitri, and Agung Istri Aryani. "The Capability of Pronouncing French Phonemes by Students of English Department, Udayana University." Lingual: Journal of Language and Culture 5, no. 1 (June 6, 2018): 43. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p07.

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This study aims at investigating the ability of the pronunciation of French phonemes by students of English Department, Faculty of Culture, Udayana University. It also intends to analyse the way they articulated the phonemes and identified factors affecting their pronunctiation. This research is very interesting to do considering that the correct pronunciation of a phoneme or sound of a Foreign Language is one of the important points that must be mastered by the learners. The French sound system which is different from Indonesian and English certainly becomes one of the obstacles for students besides their lack of knowledge about the French phonemes. It is important to know which phonemes they have been able to pronounce and which are still difficult for them, so that inovations in teaching French can be made, especially in enhancing students' ability in pronouncing sounds which are considered difficult in French. Forty students of English Department who chose French as their elective subject were taken as the population of this study. The data were taken by applying observation method using quesionares, recording, and note taking techniqes. The data were descriptive-qualitatively analysed by applying the theory of phonology. Keywords : capability, pronunciation, phonemes, French.
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Garay, Kathleen, and Madeleine Jeay. "McMaster University." Florilegium 20, no. 1 (January 2003): 99–101. http://dx.doi.org/10.3138/flor.20.027.

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Medieval studies are an established part of the curriculum in the Departments of English, French and History at McMaster University. The Middle Ages also figure in courses offered by the Department of Religious Studies. Unfortunately, however, the medieval period is not specifically addressed in the Departments of Philosophy, Music and Art History where the discipline is limited to mentions in survey courses. Overall, we do not have great reason to complain about the present situation. However, we have certainly experienced a loss of scholars over recent years, a loss which is especially marked in the Department of English. We have no assurance that existing positions will be filled when several of the incumbents retire within the next five years.
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Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.

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Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
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Sankey, Margaret. "French Studies in Australia." Tocqueville Review 29, no. 1 (January 2008): 175–83. http://dx.doi.org/10.3138/ttr.29.1.175.

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The Department of French Studies at the University of Sydney is the largest and oldest in Australia, with undergraduate and postgraduate students numbering approximately 600. Melbourne, Brisbane, Adelaide and Perth universities also have significant departments, but melbourne and Monash universities (both in Melbourne) are the only others to have Professorial chairs: in the hey-day of French Studies there were 13 professorial chairs in Australian universities and the lack of chairs now signals that French Studies programmes overall have been downgraded, French language programmes and the study of France and the French often becoming part of comparative literature or European studies courses.
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Franceva, I. S. "School of Economic French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 228–30. http://dx.doi.org/10.24833/2071-8160-2014-5-38-228-230.

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Economic French at MGIMO-University is based on the teaching methods developed by talented Methodist practitioner assistant professor L.L. Potushanskoy. She and her colleagues G.M. Kotova, N. Kolesnikova, I.A. Yudina created well-known in our country methodical complex of three textbooks. This complex is built on clear guidelines to facilitate the natural development of language skills "from simple to complex" and represents the effective approach to language learning: Currently, the department is constantly expanding its boundaries of school teaching economic and business of the French language in accordance with the emerging new special courses on the economics faculties.
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White, Benjamin, Fei Fei, and Marthe Russell. "Research in second language studies at Michigan State University." Language Teaching 42, no. 4 (October 2009): 530–35. http://dx.doi.org/10.1017/s0261444809990085.

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The Second Language Studies (SLS) Program was established in 2005 with the express purpose of providing ‘a firm foundation in the field of Second Language Acquisition and its application to current second language research and teaching’ (http://sls.msu.edu). Under the leadership of Professor Susan Gass, the program has grown to include 12 core faculty members and 27 Ph.D. students. As an interdisciplinary program, linkages across the university exist with the Department of Linguistics and Germanic, Slavic, Asian, and African Languages; the Department of French, Classics, and Italian; the Department of Spanish and Portuguese; the Arabic Language Instruction Flagship; the M.A. TESOL Program; the Center for Language Education and Research; the English Language Center; the Center for the Support of Language Teaching; the Department of Psychology; and the College of Education.
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Awanbor, J. E. "French Language Teacher Trainees Perception of Pedagogical Content Knowledge in French Language." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 246–53. http://dx.doi.org/10.2478/jesr-2019-0043.

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Abstract The overall goal of this study was to find out French language teacher trainees perception of pedagogical content knowledge in French language. The study adopted a descriptive survey design. The population comprised of all 415 French undergraduate students’ in the Department of Educational Foundations, Faculty of Education and, the Department of Foreign Languages, Faculty of Arts of a Nigerian University. A total of 108 French students were selected from the population through a simple random sampling technique as the sample for the study. A likert type questionnaire with a four point scale was validated by three experts. Using the Cronbach Alpha statistic, a reliability coefficient of 0.75 was obtained. Data was analyzed using means and standard deviation and a criterion mean of 2.50 was used for acceptance and rejection. The results show that Pedagogical Content Knowledge (PCK) is capable of developing French teacher trainees’ competences in problem solving skills, erases possible misconceptions and erroneous reasoning, simulates the use of various representations and instruction of knowledge and helps in the development of proactive thinking, attitude and self-confidence. It was therefore, recommended that more methodology courses should be designed and implemented to help the trainees content knowledge as well as pedagogical content knowledge so that they can serve effectively as twenty first century language teachers.
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Grabowska, Monika. "L’enseignement/apprentissage des langues étrangères sous l’éclairage de la théorie des systèmes complexes et dynamiques. Exemple de philologie française à l’Université de Wrocław." Romanica Wratislaviensia 69 (November 29, 2022): 223–36. http://dx.doi.org/10.19195/0557-2665.69.19.

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The paper presents the distinctive features of dynamic and complex systems, stressing their affinities with the foreign language teaching and learning process. Afterwards, we describe the initial conditions of the first-year-students learning French at the French department of the University of Wrocław, showing to what extent those conditions constitute a challenge for a connected complex system, namely the process of teaching French. Finally, we try to answer the question: “Are we ready, at the university, to teach Foreign Languages in accordance with the theory of complexity?”.
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Indraningsih. "A Literary Aspect in Micro Teaching Subject in French Education Department Yogyakarta State University." Procedia - Social and Behavioral Sciences 103 (November 2013): 37–41. http://dx.doi.org/10.1016/j.sbspro.2013.10.304.

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Emaish, Nahed. "Information Technology in Teaching and Learning French as a Foreign Language at the University of Jordan." European Scientific Journal, ESJ 12, no. 26 (September 30, 2016): 399. http://dx.doi.org/10.19044/esj.2016.v12n26p399.

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This research aims to investigate to what extent students and professors at the University of Jordan use information technology in teaching and learning French. It also intends to evaluate the effect that IT tools have on the teaching/learning of this language at the Department of French at this university. The study sample was confined to (90) third-year students majoring in French. Another sample included all (8) professors in the department. The research method utilized two questionnaires, one for the professors and the other for students. The data was analyzed by descriptive statistics, and highlighting means and frequencies. The findings revealed that technology is used by the majority of students for such tasks as using online dictionaries, getting information for their projects and assignments and doing power point presentations. These activities play a part in developing their learning of the language. The findings also showed limitations in their interaction with native-speakers, use of social media, movies, and songs in the target language. As for the professors, the answers revealed that information technology is not often used in their courses. And when used, it is limited to e-mails or power-point presentations.
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Dissertations / Theses on the topic "University of Namibia. French Department"

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Ally, Shireen A. "Servants & saints? sociology and sociologists in Apartheid South Africa a case study of the shift to a Marxist, oppositional sociology in the Sociology department at the University of Witwatersrand, Johannesburg, 1975-1989 /." 2001. http://catalog.hathitrust.org/api/volumes/oclc/50046016.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 2001.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-134).
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Books on the topic "University of Namibia. French Department"

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Becker, Fritz. Changing worlds of geography: Namibian challenges : retrospect and prospect. Windhoek: University of Namibia, 1997.

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Anne, Frémiot, and University of Nottingham. Dept. of French., eds. Fin de siècle?: Postgraduatesʼ conference, Department of French, University of Nottingham, Saturday, May 31, 1997. [Nottingham]: Dept. of French, University of Nottingham, 1998.

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Symposium on Ethnomusicology (8th 1989 University of Durban-Westville). Papers presented at the Eighth Symposium on Ethnomusicology, Music Department, University of Durban-Westville, 30 August to 2 September 1989 and at the Ninth Symposium on Ethnomusicology, Music Department, University of Namibia, 23-26 August, 1990. [Grahamstown, South Africa]: International Library of African Music, 1995.

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McGill University. Department of Rare Books and Special Collections. What was thus by chance begun: The Napoleon collection of McGill University : selected prints and illustrated books. Montreal: McGill University, Department of Art History, 1991.

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Moneglia, Massimo, and Alessandro Panunzi, eds. Bootstrapping Information from Corpora in a Cross-Linguistic Perspective. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-529-0.

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The achievements of Romance language corpus-driven studies deserve more attention from the scientific community at the world level for both their quantity and quality. This book contains papers given at the 3rd International LABLITA Workshop in Corpus Linguistics (Italian Department, University of Florence, June 4th-5th 2008 ), and it aims at integrating new ideas and results derived from Romance language corpora in the framework of the overall achievements of Corpus Linguistics. The volume contains the contribution of a leading scholar of Corpus Linguistics (Douglas Biber), and a set of articles presented to Biber by notable European researchers and those from other countries. Papers report on long-term studies ranging from Italian to Spanish, French, Brazilian Portuguese and Japanese.
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Cresti, Emanuela, and Iørn Korzen, eds. Language, Cognition and Identity. Extensions of the endocentric/exocentric language typology. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-226-4.

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An endocentric language is a language whose verbs are lexically precise and concrete whereas its nouns are abstract and vague. An exocentric language has lexically precise and concrete nouns and abstract verbs. The Germanic languages prove to be endocentric and the Romance languages exocentric. The lexical differences entail differences at other levels as well, linguistic as well as extralinguistic. This multilingual volume contains a selection of papers presented at the two day Italian-Danish linguistic seminar Lingua, cognizione e identità: estensioni della tipologia delle lingue endo- ed esocentriche held at the Italian Department of the University of Florence on the 22nd and 23rd of September 2009. The papers challenge the endo-/exocentric approach at various levels (lexicon, grammar, language infrastructures, socio cultural reflections) with examples from the Romance languages (Italian and French) and the Germanic languages (English, German and Danish).
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Whittem, Arthur F., and Percy W. Long. French for Soldiers: Prepared for the Department of University Extension Massachusetts Board of Education. Harvard University Press, 2013.

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Parkin, John. FRENCH HUMOUR.Papers based on a Colloquium held in the French Department of the University of Bristol, November 30th 1996. Rodopi Bv Editions, 1999.

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French humour: Papers based on a colloquium held in the French Department of the University of Bristol, November 30th 1996. Amsterdam: Rodopi, 1999.

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Student Activities Manual to Accompany Ouvertures Intermediate French - French 211-212 Department of Modern Foreign Languages and Literatures - University of Tennessee. 3rd ed. Wiley Custom, 2002.

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Book chapters on the topic "University of Namibia. French Department"

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Krause, Virginia. "Refugees and Forced Migration: An Engaged Humanities Course in French and Francophone Studies." In Migration, Displacement, and Higher Education, 61–71. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_5.

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AbstractThis chapter recounts the development of a community-engaged course on refugees and displacement with a broad Humanities orientation offered in the Department of French and Francophone Studies at Brown University. It relates the overall structure of the course as well as the forging of a partnership with Women’s Refugee Care, an NGO supporting refugees from Central Africa living in Providence. Finally, the chapter explores the connections between the literary and theoretical texts on the course syllabus and the projects that students undertook in collaboration with the Women’s Refugee Care community.
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Miller, Craig A. "Tulane University: 1926–1935." In A Time for All Things, 34–91. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190073947.003.0002.

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Michael moves to New Orleans, has eye-opening experiences in the French Quarter, and his first-semester grades suffer. Influential professors shape his love of learning and research. He encounters Alton Ochsner, Chief of Tulane Department of Surgery and a highly influential future mentor. He has dramatic and defining clinical experiences at New Orleans’ Mercy and Charity Hospitals. While still a medical student, Michael invents a new transfusion syringe. The legendary surgeon and polymath Rudolph Matas befriends the eager young Michael, becoming another revered role model. DeBakey graduates from medical school at the top of his class and decides to become a surgeon, training under Ochsner.
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Franc, Catherine. "Preparation for the year abroad in the second-year language module at the University of Manchester." In Perspectives on the year abroad: a selection of papers from YAC2018, 33–41. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.39.1049.

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Every year, around 120 students of French at the University of Manchester (UoM) prepare to go on their compulsory Year Abroad (YA). They are free to choose between different options: studying in France and the French-speaking world, working in diverse sectors throughout the French-speaking world, or becoming a language assistant. This wealth of choice can make pre-departure decisions difficult. Furthermore, once students are abroad, there seems to be a gap between their expectations and the reality of living abroad. This can result in anxiety and a lack of engagement with the target culture and language. This chapter presents the ways in which the Department of French Studies at UoM is helping students prepare for the YA by including specific activities and topics in its language module curriculum. It first examines the issues students encounter before and during their YA, then the solutions that have been implemented, and finally the impact of this programme.
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Franc, Catherine, and Annie Morton. "The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision." In Computer-Assisted Foreign Language Teaching and Learning, 262–75. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch015.

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The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and student performance. Within the context of the core language module Independent Learning Programme, they are exploring ways to enhance new technologies to address following questions: how to encourage our large cohort of French studies students throughout their degree to engage in regular and systematic independent learning; how to equip them with appropriate language specific and transferable skills for lifelong independent learning; and how to enhance intrinsic motivation particularly with extrinsic motivational factors such as feedback and feedforward.
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BUCHART, Mélanie. "Enseignement-apprentissage dématérialisé du FLE en Finlande." In Distances apprivoisées, 7–14. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4860.

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In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.
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Hunt, Tony. "Brian Woledge 1904–2002." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0016.

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Brian Woledge (1904–2002), a Fellow of the British Academy and formerly Fielden Professor of French at University College London (UCL), devoted his professional life, with remarkable consistency of purpose, to understanding the Old French Language. As head of department at UCL, he would encourage students to take options in comparative philology and in phonetics. In the pursuit of such interests, Woledge's own commitment was absolute and unwavering and he rejoiced in sharing them. In 1930, thesis completed, the young scholar contemplated his future with greater equanimity, for he was armed with his first major publication, a study dedicated to Paul Barbier. In 1967, Woledge was for some months Andrew Mellon Visiting Professor at the University of Pittsburgh, and three years later received an honorary doctorate from the University of Aix-en-Provence. After his retirement he was a Leverhulme Emeritus Research Fellow 1972–1973 and 1973–1974, and in 1989 was elected to Senior Fellowship of the Academy.
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Mayrink, Mônica Ferreira, Heloísa Albuquerque-Costa, and Daniel Ferraz. "Remote language teaching in the pandemic context at the University of São Paulo, Brazil." In The world universities’ response to COVID-19: remote online language teaching, 125–37. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1268.

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This chapter aims at presenting an overview of how our experiences as professors of Spanish, French, and English studies at the Department of Modern Languages (DML) of the University of São Paulo (USP) responded to the challenges put forward by the pedagogical and technological practices required since the outbreak of the COVID-19 health crisis, and the adoption of measures of social isolation in the city of São Paulo, Brazil. Our pedagogical practices are shared through a description of the institutional context and our students’ narratives. The chapter is divided into three main sections. The first one presents a brief overview of the institutional context. The second briefly problematizes the decision-making process to go fully online, and the challenges of the remote program. Section three explores the experiences of the three professors and their students by discussing pedagogical practices and students’ feedback. In conclusion, the text discusses the lessons learned for future actions.
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Joly, Christèle, and Nathalie Iseli-Chan. "Impact of E-Adoption on Teaching and Learning in the Context of Teaching French." In E-Adoption and Technologies for Empowering Developing Countries, 245–57. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0041-6.ch017.

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Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.
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Swezey, Christian. "Flamin’ Eamon." In We Showed Baltimore, 232–75. Cornell University Press, 2022. http://dx.doi.org/10.7591/cornell/9781501762826.003.0012.

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This chapter expounds on the growth of lacrosse coming from the National Collegiate Athletic Association (NCAA) itself. The Official Lacrosse Guide, released by the NCAA, published high-school lacrosse programs that grew to 413 programs by 1977. Moreover, the growth spurt of lacrosse was also felt at Cornell. However, the Cornell athletic department was struggling even though college lacrosse programs were stealing notes from Richie Moran's ideas. Additionally, the chapter covers the game plans of Cornell involving Mike French, Eamon McEneaney, and Jon Levine. It acknowledges Cornell's winning streak of 25 games. Meanwhile, Dan Mackesey and McEneaney had their final match together in the North–South game at the University of Maryland–Baltimore County in 1977.
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Madden, Oneil, Trishana Nelson, and Rona Barnett-Passard. "Capturing potential learning sequences in intercultural interactions through telecollaboration." In CALL and professionalisation: short papers from EUROCALL 2021, 207–13. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1334.

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Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences. This paper reports on Phase 4 of ClerKing, a six-week Franco-Jamaican telecollaborative project, which occurred between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and students of various disciplines taking French courses in the Department of Modern Languages and Literatures at the University of the West Indies (UWI), Mona, Jamaica. Telecollaboration consisted in 45 participants of mixed ages and genders discussing different intercultural topics in groups. Using the exploratory approach, we seek to identify moments of Potential Learning Sequences (PLS). Preliminary findings show that PLS could be made apparent through vocabulary and syntax development, culture-specific knowledge, and negotiation of meaning.
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Conference papers on the topic "University of Namibia. French Department"

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Mosha, Martha. "Use of Moodle Workshops for Student Self and Peer Assessment." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.604.

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Self and peer assessment is reported to be an effective assessment practice for students in higher education with a number of benefits as well as challenges. Learning Management Systems have created ways in which to implement such assessments online with Moodle having the Workshop activity as an option. This study aims to explore the success of an online self and peer assessment activity experience. Students in two practical courses at the Department of Social Sciences, University of Namibia were introduced and participated in a self and peer assessment activity. An online questionnaire, administered through Moodle’s Survey activity, was used to gather data from the students. Key findings include the fact that most students had never been exposed to self and peer assessment before hence faced a number of challenges. However, those who managed to pull off the assessment did share that is was useful and they enjoyed it. The findings from the study would be added to the training of lecturers on the use of Moodle Workshops at the University.
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Régnier, Jean-Claude. "Statistical Education and E-Learning." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03203.

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Since the start of the 2002 academic year, the Department of Sciences of Education of the University of Lyon2, in partnership with the University of Rouen and the CNED (Centre National d'Enseignement à Distance ) of Poitiers (France), has put forward a pedagogical plan of action allowing students to prepare a B.SC degree in Sciences of Education. The goal of this article is the presentation of the problematic of the teaching - learning of the Statistics in this context. Key-words: guidance, e-learning, statistical education, teaching and learning of statistics . A long French version of this article is accessible to URL : ftp://nte.univ-lyon2.fr/users/regnier/public/IASE/BERLIN/.
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