76 research outputs found
Évaluation des fonctions exécutives chez les étudiants du collégial
Recherche financé par l'Association des collèges privés du Québec (ACPQ) dans le cadre du programme de recherche et d’expérimentation pédagogique (PREP).Comprend des références bibliographiques
Élaboration et validation d'un outil de dépistage des déficits du fonctionnement exécutif
Recherche financé par l'Association des collèges privés du Québec (ACPQ) dans le cadre du programme de recherche et d’expérimentation pédagogique (PREP).Comprend des références bibliographiques
Consideraciones sobre la evaluación morfológica de estudiantes de inglés como L2
Este trabajo intenta ofrecer un panorama más completo de la adquisiciĂłn morfolĂłgica del inglĂ©s como segunda lengua al analizar las respuestas obtenidas de una prueba de derivaciĂłn tanto estadĂsticamente como con un análisis de errores. Dicha prueba se aplicĂł a 130 universitarios divididos en tres grupos de competencia y los análisis se centraron en palabras creadas con los sufijos -able y -er. En lugar de calificar las respuestas como «correctas/incorrectas», Ă©stas se analizaron en un continuo desde «derivadas» hasta «inventadas». El objetivo general del trabajo es contemplar la manera en que se desarrolla el conocimiento morfolĂłgico considerando los sufijos evaluados, los tipos de errores y el dominio de la lengua. El análisis estadĂstico muestra diferencias significativas tanto en la adquisiciĂłn de los sufijos como entre grupos de competencia. El análisis de errores nos dejĂł ver que existen diferencias en los tipos de errores que cometen los estudiantes de distintos niveles de competencia; p.ej., el grupo de menor competencia es el más propenso a añadir sufijos flexivos en lugar de derivativos. La relevancia del trabajo es demostrar que existe conocimiento parcial, haciĂ©ndonos reflexionar sobre temas de evaluaciĂłn
Élaboration et validation d'un outil de dépistage des déficits du fonctionnement exécutif /
La présente recherche a été subventionnée par l'Association des collèges privés du Québec dans le cadre du programme de recherche et d'expérimentationBibliographie
Multilingualism and third language acquisition: Learning and teaching trends
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching.
A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field.
The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community.
Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”.
All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish
Multilingualism and third language acquisition: Learning and teaching trends
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching.
A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field.
The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community.
Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”.
All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish
Multilingualism and third language acquisition: Learning and teaching trends
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching.
A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field.
The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community.
Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”.
All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish
Multilingualism and third language acquisition: Learning and teaching trends
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching.
A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field.
The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community.
Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”.
All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish
Multilingualism and third language acquisition: Learning and teaching trends
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching.
A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field.
The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community.
Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”.
All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish
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