939 resultados para traitement des langues


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Archaeological excavations in northern Madagascar during the first half of the 20th century have revealed the presence of a former prosperous civilisation known as the Rasikajy civilisation. Little is known about the origin of this civilisation and how and when they first arrived in Madagascar. The most striking evidence for the Rasikajy civilisation comes from excavations at a necropolis in Vohemar located along the northeast coast, where more than 600 tombs containing spectacular objects were unearthed in the 1940s (Vernier & Millot 1971). The findings in the tombs included, amongst others, Chinese ceramics, silver and gold jewellery, iron weapons, glassware, bronze mirrors and chlorite-schist objects (ibid.). The latter objects were produced from chlorite schist mined at quarries in northern and eastern Madagascar and there is evidence that jewellery and iron objects were also produced by the Rasikajy from locally available raw material. Chlorite-schist objects have not only been found in coastal sites in Madagascar, but also in the Comores and eastern Africa suggesting an active engagement of the Rasikajy in western Indian Ocean trade. Our re-evaluation of published literature on archaeological sites in northern Madagascar indicates that the majority of Chinese ceramics found in the tombs at Vohemar dates from the 15th and first half of the 16th century with some dating back to the 14th century or earlier. Our comparative analysis of burial objects at Vohemar shows that locally produced chlorite-schist tripod vessels exhibit remarkable resemblances to ancient Chinese bronze ritual tripod vessels. The objects encountered in the tombs and their positions with respect to the body indicate that the Rasikajy practiced burial rites similar to those practised in the past in China. Our re-evaluation of the literature suggests that communities with Chinese roots were present in northeastern Madagascar prior to the arrival of the first Europeans in 1500 and participated in the Indian Ocean trade network. The demise of the Rasikajy civilisation seems to have occurred in the second half of the 16th century when production of chlorite-schist objects ceased. It is still unclear why this occurred.

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Contiene: "Lettre de M. Beaupreau, maître en chirurgie de Paris ... à M. Cochois, chirurgien François ... sur le Traitement des Maladies du Sinus maxillaire"

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"Ce livre est la réunion de sept leçons faites à Paris, par l'auteur, en janvier 1914, au Collège de France et à l'École des langues orientales vivantes."

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Last part edited after Boucherie's death by Camille Chabaneua. cf. p. [vii]

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Excerpt from: Romania, recueil trimestriel consacré a l'étude des langues et des littératures romanes, v. 4 (1875).

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"Recueil trimestriel de documents pour servir à la science positive des langues, à l'épigraphie, à l'ethnologie, à la mythologie et à l'histoire."

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Les formes du passé constituent un écueil pour l'apprentissage du français langue étrangère ; même les apprenants les plus avancés échouent à maîtriser leur emploi. Si le manque d'équivalence forme à forme entre les temps des langues constitue une difficulté évidente, la complexité sémantique et distributionnelle des tiroirs français ne doit pas être négligée. Grammairiens et linguistes se sont efforcés de fournir des descriptions des tiroirs du passé mais leur travail, comme celui des didacticiens, s'est révélé inégal. Les contributions retenues dans ce volume invitent à la réflexion critique en ce qui concerne les descriptions existantes des temps et les approches de leur enseignement. Sont envisagées la structuration du système ainsi que la constitution des tiroirs du point de vue synchronique, évolutif et contrastif, à partir de corpus de différentes variétés de français. La question de l'enseignement de ces notions à des apprenants du français langue étrangère et maternelle est aussi considérée dans les divers contextes de l'acquisition. C'est dans l'esprit d'un dialogue de plus en plus nécessaire entre application et modélisation qu'est proposé cet ouvrage, qui retiendra l'intérêt tant des praticiens que des théoriciens. The forms of the past constitute a stumbling block for learning foreign language French; even the most advanced learners fail to master their jobs. If the lack of shape to form equivalence between the time of languages is an obvious difficulty, complexity, semantics and distributional drawers French should not be neglected. Grammarians and linguists have tried to provide descriptions of the drawers of the past but their work, such as educationalists, has been uneven. The contributions included in this volume invite critical thinking regarding the existing descriptions of time and approaches to their teaching. Envisaged the structure of the system and the constitution of the drawers of synchronic point of view, evolutionary and contrasts, from corpora of different varieties of French. The issue of teaching these concepts to learners of French foreign language and tongue is also considered in various contexts of acquisition. In the spirit of dialogue increasingly required between application and modeling what this proposed structure, which will retain the interest of both practitioners and theorists.

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En el presente artículo nos proponemos presentar una visión general de la fraseodidáctica, una disciplina relativamente nueva que, hoy en día, gracias a un considerable número de trabajos centrados en diferentes aspectos concernientes a la enseñanza de lenguas, se ha convertido en un campo de estudio independiente. Así pues, no solo explicaremos la definición del concepto fraseodidáctica, sino también su evolución y objetivos. Además, presentaremos los motivos por los cuales la fraseología debe contemplarse como una materia imprescindible e insoslayable en el aula de E/LE, así como indagaremos en diversas propiedades fraseológicas que dificultan tanto la labor del docente como el proceso discente. Finalmente, partiendo de las ideas desarrolladas, ofreceremos consideraciones metodológicas generales con interesantes implicaciones didácticas.

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En general, España es un país que no tiene una tradición sólida en la sinología. La traducción de la literatura china en España todavía no llega a un nivel satisfactorio y muchas obras originales todavía siguen sumidas en el desconocimiento. En comparación con los flujos de traducción de las obras occidentales, sobre todo las obras literarias de Gran Bretaña, Francia y Estados Unidos, la traducción de aquellas todavía ocupa una cuota reducida. En la recepción de la narrativa china en España, la traducción indirecta ha desempeñado un papel de suma importancia, lo que se debe en gran medida a la dependencia del círculo editorial español de las culturas europeas de poder. Esta situación desequilibrada pone de manifiesto las relaciones asimétricas entre lenguas y culturas.

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Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. The present study examines the role of motivation in receptive vocabulary breadth (size) of two groups of Spanish learners of different ages, but all with 734 hours of instruction in English as a Foreign Language (EFL): a CLIL (Content and Language Integrated Learning) group in primary education and a non-CLIL (or EFL) group in secondary education. Most students in both groups were found to be highly motivated. The primary CLIL group slightly overcame the secondary non-CLIL group with respect to the mean general motivation but this is a non-significant difference. The secondary group surpass significantly the primary group in receptive vocabulary size. No relationship between the receptive vocabulary knowledge and general motivation is found in the primary CLIL group. On the other hand, a positive significant connection, although a very small one, is identified for the secondary non-CLIL group. We will discuss on the type of test, the age of students and the type of instruction as variables that could be influencing the results.

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CLIL instruction has been reported to be beneficial for foreign language vocabulary learning since CLIL students show higher vocabulary profiles than students of their same age in traditional EFL contexts. However, to our knowledge, the receptive vocabulary knowledge of CLIL and non-CLIL learners at the end of primary and secondary education has not been examined yet. Hence, this study aims at comparing the receptive vocabulary size 79 CLIL primary learners with the receptive vocabulary knowledge of 331 non-CLIL learners at the end of primary and secondary school. Sex-based differences were also analysed. The 2k Vocabulary Levels Test (VLT) was used for the purposes of the study. Results revealed that learners’ receptive vocabulary sizes lie within the most frequent 1000 words, non-CLIL secondary school students throw better results than primary students but the differences between the secondary group and the CLIL group are not statistically significant. As for sex-based differences, we found no significant differences among the groups. These findings led us to believe that the CLIL approach offers a benefit for vocabulary acquisition since CLIL learners have been exposed to the foreign language for a shorter period of time and the results are quite similar to their non-CLIL secondary school partners.