L’erreur lexicale au secondaire : analyse d’erreurs lexicales d’élèves de 3e secondaire et description du rapport à l’erreur lexicale d’enseignants de français

Cette recherche vise à décrire 1) les erreurs lexicales commises en production écrite par des élèves francophones de 3e secondaire et 2) le rapport à l’erreur lexicale d’enseignants de français (conception de l’erreur lexicale, pratiques d’évaluation du vocabulaire en production écrite, modes de rétroaction aux erreurs lexicales). Le premier volet de la recherche consiste en une analyse d’erreurs à trois niveaux : 1) une description linguistique des erreurs à l’aide d’une typologie, 2) une évaluation de la gravité des erreurs et 3) une explication de leurs sources possibles. Le corpus analysé est constitué de 300 textes rédigés en classe de français par des élèves de 3e secondaire. L’analyse a révélé 1144 erreurs lexicales. Les plus fréquentes sont les problèmes sémantiques (30%), les erreurs liées aux propriétés morphosyntaxiques des unités lexicales (21%) et l’utilisation de termes familiers (17%). Cette répartition démontre que la moitié des erreurs lexicales sont attribuables à une méconnaissance de propriétés des mots autres que le sens et la forme. L’évaluation de la gravité des erreurs repose sur trois critères : leur acceptation linguistique selon les dictionnaires, leur impact sur la compréhension et leur degré d’intégration à l’usage. Les problèmes liés aux registres de langue sont généralement ceux qui sont considérés comme les moins graves et les erreurs sémantiques représentent la quasi-totalité des erreurs graves. Le troisième axe d’analyse concerne la source des erreurs et fait ressortir trois sources principales : l’influence de la langue orale, la proximité sémantique et la parenté formelle entre le mot utilisé et celui visé. Le second volet de la thèse concerne le rapport des enseignants de français à l’erreur lexicale et repose sur l’analyse de 224 rédactions corrigées ainsi que sur une série de huit entrevues menées avec des enseignants de 3e secondaire. Lors de la correction, les enseignants relèvent surtout les erreurs orthographiques ainsi que celles relevant des propriétés morphosyntaxiques des mots (genre, invariabilité, régime), qu’ils classent parmi les erreurs de grammaire. Les erreurs plus purement lexicales, c’est-à-dire les erreurs sémantiques, l’emploi de termes familiers et les erreurs de collocation, demeurent peu relevées, et les annotations des enseignants concernant ces types d’erreurs sont vagues et peu systématiques, donnant peu de pistes aux élèves pour la correction. L’évaluation du vocabulaire en production écrite est toujours soumise à une appréciation qualitative, qui repose sur l’impression générale des enseignants plutôt que sur des critères précis, le seul indicateur clair étant la répétition. Les explications des enseignants concernant les erreurs lexicales reposent beaucoup sur l’intuition, ce qui témoigne de certaines lacunes dans leur formation en lien avec le vocabulaire. Les enseignants admettent enseigner très peu le vocabulaire en classe au secondaire et expliquent ce choix par le manque de temps et d’outils adéquats. L’enseignement du vocabulaire est toujours subordonné à des tâches d’écriture ou de lecture et vise davantage l’acquisition de mots précis que le développement d’une réelle compétence lexicale.

Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences

Error correction is perhaps the most widely used method for responding to student writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research incorporating teachers' beliefs, practices, and students' preferences in written error correction. The current study adopted features of an ethnographic research design in order to explore the beliefs and practices of ESL teachers, and investigate the preferences of L2 students regarding written error correction in the context of a language institute situated in the Brisbane metropolitan district. In this study, two ESL teachers and two groups of adult intermediate L2 students were interviewed and observed. The beliefs and practices of the teachers were elicited through interviews and classroom observations. The preferences of L2 students were elicited through focus group interviews. Responses of the participants were encoded and analysed. Results of the teacher interviews showed that teachers believe that providing written error correction has advantages and disadvantages. Teachers believe that providing written error correction helps students improve their proof-reading skills in order to revise their writing more efficiently. However, results also indicate that providing written error correction is very time consuming. Furthermore, teachers prefer to provide explicit written feedback strategies during the early stages of the language course, and move to a more implicit strategy of providing written error correction in order to facilitate language learning. On the other hand, results of the focus group interviews suggest that students regard their teachers' practice of written error correction as important in helping them locate their errors and revise their writing. However, students also feel that the process of providing written error correction is time consuming. Nevertheless, students want and expect their teachers to provide written feedback because they believe that the benefits they gain from receiving feedback on their writing outweigh the apparent disadvantages of their teachers' written error correction strategies.

Cognitive processes in L1 and L2 writing : a cross-sectional study. 'Procesos cognitivos en la escritura de L1 y L2 : un estudio transversal'.

Conocer en qué medida el grado de dominio de la L2 configura el tiempo asignado a los procesos de escritura y su distribución en el transcurso de la composición. 21 aprendices de inglés como lengua extranjera divididos en tres niveles de dominio: pre-intermedio (N1), intermedio (N2) y avanzado (N3), estando integrado cada grupo por 7 sujetos de tercero de BUP, tercero de Magisterio de Lenguas Extranjeras y recién licenciados en Filología Inglesa respectivamente. Cada sujeto de la muestra realizó una composición argumentada en L1 y L2 siguiendo la técnica del pensamiento en voz alta en dos sesiones distintas y recibiendo entrenamiento previo en la técnica de pensar en voz alta. La tarea en L2 se llevó a cabo antes de la de L1 para tratar de evitar la traducción dada la similitud de los temas propuestos, idénticos para todos los sujetos. Al finalizar los sujetos rellenaron un cuestionario restrospectivo. Se grabaron y transcribieron las sesiones. Oxford Placement Test, prueba que se centra en la discriminación de habilidades gramaticales de lectura y de comprensión auditiva. Análisis de la distribución temporal de los procesos de planificación y formulación en composiciones argumentales en L1 y L2. ANOVA. Los sujetos de la muestra dedicaron un porcentaje similar de tiempo a formular globalmente sus textos en L1 y L2, sin embargo, la proporción de procesos de formulación fluída frente a los de naturaleza problemática varían según la lengua: en L1 la proporción en de 5/1 y en L2 de 2/1. A medida que aumenta la habilidad del escritor se observa una tendencia a asumir progresivamente el papel de escritor como controlador del proceso, en detrimento del escritor como productor de un texto. Los resultados de la investigación apuntan a que no puede considerarse que el proceso de composición sea lineal, aunque sea incorrecto pensar que el escritor va a dedicar idénticos recursos temporales al mismo proceso en todas las partes de la composición (planificación, formulación y revisión). Existe un punto intermedio entre los dos extremos: ciertos procesos tienen más probabilidad de ser activados en ciertos momentos que otros y, como consecuencia, su probabilidad de ocurrencia cambia a medida que se avanza en el transcurso de la tarea.

Evaluation of a patient-specific finite-element model to simulate conservative treatment in adolescent idiopathic scoliosis

Study design Retrospective validation study. Objectives To propose a method to evaluate, from a clinical standpoint, the ability of a finite-element model (FEM) of the trunk to simulate orthotic correction of spinal deformity and to apply it to validate a previously described FEM. Summary of background data Several FEMs of the scoliotic spine have been described in the literature. These models can prove useful in understanding the mechanisms of scoliosis progression and in optimizing its treatment, but their validation has often been lacking or incomplete. Methods Three-dimensional (3D) geometries of 10 patients before and during conservative treatment were reconstructed from biplanar radiographs. The effect of bracing was simulated by modeling displacements induced by the brace pads. Simulated clinical indices (Cobb angle, T1–T12 and T4–T12 kyphosis, L1–L5 lordosis, apical vertebral rotation, torsion, rib hump) and vertebral orientations and positions were compared to those measured in the patients' 3D geometries. Results Errors in clinical indices were of the same order of magnitude as the uncertainties due to 3D reconstruction; for instance, Cobb angle was simulated with a root mean square error of 5.7°, and rib hump error was 5.6°. Vertebral orientation was simulated with a root mean square error of 4.8° and vertebral position with an error of 2.5 mm. Conclusions The methodology proposed here allowed in-depth evaluation of subject-specific simulations, confirming that FEMs of the trunk have the potential to accurately simulate brace action. These promising results provide a basis for ongoing 3D model development, toward the design of more efficient orthoses.

Prophylactic ranitidine treatment in critically ill children - a population pharmacokinetic study

Aims: To characterize the population pharmacokinetics of ranitidine in critically ill children and to determine the influence of various clinical and demographic factors on its disposition. Methods: Data were collected prospectively from 78 paediatric patients (n = 248 plasma samples) who received oral or intravenous ranitidine for prophylaxis against stress ulcers, gastrointestinal bleeding or the treatment of gastro-oesophageal reflux. Plasma samples were analysed using high-performance liquid chromatography, and the data were subjected to population pharmacokinetic analysis using nonlinear mixed-effects modelling. Results: A one-compartment model best described the plasma concentration profile, with an exponential structure for interindividual errors and a proportional structure for intra-individual error. After backward stepwise elimination, the final model showed a significant decrease in objective function value (-12.618; P <0.001) compared with the weight-corrected base model. Final parameter estimates for the population were 32.1lh for total clearance and 285l for volume of distribution, both allometrically modelled for a 70kg adult. Final estimates for absorption rate constant and bioavailability were 1.31h and 27.5%, respectively. No significant relationship was found between age and weight-corrected ranitidine pharmacokinetic parameters in the final model, with the covariate for cardiac failure or surgery being shown to reduce clearance significantly by a factor of 0.46. Conclusions: Currently, ranitidine dose recommendations are based on children's weights. However, our findings suggest that a dosing scheme that takes into consideration both weight and cardiac failure/surgery would be more appropriate in order to avoid administration of higher or more frequent doses than necessary.

Myth creation in textbook writing : the case of randomised controlled trials in medical research

Textbooks, across all disciplines, are prone to contain errors; grammatical, editorial, factual, or judgemental. The following is an account of one of the possible effects of such errors; how an error becomes entrenched and even exaggerated as later textbooks fail to correct the original error. The example considered here concerns the origins of one of the most basic and important tools of to­ day's medical research, the randomised controlled trial. It is the result of a systematic study of 26 British, French and German history of medicine textbooks since 1996.

Prophylactic ranitidine treatment in critically ill children - a population pharmacokinetic study

Aims - To characterize the population pharmacokinetics of ranitidine in critically ill children and to determine the influence of various clinical and demographic factors on its disposition. Methods - Data were collected prospectively from 78 paediatric patients (n = 248 plasma samples) who received oral or intravenous ranitidine for prophylaxis against stress ulcers, gastrointestinal bleeding or the treatment of gastro-oesophageal reflux. Plasma samples were analysed using high-performance liquid chromatography, and the data were subjected to population pharmacokinetic analysis using nonlinear mixed-effects modelling. Results - A one-compartment model best described the plasma concentration profile, with an exponential structure for interindividual errors and a proportional structure for intra-individual error. After backward stepwise elimination, the final model showed a significant decrease in objective function value (−12.618; P < 0.001) compared with the weight-corrected base model. Final parameter estimates for the population were 32.1 l h−1 for total clearance and 285 l for volume of distribution, both allometrically modelled for a 70 kg adult. Final estimates for absorption rate constant and bioavailability were 1.31 h−1 and 27.5%, respectively. No significant relationship was found between age and weight-corrected ranitidine pharmacokinetic parameters in the final model, with the covariate for cardiac failure or surgery being shown to reduce clearance significantly by a factor of 0.46. Conclusions - Currently, ranitidine dose recommendations are based on children's weights. However, our findings suggest that a dosing scheme that takes into consideration both weight and cardiac failure/surgery would be more appropriate in order to avoid administration of higher or more frequent doses than necessary.

Too young to drink but old enough to drive under the influence : a study of underage offenders as seen in substance abuse treatment in Texas

Driving under the influence (DUI) is a major road safety problem. Historically, alcohol has been assumed to play a larger role in crashes and DUI education programs have reflected this assumption, although recent evidence suggests that younger drivers are becoming more likely to drive drugged than to drive drunk. This is a study of 7096 Texas clients under age 21 who were admitted to state-funded treatment programs between 1997 and 2007 with a past-year DUI arrest, DUI probation, or DUI referral. Data were obtained from the State’s administrative dataset. Multivariate logistic regressions models were used to understand the differences between those minors entering treatment as a DUI as compared to a non-DUI as well as the risks for completing treatment and for being abstinent in the month prior to follow-up. A major finding was that over time, the primary problem for underage DUI drivers changed from alcohol to marijuana. Being abstinent in the month prior to discharge, having a primary problem with alcohol rather than another drug, and having more family involved were the strongest predictors of treatment completion. Living in a household where the client was exposed to alcohol abuse or drug use, having been in residential treatment, and having more drug and alcohol and family problems were the strongest predictors of not being abstinent at follow-up. As a result, there is a need to direct more attention towards meeting the needs of the young DUI population through programs that address drug as well as alcohol consumption problems.

The Bayesian conditional independence model for measurement error: applications in ecology

The measurement error model is a well established statistical method for regression problems in medical sciences, although rarely used in ecological studies. While the situations in which it is appropriate may be less common in ecology, there are instances in which there may be benefits in its use for prediction and estimation of parameters of interest. We have chosen to explore this topic using a conditional independence model in a Bayesian framework using a Gibbs sampler, as this gives a great deal of flexibility, allowing us to analyse a number of different models without losing generality. Using simulations and two examples, we show how the conditional independence model can be used in ecology, and when it is appropriate.

Enhancing foreign language learning through listening strategy delivered in L1: an experimental study

Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30) who listened to their classroom activities performed better (t value = 10.083) than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30), who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group.