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CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Degache, C., Mangenot F. (2007). Les échanges exolingues viaInternet : nouveau terrain d’exploration en didactique des langues. Lidil, 36, 5-22.Degache, C. N., E. (2008). Formations hybrides et interactions enligne du point de vue de l'enseignant : pratiques, représentations, évolutions.Alsic, 1, 61-92.Demaizière, F. (2008). Le dispositif, un incontournable du moment.Alsic, Points de vue, échanges, 11(2), 157-161.Denis, B. (2007). Articuler théorie et pratique en technologie del'éducation. In B. Charlier & D. Peraya (Eds.), Transformation des regards surla recherche en éducation. Bruxelles: De Boeck.Depover, C. K., T.; Vassilis, K. (2007). Enseigner avec lestechnologies. Quebec: Presses Universitaires du Québec.Dessus, P. (2009). An Overview of LSA-Based Systems forSupporting Learning and Teaching. In R. M. V. Dimitrova, B. Du Boulay andA. Graesser (Ed.), Artificial Intelligence in Education (pp. 157-164).Amsterdam the Netherland: IOS Press.Dillon, A., Morris, M. (1996). User acceptance of informationtechnologies: theories and models. Annual Review of Information Science andTechnology(3-32).Dörnyei, Z. (2000). Motivation. In J. O. O. J. Verschueren,Blommaert, J,, C. Bulcaen (Ed.), Handbooks of pragmatics. Amsterdam: JohnBenjamin.Dörnyei, Z. (2003). Questionnaires in Second Language Research:Construction, Administration and Processing. Mahwah, New Jersey: LawrenceErlbaum Associates, Publishers.Dörnyei, Z. (1999). Group dynamics in foreign language learning andteaching. In J. Arnold (Ed). Affective Language Learning (pp. 155-169).Cambridge: CUP.Dörnyei, Z. (2001). Motivational strategies in the languageclassroom. Cambridge: Cambridge University Press.Dörnyei, Z. (2001). Teaching and researching motivation. London:Longman.Dörnyei, Z. (2003). Attitudes, Orientations and Motivations inLanguage Learning: Advances in Theory, Research, and Applications.Language Learning, 53(Supplement 1), 3-32.Dörnyei, Z. (2005). The psychology of the language learner.Mahwah:: Lawrence Erlbaum Associates.Dörnyei, Z. (2007). Research methods in applied linguistics:Quantitative, qualitative and mixed methodologies. Oxford: Oxford UniversityPress.288
CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Dörnyei, Z. (2009). The psychology of second language acquisition.Oxford: Oxford University Press.Dörnyei, Z., Csizér, K. (1998). Ten commandments for motivatinglanguage learners: Results from an empirical study. Language TeachingResearch, 2, 203-209.Dörnyei, Z., Csizér, K. (2002). Some dynamics of language attitudesand motivation. Results of a longitudinal nationwide study. AppliedLinguistics, 23, 421-462.Dörnyei, Z., Csizèr, K., & Nemeth, N. (2006). Motivation, languageattitudes and globalization: A Hungarian perspective. Clevedon, England:Multilingual Matters.Dörnyei, Z., Otto,. (1998). Motivation in action: a Process Model ofL2 Motivation. Working papers in applied linguistics (Thames Valley,University of London)(4), 43-69.Dörnyei, Z. U., E. (2009). Motivation, language identity and the L2self. Bristol: Bristol multibilingual papers.Durand. (1996). l'enseignement en milieu scolaire. Paris: PressesUniversitaires de France.Ducrot, O. T., T. (1980). Les mots du discours. Paris: Éditions deMinuit.Dweck, C., S. (1986). Motivational Processes Affecting Learning.American Psychologist, 41, 87-136.Dweck, C., S. (1986). Motivational processes affecting motivation.American Psychologist, 41(1040-1048).Dweck, C., S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.),Foundations for a psychology of education (pp. 87-136). Hillsdale, N., J.:Lawrence Erlbaum.El Amin, E. (2008). La pratique théâtrale comme un moyen deperfectionnement de la langue française chez les étudiants en contextesoudanais. Thèse non publiée, Université d'Oran, Oran.Ellis, N. C. (2003). Task-based Language Teaching and Learning.Oxford: Oxford University Press.Ellis, R. (1990). Instructed Second Language Learning. Oxford:Blackwell.Ellis, R. (2005). Planning and Task Performance in a SecondLanguage. Philadelphia: John Benjamins Publishing Company.Ellis, R. (2005). Planning and Task Performance in a SecondLanguage. Philadelphia: John Benjamins Publishing Company.Engeström, Y. (1999). Activity theory and transformation. In Y. M.Engeström, R.; Punamäki, R. (Éd.), Perspectives on Activity Theory.Cambridge: Cambridge University Press.289
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Université Stendhal - Grenoble 3L
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