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CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Fagnant, A., Blondin, C., Goffin, C., Mattar, C. (2008). Image deslangues et motivation. Les langues modernes, 3, 17-27.Fayol, M., Monteil, J.M. (1994). Stratégies d'apprentissage etapprentissage de stratégies. Revue française de pédagogie, 106(91-110).Feldmann, C. (2006). Motivation et innovation : en quoi unenvironnement dynamique affecte-t-il la motivation des enseignants.Unpublished Mémoire de DEA, non publié, Pierre Mendès France, Grenoble.Fenouillet, F. (2003). La motivation. Dunod: Paris.Fernald, D., Marcham, V.A. (2006). Language Learning in Infancy. InM. J. Traxler & M. A. Gernbascher (Éds.), Individual Differences in LanguageAbility and Langyuage Behavior (pp. 1027-1071). London: Academic Press.Festinger, L. (1957). A theory of cognitive dissonance. Evanston, IL:Row and Peterson.Festinger, L. C., J. M. (1959). Cognitive consequences of forcedcompliance. Journal of Abnormal and Social Psychology (58), 203-210.Freud, S. (1920). The complete introductory lectures onpsychoanalysis. New York: Norton.Frost, D. (2008). The Stress Site: l'accent lexical, l'anglais despécialité et l'oral. La conception d'un outil d'apprentissage médiatisé.Bordeaux 2, Bordeaux.Gable, G. (1994). Integrating Case Study and Survey ResearchMethods: An Example in Information Systems. European Journal ofInformation Systems, 3-2, 112-126.Galpérine, G. (1996). Essai sur la formation par étapes des actions etdes concepts. Recherches psychologiques en URSS, 114-132.Gaonac'h, D. (Ed.). (1990). Acquisition et utilisation d'une langueétrangère. L'approche cognitive. Paris: Hachette.Gardner, D., L. Miller. (1999). Establishing Self-Access: From Theoryto Practice. Cambridge: CUP.Gardner, R. C. (1985). The Attitude Motivation Test Battery:Technical Report. Rapport non publié, University of Western Ontario, London,Ontario, Canada.Gardner, R. C. (1985). Social psychology and second languagelearning: the role of attitudes and motivation. London: Arnold.Gardner, R. C. (2001). Integrative motivation and second languageacquisition. In Z. D. R. Schmidt (Ed.), Motivation and second languagelearning (pp. 1-20). Honolulu, HI: University of Hawaii Press.Gardner, R. C., Lambert, W., E. (1972). Attitudes and motivation insecond language learning. Rowley MA: Newbury House.Gardner, R. C. L., W. E. (1972). Attitudes and motivation in secondlanguage learning. Rowley. MA: Newbury House.290
CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Genette, G. (1972). Discours du récit: essai de méthode", Figures III.Paris: PUF.Ghiglione, R. K., C.; Landré, A. (1995). L'analyse cognitivodiscursive.Grenoble: PUG.Ghiglione, R. L., A.; Bromgerg, M.; Molette, P. (1998). L'analyseautomatique des contenus. Paris: Dunod.Ginet, A. (1997). Du laboratoire de langues à la salle de coursmultimédias. Paris: Nathan.Guichon, N. (2006). Langues et TICE: méthodologie de conceptionmultimédia. Paris: Ophrys.Guichon, N. (2007). Récits de soi en formation - L'écriture réflexivedans la formation didactique des enseignants. Papier présenté au colloque : Lebiographique, la réflexivité et les temporalités-Articuler langues, cultures etformation, Tours.Guichon, N. (2009). Former par la recherche-développement : le casdes métiers de l'enseignement des langues. Alsic, 12.Guichon, N. (2009). Training future language teachers to developonline tutors' competence through reflective analysis. . ReCALL, 21(2), 166-185.Hackman, J. R., and G. R. Oldham. (1980). Work Redesign. Reading:Addison-Wesley.Hoc, J. M. (1992). Psychologie cognitive de la planification.Grenoble: Presse Universitaires de Grenoble.Hoc, J. M. (1996). Supervision et contrôle de processus. La cognitionen situation dynamique. Grenoble: Presses Universitaires de Grenoble.Hollec, H. (2001). Le Crapel, 20 ans d'évolution. Mélanges(24-25).Hubbard, P., Levy, M. (Ed.). (2006). Teacher Education in CALL.Amsterdam: John Benjamin Publishing Company.Hulstijn, J. (1993). When do foreign language learners look up themeaning of unfamiliar words? The influence of task and learner variables.Modern Language Journal, 77(2), 139-147.Hulstijn, J. (1993). When do foreign language learners look up themeaning of unfamiliar words? The influence of task and learner variables.Modern Language Journal, 77(2), 139-147.Hulstijn, J. (1997). Second Language Research in the Laboratory:Possibilities and Limitations. Second Language Research, 19(131-143).Hulstijn, J. (1997). Second Language Research in the Laboratory:Possibilities and Limitations. Second Language Research, 19(131-143).Hulstijn, J. (2002). What does the impact of frequency tell us aboutthe language acquisition device. Studies in Second Language Acquisition,24(269-273).291
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Université Stendhal - Grenoble 3L
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The astronomer may speak to you of
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PRÉSENTATION DU DOSSIERDocument de
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PREMIÈRE PARTIE - UN PARCOURS, LA
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Figure 2 - Une méthodologie dynami
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1 Tâche à réaliserCôtéprescrip
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DEUXIEME PARTIE - RECHERCHES SUR LE
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