L'analyse de l'activitÃ© dans l'enseignement et l'apprentissage d'une ...

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CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Hulstijn, J. (2003). Incidental and intentional learning. In C. Doughty& M. Long (Eds.), the Handbook of Second Language Acquisition. Oxford:Blackwell.Hulstijn, J. (Ed.). (2007). Fundamental issues in the study of secondlanguage acquisition (Vol. 7). Amsterdam: John Benjamin.Hunt, C. L. (1965). Intrinsic motivation and its role in psychologicaldevelopment. In D. E. Levine (Ed.), Nebraska symposium on motivation (Vol.XIII, pp. 189-282). Lincoln: Nebraska University Press.Jacquinot-Delaunay, G., Monnoyer, L. (Éd.). (1999). Le dispositifentre usage et concept (Vol. 25). Paris: CNRS Editions.Jenkins, J. (2001). The phonology of English as an internationallanguage. Oxford: OUP.Joab, M., Guéraud, V., Auzende, O. (2006). Les simulations pour laformation. In M. Grandbastien & J.-M. Labat (Eds.), Environnementsinformatiques pour l'apprentissage humain (pp. 287-306). Paris: Hermès -Lavoisier.Julkunen, K. (1989). Situation and task specific motivation in foreignlanguage learning and teaching. Joensuu: University of Joensuu.Julkunen, K. (2001). Situation and task-specific motivation in secondlanguage learning and teaching. In Z. Dörnyei, Schmidt, R. (Ed.), Motivationand second language learning (pp. 29-42). Honolulu. HI: University of HawaiiPress.Kail, M. (1991). Acquisition des langues premières et secondes dansune perspective interlangue. Revue française de pédagogie(96), 67-78.Kintsch, W. (1988). The Role of Knowledge in DiscourseComprehension : a Construction-Integration model. Psychological Review,95(163-182).Knafl, K. A., Breitmayer, B.J. (1989). Triangulation in qualitativeresearch: issues of conceptual clarity and purpose. In J. M. Morse (Ed.),Qualitative nursing research: as contemporary dialogue (pp. 226-239).Rockville, MD: Aspen.Konan, A. (2001). Le cédérom "Tell Me More e-learning" : unenouvelle perspective pour l'apprentissage des langues ? Tapuscrit non publié,Grenoble.Krashen, S. (1982). Principles and Practice in Second LanguageAcquisition. Oxford: Pergamon Press.Krashen, S. (1985). The Input Hypothesis: Issues and Implications.London: Longman.Krashen, S. (1989). Comprehensible Input and some CompetingHypotheses. Paper presented at the Conference of Comprehension-basedLearning and Teaching of Second Languages, Ottawa.292
CURRICULUM VITAEFrançoise RABY-HDR Volume 1 – Synthèse-Krashen, S., Terrell, T.D. (1983). The Natural Approach. Oxford:Pergamon Press.Laks, B. (1996). Langage et cognition, l'approche connexionniste.Paris: Hermès.Landauer, T. K., Dumais, S.T. (1997). A solution to Plato's Problem:the latent semantic analysis theory of the acquisition, induction, andrepresentation of knowledge. Psychological Review, 104, 211-240.Landauer, T. K., Laham, D., Rehedr, B., Schreiner, M.E. (1997). Howwell can passage meaning be derived without using word order? A comparisonof Latent Semantic Analysis and humans. Paper presented at the 19th annualmeeting of the Cognitive Science Society, Mahwah, N.J.Le Coadic, Y. (1997). Usages et usagers de l'information. Paris:Nathan.Le Gay, J. M. (1997). L'expérience et le modèle. Un discours sur laméthode. Paris: INRA Editions.L'Ecuyer, R. (1987). L'analyse de contenu : notions et étapes. In J. P.Deslauriers (Ed.), Les méthodes de la recherche qualitative. Québec: PresseUniversitaires du Québec.Legros, D. C., J. (2002). Psychologie des apprentissages etmultimédia. Paris: Armand Colin.Lemaire, B. (1998). Models of High-dimensional Semantic Spaces.Paper presented at the International Workshop on Multistrategy Learning,Desenzano, Italie.Lemaire, B. (1999). Tutoring system based on Latent SemanticAnalysis. Paper presented at the AIED'99, Le Mans.Lemaire, B., Dessus, P. (2001). A system to Assess the SemanticContend of Student Essays. Journal of Educational Computing Research,24(3), 303-318.Lemaire, B., Bianco, M. (2003). Contextual Effects on MetaphorComprehension: Experiment and Simulation. Paper presented at the 5thInternational Conference on Cognitive Modeling (ICCM'2003).Lemire, G. (2008). Modélisation et construction des mondes deconnaissances. Aspects constructiviste, socioconstructiviste, cognitiviste etsystémique. Laval: Presses Universitaires de Laval.Lenhardt, V. (1992). Les responsables porteurs de sens. In Culture etpratique du coaching et team building (pp. 138-152): INSEP EDITIONS.Leontiev, A. (1978). Activity, Consciousness and Personality.Englewood, Cliffs: NJ: Prentice Hall.Leplat, J. (1983). Tâches et activités dans l'analyse psychologique dessituations. Cahiers de psychologie cognitive, 3(1), 49-64.Leplat, J. (1983). Tâches et activités dans l'analyse psychologique dessituations. Cahiers de psychologie cognitive, 3(1), 49-64.293
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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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SOMMAIRE DES TRAVAUXDocument de syn
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SOMMAIRE DES TRAVAUXDocument de syn
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Document de synthèse - Françoise
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TABLE DES MATIERESDocument de synth
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INTRODUCTIONDocument de synthèse -
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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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