In: Argumentation, 2020, p. 1-28
While the role of discourse connectives has long been acknowledged in argumentative frameworks, these approaches often take a coarse-grained approach to connectives, treating them as a unified group having similar effects on argumentation. Based on an empirical study of the straw man fallacy, we argue that a more finegrained approach is needed to explain the role of each connective and ...
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In: The Language of Argumentation, 2021, p. 305-323
In the wake of research on linguistic resources of argumentation (Doury, 2018; van Eemeren Houtlosser, & Snoeck Henkemans, 2007), this chapter considers the argumentative nature and rhetorical potential of the expression “everyone/everybody knows P”, which is likely to be used to fulfil a justificatory purpose in appeals to majority in the form of ad populum arguments (Godden, 2008). In...
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Lund : Lund University (Sweden), 2009
(Études romanes de Lund ; 87)
ISBN: 978-91-978017-2-0
This dissertation deals with the characteristic variation found in adult French L2 oral production. In their production of regular verbs, beginners use a short form, like parle, and a long form, like parlE, in contexts of both the present (je parl/*je parlE) and the infinitive (je veux parlE/*je veux parl). This sometimes results in target-like uses and sometimes not. The question addressed in...
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Thèse de doctorat : Université de Fribourg, 2019.
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In: Meta-Psychology, 2021, vol. 5, p. 1-11
Once they have learnt about the effects of collinearity on the output of multiple regression models, researchers may unduly worry about these and resort to (sometimes dubious) modelling techniques to mitigate them. I argue that, to the extent that problems occur in the presence of collinearity, they are not caused by it but rather by common mental shortcuts that researchers take when...
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(Rapports du Centre scientifique de compétence sur le plurilinguisme)
Aujourd’hui, tout apprentissage d’une langue-culture étrangère (LCE) devrait inclure l’opportunité d’utiliser la langue apprise dans un contexte réel avec des interlocutrices de cette LCE. Or, dans le cadre de l’école obligatoire notamment, les échanges physiques restent limités à une petite minorité d’élèves et d’enseignantes et ce, malgré l’existence de...
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In: La didactisation du français vernaculaire, 2020, p. 153-186
L’objectif de cette contribution est de discuter l’utilisation de données de français parlé ordinaire (vernaculaire) dans le cadre d’activités didactiques visant le développement des temps du passé en français langue seconde ou étrangère (dorénavant L2) pour des apprenantes1 adultes de niveau avancé. Cette démarche s’inscrit dans une mouvance didactique récente dans...
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(Rapports du Centre scientifique de compétence sur le plurilinguisme)
In this project, we aim at questioning the demarcation and the interfaces between bilingual education and content-based language teaching.
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In: Travaux neuchâtelois de linguistique (TRANEL), 2020, vol. 72, p. 31-61
We recorded meetings of a group of educators and educator-researchers at a university of teacher education. The purpose of these meetings was to design a new lesson-planning tool to be used by students. The article focuses on the work of the meeting chair, in particular the practices he deploys to introduce points for discussion in two consecutive meetings. We identify practices such as...
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