Recently I set myself the task of learning the French language. I knew the undertaking would be fraught with frustration. I did not know it would provide me with insights into the demands made upon the child who is learning to read and write. Neither did I know it would so soundly reaffirm my

Unlike children learning to speak, adults come to the language-learning process with years of life experience. They may be beginners in a new language, but they are not beginners in their own lives. Yet, some of the most common types of teacher/student exchanges, especially those that follow a teacher-initiated question, may lead to situations in which students who are

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Abstract Task-based learning provides an alternative approach to more traditional methods of second language teaching and has remained relatively unexplored in the UK foreign language classroom. This study aims to research the implications of introducing task-based learning to a group of demotivated year 10 pupils in a comprehensive secondary school, with a focus on motivation, student progress and pupils'perceptions. A scheme of work was constructed,

and utilizing only the single best disambiguating evidence in a target context, the algorithm avoids the problematic complex modeling of statistical dependencies. Although directly applicable to a wide class of ambiguities, the algorithm is described and evaluated in a realistic case study, the problem

Multivariate analyses are well known and widely used to identify and understand structures of ecological communities. The ade4 package for the R statistical environment proposes a great number of multivariate methods. Its implementation follows the tradition of the French school of ”Analyse des

by observational studies of teachers in their own classrooms. 1 Thus, an early study by Of the larger scale investigations, Hamayan and Tucker (1980) examined specific aspects of teacher input provided to French immersion and French first language (L1) classes at the Grade 3 and Grade 5 levels in the Montreal

, which underlie the motivational model of high school dropout. Method Participants Participants were 4,537 9th-and lOth-grade French-Canadian students (2,280 boys and 2,245 girls; 12 did not indicate their gender). Participants had a mean age of 14.97 years and came from seven Montreal public high

Three experiments investigated the ability of French newborns to discriminate between sets of sentences in different foreign languages. The sentences were low-pass filtered to reduce segmental information while sparing prosodic information. Infants discriminated between stress-timed English

to select, with the classification algorithm, the most discriminant variables between five nearby limestone quarries around Senlis. Once the quarries has been discriminated, SIMCA has been applied in order to obtain a class model for each quarry in an attempt to assign the samples from “Nôtre-Dame de Senlis