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Roussel, Stéphanie (6)
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Hits 1 – 6 of 6
1
L' approche cognitive en didactique des langues
Gaonac'h, Daniel
(Verfasser eines Vorworts);
Roussel, Stéphanie
. - Louvain-la-Neuve : de Boeck supérieur, 2021
BLLDB
UB Frankfurt Linguistik
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2
Visualizer management and attention guidance ; La gestion de la caméra document et le guidage de l'attention aux contenus d'apprentissage
Guichon, Nicolas
;
Roussel, Stéphanie
In: https://medihal.archives-ouvertes.fr/hal-03448755 ; 2021 (2021)
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3
La présence redoublée et dédoublée de l’enseignante en situation comodale
Guichon, Nicolas
;
Roussel, Stéphanie
In: https://medihal.archives-ouvertes.fr/hal-03448748 ; 2021 (2021)
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4
What Types of Training Improve Learners’ Performances in Second Language Listening Comprehension?
Roussel, Stéphanie
;
Gruson, Brigitte
;
Galan, Jean-Philippe
In: ISSN: 1090-4018 ; EISSN: 1932-586X ; International Journal of Listening ; https://hal.archives-ouvertes.fr/hal-03234091 ; International Journal of Listening, Taylor & Francis (Routledge), 2019, 33 (1), pp.39-52. ⟨10.1080/10904018.2017.1331133⟩ ; https://www.tandfonline.com/doi/abs/10.1080/10904018.2017.1331133 (2019)
Abstract:
International audience ; This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students’ listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the experimental phase, the two groups listened to the same three documents in their respective L2. The first group undertook listening comprehension activities relying on low-level processes, while the second group undertook activities aiming at fostering their use of high-level processes. These second types of activities were based on the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodatari, 2006). As hypothesized, less skilled listeners trained to automatize low-level processes, scored significantly higher on the comprehension posttest than on the pretest. However, the hypothesis that more skilled listeners trained to develop high-level listening processes, would score better on the posttest than on the pretest could not be verified. Nevertheless, we observed some tendencies showing that more skilled learners had drawn some benefits from the training. In our conclusion, we argue that the impact of a high-level and a low-level process-based L2 comprehension training strongly depends on learners’ initial levels.
Keyword:
[SHS.EDU]Humanities and Social Sciences/Education
;
Listening Comprehension
;
Second Language Learning
;
Teaching Methods
URL:
https://hal.archives-ouvertes.fr/hal-03234091
https://doi.org/10.1080/10904018.2017.1331133
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5
A computer assisted method to track listening strategies in second language learning ; [selected paper from EUROCALL 2010]
Roussel, Stéphanie
In:
Recall. - Cambridge [u.a.] : Cambridge Univ. Press
23 (2011) 2, 98-116
BLLDB
OLC Linguistik
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6
Profils et stratégies d'apprenants en compréhension de l'oral en allemand
Roussel, Stéphanie
In:
Nouveaux cahiers d'allemand. - Nancy : Univ.
26 (2008) 4, 371-398
BLLDB
OLC Linguistik
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