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1. |
Record Nr. |
UNINA9910342653603321 |
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Autore |
Baudin Rodolphe |
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Titolo |
Nikolaï Karamzine à Strasbourg : Un écrivain-voyageur russe dans l’Alsace révolutionnaire (1789) / / Rodolphe Baudin |
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Pubbl/distr/stampa |
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Strasbourg, : Presses universitaires de Strasbourg, 2018 |
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ISBN |
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Descrizione fisica |
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1 online resource (324 p.) |
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Soggetti |
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Literature |
voyage |
Révolution française |
Strasbourg |
littérature |
Alsace |
XVIIIe siècle |
Russie |
hellénisme |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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Les Lettres d'un voyageur russe (1791-1801) fut le premier récit de voyage littéraire jamais publié en Russie et l'œuvre principale de Nikolaï Karamzine (1766-1826), figure phare du sentimentalisme et premier grand historien de son pays. Dans l'épisode strasbourgeois de ce texte, le narrateur-voyageur de Karamzine est confronté d'une part à l'altérité française (et à son étrange variante alsacienne), et d'autre part à ces landmarks culturels que sont la cathédrale et le mausolée du maréchal de Saxe. Cette confrontation amène l'écrivain à définir sa position, en tant que Russe, vis-à-vis de la France et, en tant qu'artiste, vis-à-vis des paradigmes esthétiques de l'art gothique et de l'art baroque. Mais l'expérience strasbourgeoise est également et surtout politique. C'est en Alsace, en août 1789, que Karamzine découvre la violence révolutionnaire. Cela le frappe durablement et jouera un rôle |
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décisif dans l'évolution qui fait de lui le premier penseur conservateur russe. Fondé largement sur des documents inédits, cet ouvrage présente l'épisode strasbourgeois des Lettres d'un voyageur russe dans le contexte plus large des voyages russes en Alsace au xviiie siècle. |
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2. |
Record Nr. |
UNINA9910819083203321 |
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Titolo |
Learner corpora in language testing and assessment / / edited by Marcus Callies, University of Bremen, Sandra Götz, Justus Liebig University, Giessen |
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Pubbl/distr/stampa |
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Amsterdam, [Netherlands] ; ; Philadelphia, [Pennsylvania] : , : John Benjamins Publishing Company, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (226 p.) |
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Collana |
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Studies in Corpus Linguistics (SCL), , 1388-0373 ; ; Volume 70 |
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Disciplina |
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Soggetti |
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Language and languages - Ability testing - Data processing |
Language and languages - Study and teaching - Data processing |
Electronic data processing |
Information storage and retrieval systems |
Punched card systems |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters and index. |
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Nota di contenuto |
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Learner Corpora in Language Testing and Assessment; Editorial page; Title page; LCC data; Table of contents; Learner corpora in language testing and assessment: Prospects and challenges; Acknowledgements; References; Section I. New corpus resources, tools and methods; The Marburg Corpus of Intermediate Learner English (MILE); 1. Introduction; 2. Learner corpora in the light of the CEFR; 2.1 The raw data; 2.2 The annotation; 3. MILE - design and compilation; 4. Conclusion; References; Avalingua: Natural language processing for automatic error detection; 1. Introduction |
2. Automatic error detection and correction2.1 Previous research; 2.2 |
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Applications; 3. Avalingua; 3.1 Target; 3.2 Motivations; 3.3 The system; 3.3.1 Lexical module; 3.3.2 Spelling module; 3.3.3 Syntactic module; 3.3.4 Language identification; 3.3.5 Student model; 4. System evaluation; 4.1 A specific implementation; 4.2 The learner corpora; 4.3 Evaluation protocol; 4.4 Results; 4.5 Error analysis and discussion; 5. Conclusions; References; Data commentary in science writing: Using a small, specialized corpus for formative assessment practices; 1. Background and aims |
2. Approaching data commentary from a pedagogical perspective: The case for small, specialized corpora annotated for discourse movesin the ESP classroom3. A small, specialized corpus of data commentaries; 4. The discourse annotation model; 5. Self-assessment and the role of the corpus; 5.1 Towards corpus-informed formative self-assessment activities; 5.1.1 Teacher-designed activities on moves in data commentaries; 5.1.2 Teacher-designed peer-assessment activities of master's thesis corpus data; 5.1.3 Teacher- and student-initiated activities involving students' own writing |
6. Final remarks and outlookAcknowledgement; References; First steps in assigning proficiency to texts in a learner corpus of computer-mediated communication; 1. Introduction; 2. The CMC Learner Corpus; 2.1 CMC in the classroom; 2.2 The CMC corpora; 3. Criteria for assigning proficiency; 3.1 Following established practice; 3.2 Practicality and ease of implementation; 3.3 Reference native-speaker norms; 4. Method; 4.1 Performance decision trees; 4.2 Sequence of PDTs; 4.3 PDT for accuracy; 4.4 PDT for fluency; 4.5 PDT for complexity; 5. Results; 5.1 Preliminary results of proficiency ratings |
5.2 Descriptive statistics5.3 Vocabulary level; 6. Discussion; 6.1 Validity of the proficiency measurement tool; 6.2 PDT proficiency levels and institutional status; 6.3 PDT proficiency levels and individual variation; 6.4 Limitations of the proposed measurement tool; 7. Conclusion; References; Appendix; Section II. Data-driven approaches to the assessment of proficiency; The English Vocabulary Profile as a benchmark for assigning levels to learner corpus data ; 1. Introduction; 2. Developmental indices and language proficiency; 3. The CEFR and reference level descriptions |
4. The English Profile and criterial features |
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