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Record Nr. |
UNINA9910153563303321 |
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Autore |
Fasel Lauzon Virginie |
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Titolo |
Comprendre et apprendre dans l'interaction : les sequences d'explication en classe de francais langue seconde / / Virginie Fasel Lauzon |
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Pubbl/distr/stampa |
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Peter Lang International Academic Publishing Group, 2014 |
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Bern, Switzerland : , : Peter Lang, , 2014 |
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©2014 |
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ISBN |
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9783035106411 |
9783034314510 |
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Descrizione fisica |
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1 online resource (308 p.) |
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Collana |
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Linguistic Insights : Studies in Language and Communication, , 2235-6371 ; ; Volume 184 |
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Disciplina |
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Soggetti |
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Explanation (Linguistics) |
French language - Acquisition |
French language - Study and teaching - Foreign speakers |
Second language acquisition - Methodology |
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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. |
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Nota di contenuto |
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Cover; Table des matières 5; Remerciements 9; 1. Introduction 11; 2. L'oral en classe de français langue seconde 15; 2.1 Caractéristiques des interactions en classe 15; 2.2 Interactions et opportunités d'apprentissage en classe de L2 21; 3. L'explication : un lieu et un objet d'apprentissage 25; 3.1 Introduction à l'étude de l'explication 25; 3.2 Explication et apprentissage 29; 3.3 Compétence d'explication, compétence d'interaction 31; 4. Etudier l'explication en classe de français langue seconde 35; 4.1 Cadre épistémologique : L'analyse conversationnelle 35; 4.1.1 Présentation 35 |
4.1.2 L'explication en AC 374.1.3 AC et interactions en contexte d'apprentissage d'une L2 39; 4.2 Objectifs 41; 4.3 Données 44; 4.3.1 Présentation générale 44; 4.3.2 Approche du terrain et enregistrements 45; 4.3.3 Transcription 47; 4.3.4 Description des activités 49; 4.4 Procédure analytique 50; 4.4.1 Principes méthodologiques 50; 4.4.2 Etapes des analyses 52; 5. Une collection de séquences d'explication |
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55; 5.1 Elaboration de la collection 55; 5.1.1 Analyser les orientations des participants 55; 5.1.2 Des moments-clés pour expliquer 60; 5.2 Présentation de la collection 67 |
5.2.1 Explications de vocabulaire 685.2.2 Explications de discours 70; 5.2.3 Explications de situation 72; 6. L'organisation des séquences d'explication 75; 6.1 L'ouverture des séquences d'explication 75; 6.1.1 Anticipation d'un problème potentiel de compréhension 76; 6.1.2 Résolution d'un problème de compréhension présenté comme effectif 84; 6.2 Le noyau des séquences d'explication 89; 6.3 La clôture des séquences d'explication 97; 6.3.1 Réception 97; 6.3.2 Transition 102; 6.4 Synthèse et typologie des séquences d'explication 106 |
7. Les ressources mobilisées par les élèves pour demander des explications 1137.1 Contexte d'apparition des demandes d'explication 114; 7.1.1 Demandes d'explication des élèves 114; 7.1.2 Demandes d'explication des enseignants 121; 7.2 Forme des demandes d'explication 123; 7.3 Synthèse et discussion 126; 8. Les ressources mobilisées par les élèves pour donner des explications 133; 8.1 Explications de vocabulaire 133; 8.1.1 Traduction 133; 8.1.2 Syntagme présenté comme équivalent 139; 8.1.3 Généralisation et spécification 142; 8.1.4 Mise en situation 144; 8.1.5 Co-élaboration d'explications 149 |
8.1.6 Synthèse 1578.2 Explications de discours 158; 8.2.1 Reformulation 159; 8.2.2 Exploitation du contexte 166; 8.2.3 Co-élaboration d'explications 172; 8.2.4 Synthèse 187; 8.3 Explications de situation 188; 8.3.1 Donner des raisons 188; 8.3.2 Entre explication et description, dire 'ce qui se passe' 192; 8.3.3 Co-élaboration d'explications 200; 8.3.4 Synthèse 201; 9. Explication et opportunités d'apprentissage 203; 9.1 Comprendre pour apprendre 203; 9.2 Apprendre à faire comprendre 220; 9.2.1 Déploiement de la compétence dans les explications 223 |
9.2.2 Opportunités de participation, opportunités d'apprentissage 228 |
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Sommario/riassunto |
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Qu'est-ce qu'une explication ? Quelles sont les ressources mobilisees pour demander ou donner une explication ? Quelles sont les difficultes que rencontrent les apprenants du francais langue seconde (L2) lorsqu'ils demandent ou donnent une explication ? Quelles opportunites peuvent emerger de la participation a des interactions en classe pour developper la competence d'explication ? Cet ouvrage vise a repondre a ces questions a travers l'etude approfondie de sequences d'explication prenant place en classe de francais L2. Il propose une description systematique de la maniere dont ces sequences |
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2. |
Record Nr. |
UNINA9910746291703321 |
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Autore |
Zhu Hongmei |
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Titolo |
Financial Inclusion in China : Policy, Experience, and Outlook / / by Hongmei Zhu, Wenting Zhang |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
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ISBN |
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Edizione |
[1st ed. 2023.] |
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Descrizione fisica |
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1 online resource (186 pages) |
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Collana |
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Economics and Finance Series |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Macroeconomics |
Finance, Public |
Finance |
Macroeconomics and Monetary Economics |
Public Finance |
Financial Economics |
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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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Nota di contenuto |
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Chapter 1. Introduction -- Chapter 2. History of Inclusive Finance Development in China -- Chapter 3. China's Financial Inclusion Policy Framework -- Chapter 4. Organization System of Inclusive Finance in China -- Chapter 5. Infrastructure of Inclusive Finance in China -- Chapter 6. Innovation and Practices of Inclusive Finance in China -- Chapter 7. China's Inclusive Finance Development Achievements -- Chapter 8. Prospects of Inclusive Finance Development in China. |
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Sommario/riassunto |
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This book aims to provide first-hand information for readers who are concerned about inclusive finance and sustainable development by summarizing China’s policy measures and practical innovations in the development of inclusive finance and expects to provide China’s experience for the development of inclusive finance in more regions. From a worldwide perspective, a large number of people had been excluded from formal financial services for a long time due to various factors. Even in developed economies with sound financial systems, relatively disadvantaged groups are often denied access to effective financial services. In 2005, the United Nations proposed the concept of Inclusive Finance, emphasizing the extension of financial services to |
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less developed regions and low-income groups in society at an affordable cost by improving financial infrastructure and providing them with reasonably priced and convenient financial services. In 2015, the United Nations adopted the 2030 Agenda forSustainable Development, making inclusive finance an important focus for achieving sustainable development. It has become a global consensus to vigorously develop inclusive finance. China has attached importance to improving financial services for disadvantaged groups such as rural residents, micro-, small and medium enterprises (MSMEs) and others. In 2013, Developing “Inclusive Finance” became China’s national strategy. In 2015, China formulated the Plan for Promoting the Development of Inclusive Finance (2016-2020). In 2016, during its presidency of the Global Partnership for Financial Inclusion (GPFI), China proposed the issue of "Digital Financial Inclusion" and issued the G20 High-level Principles for Digital Financial Inclusion at the G20 Hangzhou Summit in the same year. Through policy guidance and active practice by the financial sector, China has gradually formed a unique development model of inclusive finance and achieved remarkable successes. Physical outlets, service machines and online service channels have been improved, and basic financial services have generally covered both urban and rural areas. The financial services for rural households and MSMEs have improved significantly. The efficiency and convenience of financial services have been significantly improved, and the satisfaction of financial services has significantly increased. China's experience in inclusive finance has been recognized by the international community. In 2017,five cases from China were selected in the G20 report on Digital Financial Inclusion: Emerging Policy Approaches. |
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