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Tác giả CN
| Guénette, Danielle. | |
Nhan đề
| Interactions verbales et résolution de malentendus en français L2 entre locuteurs de L1 commune et différente =Une étude de cas /Danielle Guénette, Sara Kennedy, Suzanne Allard et Jacinthe Murphy. | |
Thông tin xuất bản
| John Benjamins Publishing Company, 2015. | |
Mô tả vật lý
| 237-269p ; 24 cm. | |
Tóm tắt
| This study presents a review of the comprehension problems encountered by six pairs of adult speakers of French L2 during the completion of three communicative and interactive tasks with speakers from the same or different L1 language background. Excerpts of their interactions revealed that the problems encountered and the communication strategies used to solve these problems were not dependent on language background, but rather on the speakers’ proficiency level in the L2 and their knowledge of necessary vocabulary for task completion. Pedagogical and acquisitional implications that emerged from the analysis are presented, including the importance of explicitly teaching a repertoire of communication strategies related to specific difficulties. | |
Thuật ngữ không kiểm soát
| Français L2 | |
Thuật ngữ không kiểm soát
| Problèmes de compréhension | |
Thuật ngữ không kiểm soát
| Stratégies de communication | |
Thuật ngữ không kiểm soát
| Interaction | |
Tác giả(bs) CN
| Allard, Suzanne. | |
Tác giả(bs) CN
| Kennedy, Sara. | |
Tác giả(bs) CN
| Murphy, Jacinthe. | |
Nguồn trích
| LIA language, interaction and acquisition.- 2015, Vol. 6, No. 2. |
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| 041 | 0 |aeng |
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| 100 | 1 |aGuénette, Danielle. |
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| 245 | 10|aInteractions verbales et résolution de malentendus en français L2 entre locuteurs de L1 commune et différente =|bUne étude de cas /|cDanielle Guénette, Sara Kennedy, Suzanne Allard et Jacinthe Murphy. |
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| 260 | |bJohn Benjamins Publishing Company,|c2015. |
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| 300 | |a237-269p ;|c24 cm. |
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| 362 | 0 |aVol. 6, No. 2 (2015) |
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| 520 | |aThis study presents a review of the comprehension problems encountered by six pairs of adult speakers of French L2 during the completion of three communicative and interactive tasks with speakers from the same or different L1 language background. Excerpts of their interactions revealed that the problems encountered and the communication strategies used to solve these problems were not dependent on language background, but rather on the speakers’ proficiency level in the L2 and their knowledge of necessary vocabulary for task completion. Pedagogical and acquisitional implications that emerged from the analysis are presented, including the importance of explicitly teaching a repertoire of communication strategies related to specific difficulties. |
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| 653 | 0 |aFrançais L2 |
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| 653 | 0 |aProblèmes de compréhension |
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| 653 | 0 |aStratégies de communication |
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| 653 | 0 |aInteraction |
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| 700 | 1 |aAllard, Suzanne. |
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| 700 | 1 |aKennedy, Sara. |
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| 700 | 1 |aMurphy, Jacinthe. |
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| 773 | |tLIA language, interaction and acquisition.|g2015, Vol. 6, No. 2. |
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| 890 | |a0|b0|c0|d0 |
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