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Notes de cours et exercices corrigés Données semi-structurées, Ce polycopié est un support pédagogique ; destiné principalement aux étudiants de troisième année Licence Informatique, spécialités : "Systèmes informatiques (SI)" et "Ingénierie des Systèmes d’Information et du Logiciel (ISIL)". Ce document comporte des notes de cours du module "Données semi-structurées" avec exercices corrigés (travaux pratiques). L’objectif vise particulièrement à étudier et maîtriser les modèles, les opérations et les techniques liés à l’exploitation des données semi...
Forschende haben an einem Institut in den USA erstmals in großem Umfang untersucht, wie sich Gegenrede im Netz auf Hassrede auswirkt. Dazu trainierten sie zuerst anhand von Reconquista Germanica und Reconquista Internet einen Algorithmus – und erforschten mit diesem, wie Gegenrede den Diskurs veränd
This paper describes a methodology for the analysis of classroom talk, called sociocultural discourse analysis, which focuses on the use of language as a social mode of thinking — a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. It has been used in a series of school-based research projects in the UK and elsewhere and its use is illustrated with data from those projects. The methodology is expressly based on sociocultural theory and, in particular, on the Vygotskian conception of language as both a cultural and a psychological tool. Its application involves a combination of qualitative and quantitative methods and enables the study of both educational processes and learning outcomes. ABSTRACT FROM AUTHOR
This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
Just over 10 years ago, Educational Review published an article “Reconceiving argument” by Richard Andrews. In the article, Andrews traced some of the changes in the conception of argument that had taken place within educational contexts (primarily within the UK) over the previous few years. An important aim of the authors’ article is to consider whether there is any evidence that the (re)conceptualization of argument discussed in Andrews’ article has permeated educational theory and practice in the last 10 years. Specifically they will consider his invocation of new metaphors to conceive of the argumentation process as more akin to a dialogic exchange in contrast to adversarial combat. They question whether such a framing diminishes the value of conflict and confrontation in the argumentation process.
The authors suggest that a necessary tension exists between authoritative and dialogic approaches as dialogic exchanges are followed by authoritative interventions (to develop the canonical scientific view), and the authoritative introduction of new ideas is followed by the opportunity for dialogic application and exploration of those ideas
This paper describes a methodology for the analysis of classroom talk, called socio-cultural discourse analysis, which focuses on the use of language as a social mode of thinking – a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. Its application involves a combination of qualitative and quantitative methods and enables the study of both educational processes and learning outcomes
The paper describes how sociocultural discourse analysis was used to analyse talk in the primary classroom, which focuses on language and the social mode of thinking
This article uses a high school science class to see how language was used to connect theory and practice. It draws on classroom data analysed from a functional linguistic perspective, exploring the nature of science as a socially constructed practice.
interview with Lantolf: Discusses current research efforts regarding second language acquisition and describes an experimental language learning classroom.
This paper aims at giving a more detailed description and discussion of two concepts of “community” developed in the research areas of text production/writing and social learning / information management / knowledge sharing and comparing them with ea