Adeline Saverna

Bio: Adeline Saverna is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 7 citations.

Les baladeurs MP3 en classe d'anglais au lycée : représentations et attitudes des apprenants

Abstract: Cette these releve de la didactique de l’anglais. Il s’agit d’une etude exploratoire des representations et attitudes de 170 lyceens, relative a l’introduction et l’utilisation du baladeur MP3 en cours d’anglais. Notre demarche d’investigation a repose sur une approche systemique de la situation d’apprentissage. Afin de mettre au jour l’attitude des apprenants, nous avons utilise des questionnaires. Nos resultats ont mis en evidence l’absence d’unanimite dans l’acceptation du baladeur MP3 en cours d’anglais. Une utilisation reguliere du baladeur MP3 dans la vie quotidienne ne predispose pas a son appropriation dans un contexte scolaire. Le baladeur MP3 n’est pas un objet reel – c’est un artefact qui se reconstruit selon les usages. Notre etude a egalement montre que les representations de l’objet technologique chez les apprenants dependaient de leurs representations des autres elements de la situation d’apprentissage.

第二语言习得研究 = The study of second language acquisition

Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

Language and thought

Abstract: Mixing, however briefly, with aphasic subjects is sufficient to show that though survives language alterations. Everyone's experience of forgetting proper names and common nouns clearly shows that concepts outlive words. Analyzing puns and allusions also reveals that the meaning of a word depends on a context of signification which may or may not be supplied verbally. Studying thought without language in both animals and infants provides evidence not only that language facilitates the exercise of cognitive functions but also that the initial progress facilitates the exercise of cognitive functions but also that the initial progress made by children is not related to language but to brain maturation. Dealing with the question of right hemisphere performance in patients with a brain split by callosotomy demonstrates, better than anything else, that each position taken on this question is underlain by philosophical presuppositions. In contradistinction with philosophies derived from that of Wittgenstein and from logical positivism and functionalist cognitivist theories, the author argues that all we know is through and within our thought, that all we say is thought and that, consequently, no scientific, philosophical, poetical or other discourse is able to apprehend or restrain thought. Thought extends far beyond language, including scientific language.

Motivation and second language acquisition

Abstract: This chapter examines past research on the role motivation plays in the success of learning a second language. We begin by providing a comprehensive overview of the key conceptual models that have applied the construct of motivation to second language acquisition, namely Gardner and Lambert’s seminal Socio-educational Model of Motivation on Second Language Acquisition. Next, we present an overview of more contemporary conceptual models, which are more inclusive and integrative in nature, and examine how different aspects of the learner and the learning situation might influence motivation and learning outcomes. Then, we turn to the operationalisation and measurement of second language motivation and present an overview of recent empirical work on integrative motivation and second language learning. In our final section, we discuss group differences in motivation and second language acquisition, with an emphasis on the influence of gender, age and culture/ethnicity.