Discours oraux--discours ecrits: quelles relations? Actes du 4eme colloque d'orthophoine/logopedie (Neuchatel, 3-4 octobre, 1996) (Oral Discourse--Written Discourse: What Is the Relationship? Proceedings of the Colloquium on Speech Therapy (4th, Neuchatel, Switzerland, October 3-4, 1996).

Sonst. Personen	Py, Bernard (Hrsg.)
Institution	Neuchatel Univ. (Switzerland). Inst. de Linguistique.
Titel	Discours oraux--discours ecrits: quelles relations? Actes du 4eme colloque d'orthophoine/logopedie (Neuchatel, 3-4 octobre, 1996) (Oral Discourse--Written Discourse: What Is the Relationship? Proceedings of the Colloquium on Speech Therapy (4th, Neuchatel, Switzerland, October 3-4, 1996).
Quelle	(1996) 25, (207 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adolescents; Discourse Analysis; Foreign Countries; French; Illiteracy; Institutionalized Persons; Interdisciplinary Approach; Language Patterns; Language Research; Linguistic Theory; Migrant Children; Narration; Oral Language; Reading Instruction; Second Languages; Short Stories; Speech Therapy; Visual Learning; Writing Difficulties; Written Language + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Diskursanalyse; Ausland; Französisch; Analphabetismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachmodell; Sprachstruktur; Sprachforschung; Linguistische Theorie; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Second language; Zweitsprache; Entwicklungsproximale Sprachtherapie; Logotherapie; Visual education; Visuelles Lernen; Schreibstörung; Geschriebene Sprache
Abstract	Research papers on the relationship between oral and written language include: "Une distinction bien fragile: oral/ecrit" ("A Fragile Distinction: Oral/Written") (Francoise Gadet); "Oral et ecrit dans les representations des enseignants et dans les pratiques quotidiennes de la classe de francais" ("Oral and Written Language in Teachers' Presentations and in Daily Practice in the French Class") (Jean-Francois de Pietro, Martine Wirthner); "La lecture a d'autres: un oral public a partir de l'ecrit" ("Reading to Others: Public Speaking Based on Written Language") (Joaquim Dolz, Janine Dufour, Sylvie Haller, Bernard Schneuwly); "Discours oraux--discourse ecrits: quelles relations...au visuel?" ("Oral Discourse--Written Discourse: What Relationship...To the Visual?") (Alain Brossard);"Acces au langage et acces au recit" ("Access to Language and Access to Narrative") (Philippe Meirieu); "Approche linguistique de l'illettrisme" ("Linguistic Approach to Illiteracy") (Dominique Morcrette); "Etude linguistique du discours narratif sur images d'adultes illettres" ("Linguistic Study of Narrative Discourse Based on Pictures in Illiterate Adults") (Frederique Brin); "Interactions verbales en acces a la litteratie" ("Verbal Interactions in Literacy Learning") (J.-M. Oderic Delefosse); "Conscience linguistique et traitement de l'information ecrite" ("Linguistic Consciousness and Treatment of Written Information") (Jean Emile Gombert, Clara Martinot, Isabelle Nocus); "Representations sur les pratiques sociales de l'ecrit et apprentissage de la lecture" ("Notes on Social Practice Surrounding Writing and the Learning of Reading") (Genevieve de Weck, Nathalie Niederberger); "Debusquer l'auteur d'un texte derriere l'absence d'ecrit" ("Understanding the Concept of Author") (Francoise Cornaz); "Les enigmes d'un acces au langage ecrit bloque chez un enfant migrant" ("Enigmas of Blocked Access to Written Language in a Migrant Child") (Francine Rosenbaum, Stephanie Evard); and "De l'agir a l'ecrit chez les jeunes adolescents en institution: un regard pluridisciplinaire" ("From Acted Out to Written Out Among Institutionalized Adolescents: An interdisciplinary Approach") (Jean-Marie Villat, Raymond B. Traube, Daniele Gabus, Caroline Bertoldo, Nicole Kraenbuhl). Individual articles contain references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01