WorldCat Identities

Billières, Michel

Overview
Works: 29 works in 50 publications in 2 languages and 104 library holdings
Roles: Author of introduction, Thesis advisor, Author, Opponent, Other, Editor, dgs
Classifications: PG2025, 616.83106
Publication Timeline
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Most widely held works by Michel Billières
Alzheimer, de carpe diem à la neuropsychologie by Roger Gil( Book )

1 edition published in 2018 in French and held by 48 WorldCat member libraries worldwide

Unir l'approche humaniste et l'approche médicale neuropsychologique pour mieux accompagner la personne qui vit avec une maladie d'Alzheimer ainsi que ses proches dans une société qui se doit de devenir inclusive. Les soins et l'accompagnement des personnes qui vivent avec une maladie d'Alzheimer nécessitent la synergie d'une approche humaniste et d'une approche médicale neuropsychologique qui, trop souvent, se côtoient en s'ignorant. Pourtant l'approche neuropsychologique permet de mieux comprendre le comportement et le ressenti des personnes malades et la souffrance des proches. Elle peut ainsi valider l'approche humaniste telle que celle de Carpe Diem pour contribuer à changer le regard sur la maladie, pour prêter attention non à ce que les personnes malades ont perdu mais à leurs capacités restantes, pour remplacer une relation de contrôle par une relation de confiance. Telle est la conviction des auteurs dont le dialogue s'est tissé en contrepoint de leurs rencontres. [Payot]
Autour du russe études perceptives et comparatives( Book )

2 editions published in 1998 in French and held by 7 WorldCat member libraries worldwide

Contribution à l'étude des erreurs de prononciation des russophones apprenant le français en vue de l'application à des pratiques de phonétique corrective by Michel Billières( Book )

6 editions published between 1986 and 1987 in French and held by 7 WorldCat member libraries worldwide

La perception et la production de l'accent lexical de l'espagnol par des francophones : aspects phonétiques et psycholinguistes by Margarita Muñoz Garcia( Book )

4 editions published between 2010 and 2013 in French and held by 4 WorldCat member libraries worldwide

Située dans le cadre de l'apprentissage des langues étrangères, cette recherche a pour objet l'étude la perception et la production de l'accent lexical espagnol par des francophones. Les systèmes accentuels des deux langues sont différents. Le français est une langue à accent fixe, tandis que l'espagnol est une langue à accent libre avec plusieurs types d'accentuation possibles. De ce fait, une approche expérimentale a été adoptée afin de tester l'influence de la langue maternelle des francophones sur la perception et la production de l'accent lexical espagnol. Les performances des sujets sont examinées en comparant le traitement des stimuli en perception et en production. Les études expérimentales menées sur la perception ont mis en évidence un effet variable d'un éventuel crible accentuel. Les résultats montrent une évolution de l'interlangue à plusieurs niveaux aux différents stades de l'acquisition de l'accentuation. Il apparaît que les performances des sujets s'améliorent au fur et à mesure de l'apprentissage tant en perception qu'en production. En revanche, les différents types d'accentuation ne sont pas traités de la même manière lors des deux tâches. Par ailleurs, nous analysons les réalisations acoustiques des locuteurs francophones et les comparons à celles des hispanophones. Les trois facteurs considérés sont la fréquence fondamentale, la durée et le niveau de registre tonal. Les résultats ont permis de mettre en relief des différences significatives selon la LM des sujets et selon le niveau d'apprentissage. La modification des paramètres acoustiques varie en fonction des facteurs linguistiques et contextuels examinés
Didactique cognitive des langues (étrangère, seconde, maternelle) : comportement cognitif des Apprenants by Colloque International de Didactique Cognitive (DIDCOG 2005)( Book )

4 editions published in 2005 in French and held by 4 WorldCat member libraries worldwide

Ce numero [...] marque les premiers jalons de la didactique cognitive des langues conçue non comme un énième courant novateur mais comme un espace de rencontre entre deux cultures radicalement différentes et n'échangeant que trop occasionnellement : celle des didacticiens et méthodologues [...] et celle des psychologues cognitivistes
Imitation et contrôle prosodique dans l'entraînement à la remédiation phonétique : évaluation, mesure et applications pour l'enseignant en langue étrangère by Olivier Nocaudie( )

2 editions published in 2016 in French and held by 3 WorldCat member libraries worldwide

L'imitation est un comportement largement répandu dans le règne animal et chez l'être humain, nous aidant à faire de nombreuses choses dont : nous adapter à notre environnement social et culturel, communiquer, et apprendre des autres. Dans ce travail, nous considérons des aspects de l'imitation en parole au niveau prosodique, et plus précisément, dans le contexte de la remédiation phonétique au moyen de la Méthode Verbo-Tonale (MVT). Per se, la pratique phonétique en classe constitue un jeu d'imitations, soulevant des questions passionnantes, liées aussi bien à la perception et à la production d'une langue étrangère qu'à la reproductibilité des paramètres acoustiques de la parole en langue première, i.e. le contrôle prosodique. Notre première étude traite du contrôle prosodique chez l'enseignant et elle questionne les relations de l'évaluation auditive de la similarité prosodique par les paradigmes AX et AXB avec la mesure de la similarité au moyen de différentes métriques. Ces résultats sont croisés et révèlent une bonne corrélation entre méthodes semi-automatiques de mesures et tests de perception. Notre seconde étude se fonde sur les résultats précédents et propose d'explorer plus avant une mesure de la similarité prosodique obtenue à partir de courbe de f0 stylisées rectilinéaires au moyen d'une Turning Function. Appliquer cette méthode à un corpus d'imitations parolières lexicalisées et delexicalisées nous aide à souligner les bénéfices et les lacunes de la méthode. Il est finalement proposé d'appliquer de telles techniques de détection de la similarité prosodique à l'entraînement du contrôle prosodique de l'enseignant
Les protrusions acétabulaires traumatiques by Michel Billières( Book )

3 editions published in 1961 in French and held by 3 WorldCat member libraries worldwide

Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère by Charlotte Alazard( Book )

2 editions published in 2013 in French and held by 2 WorldCat member libraries worldwide

This study investigates the influence of oral training on reading out loud in French as a Foreign Language (FFL). Based on the implicit prosody hypothesis by Fodor (2002), we venture that working on the phonetic correction orally will improve speaking fluency, as well as reading fluency, and facilitate the decoding of the written test. We think that the impact of this training will be stronger with beginner than advanced learners. In order to test these hypotheses, we have conducted two longitudinal studies with English FFL students. We have measured the students' fluency before and after training. The acoustics and perceptive results of the first study have confirmed our hypothesis and supported our methodology. In the second study, we follow up on these results on a larger-scale longitudinal study, designed to systematically compare the impact of two phonetics teaching methods on reading skills for FFL learners of French: the Articulatory Method (AM) and the Verbo-Tonal Method (VTM). We have also tested one of the presuppositions of the Structuro-Global Audiovisual Methodology (SGAV) - from which comes the VTM - according to which readings and writings activities should be delayed until students' phonetic and prosodic skills have reached a basic and steady level. Our data support our hypotheses: only the students who have received VTM classes have improved their reading fluency. Furthermore, the introduction of reading activities during the training has caused a decline in all the students' fluency. Thus mastering second language prosody is essential before introducing reading or writing activities
Etude de la stratégie enseignante d'étayage dans des interactions en classe de français langue étrangère (FLE), en milieu universitaire chinois by Charlotte Vallat( Book )

2 editions published in 2012 in French and held by 2 WorldCat member libraries worldwide

This study deals with the analyses of teaching practices during a controlled experiment in a Chinese university (South China Normal University, Canton, Guangdong, China). We focus on the way French as a Foreign Language (FFL) teachers guide their students during oral sessions and as well on their scaffolding. In a teaching/learning situation, the scaffolding stands for all the ways the teacher adapts his interventions to his students' abilities as well as his processes of adjustment in a classroom setting. Our aim is to observe and evaluate the strategies used by teachers to improve oral comprehension and oral production. From a methodological point of view, the research relies on various sources of data: the analysis of questionnaires filled in by Chinese students, conversations with the teachers, and observations of classes. Our filmed observations are transcribed (ICOR convention) and analyzed from an interactionist perspective. We focused on two groups of students with a different teacher for each group (one conducted by a Chinese teacher and the other conducted by a French Canadian teacher). We observed two classes for two groups (same teaching materials, equal number of students, same level). The methodology of observation was carried out in three phases: class preparation by the teacher (interview before class and teaching preparation), class progress (teacher's action) and metacognitive feedback after the class (interview after class). This allowed us to consider the class as a whole but also as a complex series of parts. The analysis grid, which takes into account the verbal, the para-verbal and non-verbal character of speech, is one of the pioneering aspects of this study. With the aid of this analysis grid, we assess the nature of the FFL teachers' scaffolding and, thus, the way FFL teachers guide their students during oral sessions in the context of a Chinese university.This study is part of a praxeological research aimed at defining pedagogical and didactical guidelines, on one hand about the crucial role of scaffolding in teaching practices and, on the other hand, about FFL oral didactic in a particular setting: Chinese universities
Didactique présecondaire des langues étrangères : l'influence de la présentation multimodale du lexique sur la mémorisation chez des enfants de 8 à 11 ans by Marie-Ange Dat( Book )

2 editions published in 2006 in French and held by 2 WorldCat member libraries worldwide

The development of learning-teaching foreign languages in French primary schools currriculum has fostered the use of ICTE (Information and communication technology applied to Education). Both teachers and learners in foreign languages are provided with various multimedia teaching tools -drawings, sound effects, animation- which are joined with the linguistic content through different means (=multimedia tools variety presentation). First of all, we will state the existing institutional and teaching-learning situtation. This first step will lead us to think about the use of multimedia tools to estimate its role in the learning of foreign lexis, one of the main targets of this early age learning- teaching. Indeed, we questioned ourselves about the relevance of the different encoding modes leading to the language comprehension in terms of global objects representation (Dubois) and the cognitive implication for new information treatment (Sweller). Our explanatory analysis stem from our own experience as primary school teacher (since 1997) and as Italian teacher for 8 to 11 year-old pupils. These analysis trigger various questions dealing with a) the learning of the native language (L1 = French) throughout the child's development, b) the learning of foreign languages (L2) and c) the impact on memorization of foreign words through a multimedia presentation. We decided about this last concern to elaborate hypothesis. They have been tested through experiences carried out within 8 to 11 age groups. The various encoding modes combinations (oral / writtten / oral + written / oral then written presentations) represent the variables which effects have been noticed on memorization (designation tests then reproduction tests). Those experiences were carried out by a research team financially supported by the Midi-Pyrenees region
Autour du russe : études perceptives et comparatives( Book )

1 edition published in 1998 in French and held by 2 WorldCat member libraries worldwide

L'influence de la boucle phonologique dans l'activité de lecture de publics précoces croates apprenant le français by Vanda Marijanovic( Book )

2 editions published between 2010 and 2012 in French and held by 2 WorldCat member libraries worldwide

This study examines reading acquisition in French as a Foreign Language by Croatian early learners (9-11 y.), beginners in L2 French. Designed under the cognitive perspective of foreign language learning/teaching, the thesis is divided in three parts. The first one sets the theoretical framework of the research by presenting relevant issues in fields of linguistics, psycholinguistics and foreign language acquisition and teaching. Firstly, we are dealing with the phonological and orthographic correspondences in Croatian and in French. Subsequently, we are discussing the pertinence of different psycholinguistic reading models, followed by a presentation of the concept of working memory in relation with respect to the learning processes. The second section describes the psycholinguistic experimental study undertaken in order to highlight phonological loop's influence on Repeating and Reading Aloud activities by targeting presumably difficult phonemes for Croatian native speakers. Lastly, the third part ponders over the results which are providing several implications for foreign language acquisition and teaching, notably those concerning the role and status of written language in literacy access practices in a foreign language
La dimension émotionnelle véhiculée par le cinéma dans l'enseignement - apprentissage du Français langue étrangère : considérations sur la trilogie cognition-émotion-culture by Claire Del Olmo( Book )

2 editions published in 2014 in French and held by 2 WorldCat member libraries worldwide

The filmic document, widely used by teachers of French as a Foreign Language (FFL) since 1970, is an extremely powerful inducer for emotions and a way to show their expression. Since cognition, emotion and culture are closely related, it is relevant to understand the interest of the use of emotionally charged film clips to teach FFL learners.In order to see if it is advantageous to use an emotional movie extract in the teaching process, a corpus of clips taken from New Wave films was formed. The emotional induction with these extracts and the focus of attention induced by negative emotions inducing extracts are tested in 60 B2 level foreign participants. An experiment was conducted to observe the extent to which it is suitable to use an emotion inducing film clip. 51 Chinese participants were involved. It was noted that 28 of them have difficulty in being empathic while experiencing intercultural communication with a native speaker. The effect of thedramatization of an extract on the ability to empathise is apprehended.This research shows the importance of an educational use of emotion. Extracts inducing negative emotions focus learners' attention. Participants that dramatize this type of extract optimally memorize gestures of the characters. Discussing the emotions induced by an extract leads learners to develop their sense of social proximity with the teacher. The research also indicates that learners, after viewing a dialogue in an extract comprising terms of emotional lexicon, remember better emotionally loaded verbal material. Finally, the results show that emotion can be taught, when learners are having difficulties be empathic towards natives. It is also determinated that the dramatization of a film clip can develop their empathy ability
Enseignement du FLE assisté par ordinateur en Thaïlande : étude de l'aide à la compréhension de relations logique cause-conséquence by Sirima Purinthrapibal( Book )

2 editions published between 2008 and 2009 in French and held by 2 WorldCat member libraries worldwide

The purpose of this research was to study foreign language comprehension. After first presenting a review of various literature on oral and written comprehension theories based on cognitive psychology and psycholinguistic, we then present the experimental study conducted with Thai students learning French as a foreign language. The experiment consisted of examining the students'performance in comprehension of different causal relation phrases related by connectives, and alternatively by punctuations in different degrees of difficulty and orders of situation. We performed test scenarios via both oral and written computer-based examinations. This study showed that oral comprehension is a significant problem for Thai students compared to written comprehension. In addition, this study shows that 1) causal phrases related by connectives are easier to comprehend than causal phrases related by punctuation, and 2) the performance in comprehension of phrases which situations are in cause-consequence order is better than that of phrases with consequence-cause situations order. The analysis of the collected data permit to propose revisions to traditional teaching methods to improve students' oral comprehension and understanding of cause-consequence expressions, and as well to propose modifications to Computer-assisted Instruction methods to achieve similar improvements in student comprehension
The use of metacognitive learning strategies in learning vocabulary among Malaysian university students by Ajhar Ahmad( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

The present study aims to investigate twofold: (1) to investigate the students' perceptions toward vocabulary learning which influences the choice and the use of the strategies (Discovery Study) and (2) to investigate and describe the effect of using Metacognitive strategies which were integrated in vocabulary learning lessons employed by Malaysian University students in learning French as a foreign language (Main Study); This study included variables such as Individual differences and Situational and Social factors that act as facilitators and constraints of the students' vocabulary learning. Qualitative approach is applied for objective 1 and whilst quantitative approach is used to fulfil objective 2. The research subjects under the present investigation were 45 undergraduate students studying at UiTM (University of Technology Mara, Penang Campus) in academic year 2015; one class of 21 which received metacognitive learning strategies in learning vocabulary involving the experimental group; the other class of 24 students served as the control group and received only traditional method of learning without metacognitive components. The primary data sources of this study were analysed by SPSS such as t-test to assess the significant differences for mean of vocabulary knowledge tests performance between the control group and experimental group during pre and post-tests and as well Excel 2007 to analyse descriptively the frequency, percentage mean and standard deviation of metacognitive strategy components use. Furthermore, One Way ANCOVA analysis was used to determine the effects of using metacognitive strategy during vocabulary learning lessons. Moreover, questionnaires and semi-structured interview were used for collecting data and course documents, students' reflective answers (Keys ideas), and notes during the class interventions were additional data sources. The findings reveal that students' perception towards vocabulary learning of the target language affects the selection and use of the strategy, where the negative perception resulted in an unsuccessful learning whilst positive perceptions will lead to effective learning. The analysis results found that the factors were strongly related to influence the use of the strategies such as beliefs, affective states, learner factors, target language and context. Moreover, using metacognitive strategy in the vocabulary learning was beneficial in enhancing the students' vocabulary knowledge performances. Findings from this study also suggest that perceptions towards vocabulary learning and the use of metacognitive strategies in learning French vocabulary had impacts on foreign language learning
Approche dynamique de la perception de la parole : catégorisation de la substance et de la variabilité phonétique en langue maternelle par les francophones et en langue étrangère pour les hispanophones by Cynthia Magnen( Book )

1 edition published in 2009 in French and held by 1 WorldCat member library worldwide

Our research focuses on speech perception, and more precisely on the categorization processes in first language (French) and second language (Spanish for French learners). Our aim was to elaborate a protocol allowing for the observation of perception strategies which listeners use in one of the main speech processing characteristics, namely variability. We used Free Categorization tests, which originality is to allow for the observation of how phonemic categories such as /i/, /y/ and /u/ are perceived in sentence contexts, based on criteria solely defined by listeners. Our methodology is based on current theories on prototypical categorization, according to which perceived regularities ensue from our experience of the surrounding world and from our ability to process it into categories. These categories would not be fixed but, on the contrary, largely unstable because they adapt to contextual changes and to the various finalities of our activities. Our results are indicative of such a tendency because they show that, depending on the task, French listeners exhibit similar strategies as Spanish listeners. They also show a diversity of perception behaviours, since they indicate that several strategies are at play during first language and second language processing: global listening as well as more analytical listening strategies, allowing for the perception of extremely subtle phonetic details. These results are reminiscent of current studies using exemplar models, which posit that the listener's mental lexicon entails various phonetic representations of the same word, subject to contextual features
Didcog 2005( )

1 edition published in 2005 in French and held by 1 WorldCat member library worldwide

L'interface oral-écrit dans l'apprentissage d'une langue étrangère : influence de l'input orthographique sur les représentations phonologiques : le cas des apprenants marocains by Clara Solier( )

1 edition published in 2019 in French and held by 1 WorldCat member library worldwide

De nombreuses études ont montré que l'orthographe impacte les processus de perception et de production de la parole. Pourtant, l'influence de l'orthographe n'est prise en compte ni dans les modèles de perception, ni dans les modèles de production de la parole. L'objectif de notre étude est de tester l'influence de l'orthographe sur la production de la parole L2 avec des tâches de production écrite que nous comparons à des tâches de production orale. Nous faisons l'hypothèse que l'activation des représentations orthographiques en production écrite de mots permet de restructurer les représentations phonologiques et améliore les performances de prononciation. Nous testons cette hypothèse sur 100 sujets marocains natifs, apprenants débutants (A2) de FLE selon un design expérimental prétest/posttest. Les stimuli du protocole expérimental sont répartis en quatre catégories contenant quatre voyelles cibles /ɔ̃/, /ɑ̃/, /i/, /e/ en position finale de mot. Les sujets sont divisés en cinq groupes, chacun étant soumis à une condition expérimentale d'entrainement : répétition de paires minimales, répétition avec correction phonétique à l'aide de la méthode verbo-tonale, copie vocalisée, dictée et copie. Une tâche de répétition de mots est effectuée par tous les sujets en prétest et en posttest. Nous analysons l'effet de la condition expérimentale sur la performance de prononciation en posttest et dans les conditions expérimentales d'entrainement. Les résultats valident notre hypothèse : les performances de prononciation sont significativement plus élevées en posttest après un entrainement écrit. De plus, nous avons montré que la tâche de copie est celle qui permet d'améliorer les performances de prononciation de manière la plus efficace. Notre étude défend le rôle fondamental de l'écrit dans l'apprentissage et la remédiation de la production orale en langue étrangère et repose la question du passage à l'écrit en didactique du FLE
 
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Alternative Names
Michel Billières Frans taalkundige

Michel Billières French linguist

Michel Billières lingüista francés

Languages
French (40)

English (1)