Please use this identifier to cite or link to this item: http://hdl.handle.net/2067/43294
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dc.contributor.authorDi Vito, Soniait
dc.date.accessioned2021-04-07T16:37:12Z-
dc.date.available2021-04-07T16:37:12Z-
dc.date.issued2020it
dc.identifier.isbn9780429425899it
dc.identifier.urihttp://hdl.handle.net/2067/43294-
dc.description.abstractIn recent years, the potential of the DDL approach is being increasingly considered in the teaching of French as a foreign language (FLE). While most studies published are mainly concerned with the use of concordances and corpora in the teaching of FLE at university level, this chapter reports on the potential of concordances with an audience of young French L1 students. In this chapter, I describe lessons for younger learners of French incorporating activities involving concordance analysis for the study of certain morphological and syntactic phenomena, including the use of demonstrative adjectives and interrogative determiners, verb conjugation, and expressions of quantity. This research highlights the many advantages of using the DDL approach for materials preparation in FLE teaching and for providing young learners the opportunity to experiment with new learning methods.it
dc.format.mediumSTAMPAit
dc.language.isoengit
dc.titleTeaching French to young learners through DDLit
dc.typebookPart*
dc.identifier.doihttps://doi.org/10.4324/9780429425899it
dc.relation.ispartofbookData-Driven Learning for the Next Generation Corpora and DDL for Pre-tertiary Learnersit
dc.relation.firstpage171it
dc.relation.lastpage186it
dc.relation.alleditorsPETER CROSTHWAITEit
dc.type.refereeREF_4it
dc.type.miur268*
dc.publisher.nameRoutledgeit
dc.publisher.placeLondonit
dc.publisher.countryGBRit
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item.grantfulltextrestricted-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.cerifentitytypePublications-
item.openairetypebookPart-
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