Rebecca Starkey‐perret
Biographic Data
| ID | 2747788 |
|---|---|
| NAME | Rebecca Starkey‐perret |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Starkey‐perret |
| SIGNATURE | PERRET R S |
| AFFILIATIONS | Nantes Université |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
L’influence des choix méthodologiques sur l’acquisition de l’oral spontané en L2 en classe
Notre étude s’intéresse à l’acquisition de la compétence d’interaction orale de l’anglais L2 d’élèves de 6e au collège en France, soit des enfants de 11 à 12 ans. L’oral spontané en langue reste en effet une compétence peu acquise dans notre système scolaire (CNESCO, 2019 ; Capliez & Guendouz, 2021). L’approche neurolinguistique (désormais ANL) a permis des résultats intéressants sur ce plan dans le cadre d’un enseignement intensif (Germain, 2017…
Measuring the impact of teaching approaches on achievement‐related emotions
BACKGROUND: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population. AIMS: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time. SAMPLE: This study involves 299 participants…
Implementing a plurilingual programme in a university in France
This contribution gives an account of the results of an action research in which a task-based plurilingual programme was implemented with postgraduate students of Foreign Languages and International Business. Using a mixed-methods approach, combining questionnaire, interview and observation data, we sought to explore the degree to which the programme was accepted by the students; how it may have modified the representations they have of languages…
From multilingualism to plurilingualism
The study aims to highlight the representations that university students have about plurilingualism, in order to research how they can develop plurilingual competences in an essentially monolingual French academic setting. It is based on a survey of 684 students enrolled in two foreign language programmes across two year levels (first and fourth years) at the University of Nantes (France). The questionnaire we have designed includes 26 items whic…
Discours des enseignants sur leur formation et leur métier
Cet article se propose de traiter de la motivation des enseignants de langues en termes d'investissement et retours sur investissement. À un moment où le statut et la formation des enseignants de langues font la une de l'actualité, il parait essentiel d'étudier l'impact des changements des conditions de travail sur la perception qu'ont les enseignants de leur investissement et du retour sur investissement. Cet article traite de la mise en place e…
Gerald Kelly, How to teach pronunciation
Ce guide est destiné à tout enseignant d’anglais souhaitant approfondir ses connaissances et développer ses compétences pratiques en matière de prononciation. Il sera utile à l’enseignant anglophone souhaitant acquérir des connaissances explicites sur la prononciation de l’anglais afin de mieux guider les apprenants. La terminologie spécifique à la phonétique et à la phonologie est introduite de façon claire et simple, ce qui permet au novice d’i…
From multilingualism to plurilingualism
The study aims to highlight the representations that university students have about plurilingualism, in order to research how they can develop plurilingual competences in an essentially monolingual French academic setting. It is based on a survey of 684 students enrolled in two foreign language programmes across two year levels (first and fourth years) at the University of Nantes (France). The questionnaire we have designed includes 26 items whic…
Implementing a plurilingual programme in a university in France
This contribution gives an account of the results of an action research in which a task-based plurilingual programme was implemented with postgraduate students of Foreign Languages and International Business. Using a mixed-methods approach, combining questionnaire, interview and observation data, we sought to explore the degree to which the programme was accepted by the students; how it may have modified the representations they have of languages…
Measuring the impact of teaching approaches on achievement‐related emotions
BACKGROUND: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population. AIMS: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time. SAMPLE: This study involves 299 participants…
Gerald Kelly, How to teach pronunciation
Ce guide est destiné à tout enseignant d’anglais souhaitant approfondir ses connaissances et développer ses compétences pratiques en matière de prononciation. Il sera utile à l’enseignant anglophone souhaitant acquérir des connaissances explicites sur la prononciation de l’anglais afin de mieux guider les apprenants. La terminologie spécifique à la phonétique et à la phonologie est introduite de façon claire et simple, ce qui permet au novice d’i…
Discours des enseignants sur leur formation et leur métier
Cet article se propose de traiter de la motivation des enseignants de langues en termes d'investissement et retours sur investissement. À un moment où le statut et la formation des enseignants de langues font la une de l'actualité, il parait essentiel d'étudier l'impact des changements des conditions de travail sur la perception qu'ont les enseignants de leur investissement et du retour sur investissement. Cet article traite de la mise en place e…
From multilingualism to plurilingualism
The study aims to highlight the representations that university students have about plurilingualism, in order to research how they can develop plurilingual competences in an essentially monolingual French academic setting. It is based on a survey of 684 students enrolled in two foreign language programmes across two year levels (first and fourth years) at the University of Nantes (France). The questionnaire we have designed includes 26 items whic…
Implementing a plurilingual programme in a university in France
This contribution gives an account of the results of an action research in which a task-based plurilingual programme was implemented with postgraduate students of Foreign Languages and International Business. Using a mixed-methods approach, combining questionnaire, interview and observation data, we sought to explore the degree to which the programme was accepted by the students; how it may have modified the representations they have of languages…
Measuring the impact of teaching approaches on achievement‐related emotions
BACKGROUND: This study focuses on achievement emotions in a context of foreign language acquisition in a French-speaking population. AIMS: Firstly, the reliability and construct validity of the Achievement Emotion Questionnaire were examined; the second aim was to compare the effectiveness of two teaching approaches, classical and task-based learning and teaching (TBLT) on students' emotions over time. SAMPLE: This study involves 299 participants…
L’influence des choix méthodologiques sur l’acquisition de l’oral spontané en L2 en classe
Notre étude s’intéresse à l’acquisition de la compétence d’interaction orale de l’anglais L2 d’élèves de 6e au collège en France, soit des enfants de 11 à 12 ans. L’oral spontané en langue reste en effet une compétence peu acquise dans notre système scolaire (CNESCO, 2019 ; Capliez & Guendouz, 2021). L’approche neurolinguistique (désormais ANL) a permis des résultats intéressants sur ce plan dans le cadre d’un enseignement intensif (Germain, 2017…
Psychology (5 works) · Mathematics education (4 works) · EFL/ESL Teaching and Learning (3 works) · Second Language Learning and Teaching (3 works) · Foreign language (2 works) · French Language Learning Methods (2 works) · Linguistics (2 works) · Multilingualism (2 works) · Pedagogy (2 works) · Political science (2 works)