Articles

5S : le management de l'espace

M. GREIF

Revue Française de Gestion Industrielle

1997, vol. 16, n°3, pp.5-14

Départements : Informations Systems and Operations Management


A Comment on the Absent-Minded Driver Paradox

I. GILBOA

Games and Economic Behavior

1997, vol. 20, pp.25-30

Départements : Economie et Sciences de la décision, GREGHEC (CNRS)


A propos de l'a-responsabilité des dirigeants d'entreprise

A. SOLE

Ethique des Affaires

octobre 1997, pp.13-31

Départements : Comptabilité et Contrôle de Gestion


A t-on freiné sur l'A.B.S. ? Commentaires sur l'arrêt KIS du 6 février 1997

F. LENGLART

Revue de Droit Comptable

mars 1997, n°97/1, pp.123-130

Départements : Droit et fiscalité


Accounting, Economics and Management in France: the Slow Emergence of an 'Accounting Science'

Y. Pesqueux, J.-P. NIOCHE

European Accounting Review

1997, vol. 6, n°2, pp.231-250

Départements : Stratégie et Politique d’Entreprise


Act Similarity in Case-Based Decision Theory

I. GILBOA, D. Schmeidler

Economic Theory

1997, vol. 9, pp.47-61

Départements : Economie et Sciences de la décision, GREGHEC (CNRS)


Alternative Distributed Models for the Comparative Study of Stock Market Phenomena

E. Tzafestas, A. BENOS

Information Sciences

3-4 juillet 1997, vol. 99, pp.137-157


Analyzing the Memory Impact of Advertising Fragments

M. Tan Pham, M. VANHUELE

Marketing Letters

1997, vol. 8, n°4, pp.407-417

Départements : Marketing, GREGHEC (CNRS)


Anticiper les conséquences des alliances stratégiques

B. GARRETTE, P. DUSSAUGE

Revue Française de Gestion

juin-juillet-août 1997, n°114, pp.106-117

Départements : Stratégie et Politique d’Entreprise, GREGHEC (CNRS)


Articulating the relationship between language, literature, and culture: toward a new agenda for foreign language teaching and research

D. SHANAHAN

The Modern Language Journal

été 1997, vol. 81, n°2, pp.164-174

Départements : Langues et Cultures


Today, university teachers of foreign language (FL) in the U.S. face a pedagogical environment in which two camps have developed, one basing its emphasis on communicative competence, the other on the importance of exposure to culture and, especially, literature. The reliance of the former on data from empirical studies often conflicts with the feelings of the latter that nonquantitative, intuitional aspects of language learning are essential to language acquisition. However, much research into the role of culture and literature in language learning remains to be done so that these feelings may be articulated and applied systematically to the development of materials, syllabi, and curricula. Areas in which such articulation might take place include: (a) the extent to which language itself is laden with affect that may be catalyzed as an inducement to learning; (b) the extent to which the affective element is embedded in the nature of symbolic expression—and thus metaphor, myth, and literature; (c) the specific ways in which language and literature may encode culture and have an affective impact on learners in the classroom. Research already exists that lends itself to a close examination of these areas. By taking advantage of that research, FL teaching in the U.S. could establish the importance of literature and culture in the language classroom in ways that would solidify its role in an environment fraught with transformation and change


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