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La réussite scolaire dans l'enseignement professionnel en Syrie et en France, en fonction de l'orientation scolaire après la classe de troisième / Success at school in vocational education in Syria and in France as a result of the options process at the end of the year 10Maarrawi, Juliette 12 November 2013 (has links)
Les deux pays choisis se différencient par rapport à leurs processus d’orientation, et par rapport au critère selon lequel se fait cette orientation. L’orientation constitue un choix qui est un indicateur de la motivation qui est un élément central et déterminant de la réussite scolaire. Nous étudions l’importance du choix dans l’orientation et les types de motivation de l’élève, ainsi que l’importance de la motivation dans la réussite scolaire. Puis nous étudions l’influence de l’orientation sur la réussite scolaire et la clarté des perspectives d’avenir professionnel. Nous avons appliqué une méthode quantitative fondée sur un questionnaire administré auprès de 227 élèves en France et 289 élèves en Syrie. Nous avons trouvé des relations de dépendance entre l’orientation par manque de bons résultats et le type de la motivation d’une part et la clarté des perspectives d’avenir professionnel des élèves d’autre part. / The two selected countries differ with respect to their Options process, and report to the criterion that takes this approach.The Options process is a choice which is an indicator (a measure) of motivation which is a central element and determiner of success at school. We study the importance of choice in the Options process, and the types of student motivation, as well as the role of motivation in academic success. Then we study the effect of the Options process on academic success and the clarity of perspectives on career prospects. We applied a quantitative method based on a questionnaire carried out among 227 students in France and 289 students in Syria. We found a dependant relationships on Options advice through the lack of good grades and the type of motivation on one hand and clarity of professional future prospects of students on the other.
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Conjunctive Relations in Argumentative Essays : Second language learners of English and the frequency of connective wordsBlixt, Jojo January 2022 (has links)
This essay aims to examine texts written by students in upper secondary school year 10 to see which conjunctions and linking words students at that level use, the normalized frequency as well as how they are used. For the investigation, a corpus, the Swedish Learner English Corpus (SLEC), was searched using AntConc, a corpus analysis toolkit for concordancing and text analysis. The investigated and compared groups are vocational and academic students, girls and boys, all studying the English 5 course, and no one speaking English as their native language. The hypotheses were that academic students, due to higher motivation, would use a higher normalized frequency of internal conjunctive relations which create text cohesion compared to the vocational students, and also that girls would use a higher normalized frequency of the same type of conjunctive relations than boys due to better results in general. The results were as predicted that the students enrolled in the academic programs do use a higher frequency of conjunctive relations of the internal kind than students in the vocational programs, apart from the temporal category, and that the girls use a higher frequency of conjunctive relations of the internal kind, than the boys within all functions except the temporal.
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