Nouns

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Noms (Français) / Nouns (Anglais) / أسماء (Arabe) / Sustantivos (Espagnol) / Substantivos (Portugais) / Существительные (Russe) / Sostantivi (Italien) / Nomen (Allemand) / 名词 (Chinois (Mandarin)) / संज्ञा (Hindi) / 名詞 (Japonais) / বিশেষ্য (Bengali)

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Traductions

Définition

Domaine, Discipline, Thématique

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Linguistics / Psycholinguistics / Morphology / Syntax / Semantics / Pragmatics / Lexicology / Sociolinguistics / Computational Linguistics / Semiotics /

Justification

Définition écrite

Basic Definition A noun is a word that designates a person, place, object, or idea.
Intermediate Definition A noun is a grammatical category that serves to identify and designate concrete or abstract entities. It can be classified into different subcategories, such as proper nouns, which refer to unique individuals, and common nouns, which refer to classes of objects or ideas.
Advanced Definition The noun, as a fundamental element of language, plays a crucial role in structuring discourse. It can be analyzed across several dimensions: syntactically, where it often functions as the subject or object in a sentence; semantically, where it conveys specific meanings; and pragmatically, where its usage varies according to social and cultural context. Nouns may also be affected by morphological properties such as gender and number.
In-Depth Definition A noun is an essential lexical unit within linguistic systems that serves to reference both concrete and abstract entities. Syntactically, it can function as a subject, direct or indirect object, and complement. Semantically, nouns are divided into categories such as proper nouns (which denote specific individuals or locations) and common nouns (which encompass classes of objects or ideas). Morphologically, they are subject to variations in gender (masculine or feminine) and number (singular or plural), influencing their agreement with other elements in the sentence. Furthermore, from a pragmatic perspective, the use of nouns is contextually determined and can vary according to social and cultural conventions. This complexity underscores the importance of nouns in constructing meaning and facilitating human communication. }}

Définition graphique

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  What is noun

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Nouns (Discipline)
Nouns: (Discipline)
Nouns: (Discipline)
Nouns: (Discipline)
Nouns: (Discipline)
Nouns
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: carte conceptuelle (cmap)
Document PDF Nouns: Document PDF
Image/Figure Nouns: Titre de l'image ou de la figure

Concepts ou notions associés

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Noun Phrase / Proper Nouns / Common Nouns / Collective Nouns / Abstract Nouns / Concrete Nouns / Countable Nouns / Uncountable Nouns / Gender in Nouns / Number Agreement / Case in Nouns / Noun Functions / Syntax of Nouns / Morphology of Nouns / Semantic Roles of Nouns / Noun Modifiers / Determiners with Nouns / Possessive Nouns / Noun Clauses / Compounding in Nouns / Derivation of Nouns / Inflection of Nouns / Nominalization / Language Acquisition of Nouns / Pragmatics of Noun Usage /

Nouns - Glossaire / (+)

Exemples, applications, utilisations

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Erreurs ou confusions éventuelles

Exemples de difficultés de compréhension ou d'interprétation courantes:

• Confusion between numerator and denominator:

Students often confuse the numerator (the top part) and the denominator (the bottom part) of a fraction. This can lead to mistakes when comparing, adding, or subtracting fractions.

• Understanding improper fractions:

Fractions where the numerator is greater than the denominator (e.g., 7/4) are sometimes misinterpreted as incorrect or "wrongly written." This misconception often stems from insufficient exposure to these forms in early learning.

• Difficulty with visual representations:

Some students struggle to understand fractions represented as diagrams or parts. For example, they might not correctly visualize that 3/4 is larger than 1/2 in a pie chart or similar visual.

• Mistakes in operations involving fractions:

When adding or subtracting fractions, students often forget to find a common denominator. This issue frequently arises from a misunderstanding of the fundamental principle of equivalent fractions.

• Difficulty connecting fractions to decimals:

Some students fail to link a fraction (e.g., 1/4) to its decimal value (0.25). This difficulty is often compounded by teaching fractions and decimals as isolated topics.

Confusions ou glissement de sens potentiels

• Part-to-Whole Confusion - Representation Confusion:

Students may confuse the part-to-whole relationship of fractions with unrelated proportional concepts, such as ratios. For example, they might misinterpret 3/4 as "3 items out of 4 total items" in all contexts, rather than understanding it as a division or proportion. This often overlaps with difficulty in representing fractions visually, such as dividing shapes unequally or misunderstanding shaded regions in diagrams.

• Improper Fractions - Mixed Numbers:

There’s often confusion when converting improper fractions (e.g., 7/4) to mixed numbers (1 3/4) and vice versa. Students might think these forms are unrelated or that one is "more correct" than the other, which complicates their ability to apply both forms interchangeably in problem-solving.

• Equivalent Fractions - Simplification - Decimals:

Students frequently struggle to connect equivalent fractions (e.g., 2/4 = 1/2), simplification (reducing fractions to their simplest form), and their decimal equivalents (0.5). These processes are conceptually similar, but a lack of clarity can lead to misunderstandings, such as thinking simplification changes the value of a fraction or failing to see 1/2 as both a fraction and a decimal.

• Addition of Fractions - Multiplication of Fractions:

Students often mix the rules of adding fractions with those of multiplying them. For example, they might attempt to add the numerators and denominators directly in multiplication or apply cross-multiplication techniques to addition problems, leading to incorrect results in both operations.
Autres erreurs fréquentes:

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Questions possibles

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Liaisons enseignements et programmes

Idées ou Réflexions liées à son enseignement

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Education: Autres liens, sites ou portails

Nouns - Formation/Apprentissage: Exemples de plans structurés (+)

Ressources éducatives et académiques

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Autres ressources

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Bibliographie

Pour citer cette page: ([1])

ABROUGUI, M & al, 2024. Nouns. In Didaquest [en ligne]. <http:www.didaquest.org/wiki/Nouns>, consulté le 22, décembre, 2024

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