@article{Messling2012,
  author    = {Messling, Markus},
  title     = {L'archipel des hommes-crocodiles : modernit{\´e}, archa{\"i}sme etstrat{\´e}gie narrative chez Kossi Efoui},
  isbn      = {978-8-48-489670-8},
  year      = {2012},
  language  = {fr}
}
@misc{Hassler2012,
  author    = {Haßler, Gerda},
  title     = {Moline, E. (Hrsg.); Vetters, C. (Hrsg.) ; Temps, aspect et modalit{\´e} en francais; Amsterdam, Rudopi, 2010},
  issn      = {0341-0811},
  year      = {2012},
  language  = {fr}
}
@article{Mueller2012,
  author    = {M{\"u}ller, Gesine},
  title     = {Pens{\´e}e archip{\´e}lique versus francophonie : la mise en sc{\`e}ne litt{\´e}raire de l'exclusion},
  isbn      = {978-8-48-489670-8},
  year      = {2012},
  language  = {fr}
}
@book{OPUS4-33784,
  title     = {Oralit{\´e}(s) et {\´e}criture(s) : Actes du colloque du coll{\`e}ge doctoral "Syntagmes et locutions dans la phrase et dans le discours"},
  series = {Studium Sprachwissenschaft : Beihefte},
  volume    = {41},
  journal   = {Studium Sprachwissenschaft : Beihefte},
  editor    = {Haßler, Gerda and Neis, Cordula},
  publisher = {Nodus Publ},
  address   = {M{\"u}nster},
  isbn      = {978-3-89323-141-6},
  pages     = {298 S.},
  year      = {2012},
  language  = {fr}
}
@article{Hassler2012,
  author    = {Haßler, Gerda},
  title     = {La lin{\´e}arit{\´e} du langage comme probl{\`e}me th{\´e}oretique dans les th{\´e}ories rationalistes et sensualistes},
  year      = {2012},
  language  = {fr}
}
@article{Hassler2012,
  author    = {Haßler, Gerda},
  title     = {L' expression de la modalite epistemique et de l'evidentialite dans les langues romanes},
  isbn      = {978-3-89323-140-9},
  year      = {2012},
  language  = {fr}
}
@article{Hassler2012,
  author    = {Haßler, Gerda},
  title     = {La description du g{\´e}nie de la langue dans les grammaires fran{\c{c}}aises et les grammaires d'autres langues},
  isbn      = {978-2-7453-2430-6},
  year      = {2012},
  language  = {fr}
}
@article{Hassler2012,
  author    = {Haßler, Gerda},
  title     = {Polyphonie et deixis dans les textes narratifs},
  year      = {2012},
  abstract  = {The focus of this paper is on the modal uses of verb forms and the contribution of shifters (aujourd"hui "today", ici "here") to polyphony. The alternation between indicative and subjunctive and the modal use of the imperfect will be studied from a pragmatic point of view. The imperfect enables the opening of another speaker deixis, without requiring the naming of the other deictic center. Imperfect verb forms can indicate double deixis, allowing the speaker to refer to a source of the communicated information without, however, naming this source.},
  language  = {fr}
}
@article{Stehl2012,
  author    = {Stehl, Thomas},
  title     = {Le fran{\c{c}}ais parl{\´e}, les fran{\c{c}}ais parl{\´e}s et les cons{\´e}quences didactiques},
  isbn      = {978-3-631-63669-5},
  year      = {2012},
  language  = {fr}
}
@article{LeuchtTiffinRichardsVocketal.2012,
  author    = {Leucht, Michael and Tiffin-Richards, Simon and Vock, Miriam and Pant, Hans Anand and Koeller, Olaf},
  title     = {English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {44},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000071},
  pages     = {163 -- 177},
  year      = {2012},
  abstract  = {The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.},
  language  = {fr}
}