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Auswahl der wissenschaftlichen Literatur zum Thema „Didactics of French as foreign language“
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Zeitschriftenartikel zum Thema "Didactics of French as foreign language"
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Zalesskaya, Daria. „Language as an “independent unit”: Ferdinand de Saussure vs. Paul Boyer“. Sign Systems Studies 50, Nr. 1 (01.06.2022): 133–42. http://dx.doi.org/10.12697/sss.2022.50.1.07.
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Didactics and semiotics are two fields that have been interconnected for a long time. Russian language teaching in France in the 20th century, especially in its first half, had several interesting didactic features closely related to the understanding of Ferdinand de Saussure’s theoretical conceptions. Through the works of influential Slavist professor Paul Boyer (1864–1949), some of Ferdinand de Saussure’s ideas became reflected in French didactics in a particular way, providing the basis for a new method of teaching Russian as a foreign language. The article offers an analysis of the textbook Manuel pour l’étude de la langue russe by Boyer and Nicolas Spéransky, as well as of the teaching method “language-in-itself ”, with the objective to identify the references to the Course in General Linguistics and to consider their reflection in didactics.
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Aubin, Sophie. „Conscience musicale du français langue parlée : éléments pour son conditionnement didactique“. Glottodidactica. An International Journal of Applied Linguistics 49, Nr. 1 (30.06.2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.
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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.
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Sielanko-Byford, Elżbieta, und Janina Zielińska. „Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania“. Neofilolog, Nr. 62/1 (12.04.2024): 139–54. http://dx.doi.org/10.14746/n.2024.62.1.9.
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The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of linguistic and intercultural mediation. The students also learn how to plan and organize project work and how to promote linguistic and cultural diversity during a foreign language lesson at school. The article discusses methods and tools used during these classes and gives examples of tasks carried out by the students. These are, among others, an intercultural project, which consists in carrying out and recording interviews with foreigners living in Poland and integrated didactic tasks, during which students learn to notice and analyse relations between languages. The integrated didactic tasks concentrate on relations between the students’ mother tongue, the first foreign language (English) and additional languages which, in the case of the students of the Centre and their future learners, are German and French. The article also shows the way in which a tool for comparing national cultures (available at hofstede-insights.com), related to Hofstede’s cultural dimensions, can be used. The examples of tools and tasks presented in the article are intended to show how to effectively promote cultural and linguistic diversity and how to help the students, who are future teachers of foreign languages develop plurilingual and intercultural competences.
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Bendaoud, Mechri Bendaoud. „Which linguistic resources for the teaching / learning of French as a foreign language?“ Journal of Science and Knowledge Horizons 3, Nr. 02 (04.06.2023): 120–29. http://dx.doi.org/10.34118/jskp.v3i02.3394.
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This study is truly intended to be a contribution inscribed in a scrupulously didactic context, hence the idea of teaching – learning French as a foreign language in an Algerian context. Our attention is mainly vocalized on the attitude of the learner and his previous achievements in terms of FLE in the secondary cycle. However, it is therefore appropriate to specify from any language task, i.e. the written expression considered as the outcome of any learning from a didactic point of view, the exploitation of its achievements according to a theme whose concept of instruction is already present in all the linguistic-didactic elements supposed to allow him to reorganize his thought and give him the very meaning of a methodology as a common thread from which he can easily take action, this will doubly reflect his ability to acquisition and understanding of the linguistic concept initially implemented from the textual approach. In this sense, we question the fact of believing that the appropriation of such a linguistic notion can no longer be confined to its classic formulation: linguistics and didactics of languages, in particular FLE in an Algerian context. Questioning the different parameters likely to make access to knowledge in French as a foreign language a plausible case, this amounts to asking ourselves about the basic knowledge of the learner and the methods that will allow him to carry out a task; either a language production for which it is advisable to define the strategy engaged and the linguistic resources acquired as the main lever of a mediation, hence the idea of the contribution of linguistics to the teaching of French as a foreign language and the methodological orientations which under -tend the comprehension of the relational lexicon as proof of a use that one can judge satisfactory of the entity FLE in the school circles.
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Whyte, Shona. „Moving with the times: new developments in languages in French higher education contexts“. European Journal of Language Policy: Volume 12, Issue 2 12, Nr. 2 (01.10.2020): 193–214. http://dx.doi.org/10.3828/ejlp.2020.10.
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Since the turn of the century, the increasing internationalisation of French higher education has been felt in research and teaching across a broad range of disciplines. The challenges and opportunities affect different sectors of foreign language (FL) education, including modern foreign language (MFL) studies, languages for specific purposes (LSP) and FL certification. This paper offers a review of recent developments in these three areas in France and other European countries, before examining a key difference in French higher education (HE), that is, the schism between second language acquisition (SLA) and language didactics (didactique des langues, DDL). A historical overview of developments in applied linguistics is followed by a panorama of the French language education research community today. The last section of the paper presents three new research networks taking an interdisciplinary perspective on SLA and FL education offering ways to bring together different interests within an expanded understanding of applied linguistics and opening up promising avenues for future collaboration.
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Lundquist, Lita. „From Contrastive Text Linguistics to Didactic Applications – and back again“. New Approaches in Text Linguistics 23 (25.09.2009): 73–90. http://dx.doi.org/10.1075/bjl.23.07lun.
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Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danish and French texts at the levels of referential coherence in different types of anaphoric expressions, of temporal coherence in different means for fore- and back-grounding events, and of structural coherence in different effects of framing via pre-posed adverbials, etc. Two e-learning programs, TeXtRay and NaviLire, are presented, which exploit such systematic differences between given language pairs in offering different types of navigation and visualisation exercises aimed at teaching textual skills needed at higher university education, such as reading and writing complex academic or specialised texts in a foreign language.
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Tareva, Elena, Elena Porshneva und Indira Abdulmianova. „The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language“. Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, Nr. 3 (15.06.2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.
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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.
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Beljaev, Oleg. „Didactic Games in the French Language Classroom“. Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (13.09.2022): 425–37. http://dx.doi.org/10.37384/va.2022.17.18.425.
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The growing interest in studying foreign languages in Latvia, including the study of French as a foreign language, is a feature of our time. This indisputable position determines the relevance of the article. All students choosing French for study have very different motivation. At the same time, everyone is aware that a good knowledge of foreign languages is an indispensable precondition for career growth and the key that opens the door for us to enter another culture. French language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. The author of the article shares the opinion that games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games also encourage and increase cooperation. They can be used to give practice in all language skills and be used to practice many types of communication. The curriculum for foreign languages emphasizes the importance of learning languages and especially the importance of communication. Because of this fact it is vitally important for teachers to create a positive learning environment, and to try to spark interest among their students both in the foreign language and culture because that is important to a successful language learning process. Games help achieve these goals. The article considers the types of games (research games, certification games and didactic games) and their influence on psycho-physiological state of students. Brief methodical recommendations on the organization of didactic playing activities are also provided. The author describes game-based learning and its impact on intrinsic motivation and performance of students, in particular their speaking skills. The theoretical part includes definitions of main concepts such as intrinsic and extrinsic motivation, and creativity. The practical part is dedicated to certain games and tasks to enhance motivation and speaking skills. In conclusion, the role of games in teaching and learning cannot be denied. However, in order to achieve the most from didactic games in the French classroom, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.
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El Bakali, Naoufal. „French Language Teaching at the Heart of the Translation Course“. Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, Nr. 103 (17.09.2021): 276–87. http://dx.doi.org/10.31861/pytlit2021.103.276.
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Language learning is the foundation of any translation business, especially for students admitted to translation courses. In our case, mastering the French language, in order to carry out a translation, requires a perfect knowledge of the linguistic workings, likely to come to the aid of students who are learning translation techniques. In the current state of affairs, learning to translate at the graduate level suggests a perfect mastery of languages, both at the start and at the end. We would like to develop our study from a didactic and linguistic point of view, calling on other interdisciplinary parameters, since the question of learning to translate is at the crossroads of several cogitos. Therefore, teaching the language, in this case French represents a step, sine qua non, for the students of the King Fahd Superior School of Translation of Tangier, knowing that in Morocco, the French language still occupies the place. of the first foreign language. As a result, our students are required to translate from and into the French language alongside Arabic and English. As such, we have chosen to approach the didactics of translation, first of all, by looking over the language teaching which embodies an essential place for the success of the act of translating. All the axes that we develop in this article have a degree of analysis that oscillates between theory and practice, since language and translation are two activities which have two sides of the same coin.
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Tholin, Jörgen. „Language Didactics Dissertations in Sweden 2000 – 2009: A Research Survey“. Moderna Språk 109, Nr. 2 (17.12.2015): 75–103. http://dx.doi.org/10.58221/mosp.v109i2.7930.
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This article surveys doctoral dissertations in language education written in Sweden over the ten years from 2000 to 2009. The survey concentrates on foreign languages. 23 dissertations are studied, 12 dealing with English, five with French, two with German, one with Spanish, one with Italian, and two with no specific language. Eighteen of the dissertations principally deal with years seven to nine of primary/lower-secondary school and with upper-secondary school, two deal with language studies at university level, and one deals with upper-secondary school and university. The article ends with a short follow-up on the researchers surveyed and the research they have conducted since writing their dissertations.
The contents of the dissertations allow six overall research themes to be discerned: The concept of culture, Assessment of students’ oral and written proficiencies, Error analysis and transfer, English outside the English classroom, The professional practice of teachers and Language acquisition.
Dissertationen zum Thema "Didactics of French as foreign language"
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Santoro, Elisabetta. „Da indissociabilidade entre o ensino de língua e de literatura: uma proposta para o ensino do italiano como língua estrangeira em cursos de Letras“. Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-26022008-141241/.
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Muito se escreveu sobre a integração entre ensino de língua e ensino de literatura e entre estudos lingüísticos e estudos literários. Entretanto, observa-se que a separação entre língua e literatura persiste, embora a literatura não seja pensável fora dos quadros da língua e a língua desenvolva suas máximas potencialidades na literatura. Muitos métodos de ensino de língua estrangeira recomendam que se comece a aquisição/aprendizagem de uma língua estrangeira com textos que utilizam a linguagem em função utilitária e que, mais tarde, se introduzam textos que se valem da função poética. Ao contrário, esta tese parte da hipótese de que um curso de língua pode sempre estar baseado em textos com função poética. Os textos não foram usados pretextualmente como fonte de estruturas gramaticais, pois a idéia que guiava a preparação do material didático utilizado nas aulas é que o aumento da capacidade de interpretar textos ocorre simultaneamente à aquisição das estruturas lingüísticas. Visando a pôr a prova essa convicção, duas turmas de alunos brasileiros da habilitação em Língua e Literatura Italiana de um curso de bacharelado em Letras foram acompanhados ao longo de todo um programa experimental de ensino com uma duração de três anos, em que língua e literatura foram estudadas conjuntamente a partir de textos literários analisados com base nos princípios da semiótica francesa. No percurso didático os alunos construíam uma relação cada vez mais autônoma com os textos, observando e analisando as estruturas organizadoras do sentido e a funcionalidade discursiva dos fatos gramaticais. No final de cada ciclo de aulas os discentes produziam análises escritas dos textos poéticos utilizados em sala de aula. Essas análises foram examinadas para verificar, por um lado, por meio dos critérios de fluência, precisão, complexidade e variação lexical, a competência lingüística; e, por outro, a competência discursiva, isto é, a capacidade de os alunos perceberem as relações no interior do texto e os efeitos de sentido que produzem. Os resultados mostraram a eficácia de um ensino que se baseia na análise de textos literários. De fato, registrou-se um desenvolvimento da interlíngua dos discentes que se manifestou por meio do aumento de todos os valores e também um aprimoramento da capacidade de análise que os levou a ser leitores e produtores de textos cada vez mais competentes.A lot has been written on the integration between language and literature teaching, and between linguistic and literary studies. Nevertheless, we can observe that the separation between language and literature persists, although literature cannot be thought outside the structures of language and language develops in literature its highest potentialities. Many methodologies for foreign language teaching suggest that the acquisition/learning should begin with texts that use language with utilitarian function and, only later, texts with poetic function. This thesis hypothesis is, on the contrary, that a language course can be always based upon texts with poetic function. Therefore, texts have not been used as pre-text and as source of grammatical structures, since the idea that guided the preparation of the pedagogical material used during the lessons is that the growing of the capacity of interpreting texts takes place simultaneously with the acquisition of linguistic structures. In order to test this conviction, two groups of Brazilian students of Italian Language and Literature of a university course of Letters were followed along a whole experimental program with a duration of three years. In this course Italian language and literature were studied in an integrated way on the basis of literary texts analyses, accomplished with the principles of French semiotics. During the course the students built a more and more autonomous relation with the texts, observing and analyzing the structures which organize the meaning and the discursive functionality of the grammatical facts and, at the same time, took possession of the foreign language. At the end of every cycle of lessons the students produced their own analyses of the poetic texts used in the classroom. These analyses were examined in order to verify, at one side, the linguistic competence through the measures of fluency, accuracy, complexity and lexical variation; and, at the other, the discursive competence, that is, the capacity of the learners to notice relations in the interior of the text and the meaning effects that they produce. The results have showed the effectiveness of this way of teaching that bases upon the analyses of literary texts. It was registered a development of the interlanguage of the students shown through the increase of all the measures results, besides an improvement of the capacity in the text analyses which brought them to reach a growing proficiency as text readers and producers.
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Salhi, Sonia. „Mythes et légendes dans la didactique du Français langue étrangère“. Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20052/document.
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La présente recherche s’inscrit dans le cadre de la didactique des mythes en classe de Français Langue Etrangère. Elle s’interroge sur les différents problèmes rencontrés au niveau de l’exploitation des mythes en classe de FLE en Tunisie et s’articule autour de trois grands axes de recherche. Le premier axe est consacré au cadre théorique se rapportant aux catégories mythiques et leurs enjeux alors que le deuxième consiste à attirer l’attention sur le statut privilégié des mythes dans les programmes officiels tunisiens. Il rend compte de leur exploitation dans les pratiques de classe à travers un module d’apprentissage au programme des troisièmes. Le troisième volet expose les résultats d’une enquête sur le terrain pour ressortir les représentations que se font les élèves du texte littéraire mythique et les problèmes qui s’opposent à la réception de ce genre de récit. L’enquête aboutit à un plan d’action et à des propositions didactiques dont le rôle est de sensibiliser les jeunes à la lecture du texte littéraire impliquant le mythe, agir contre leurs représentations pour aider à la préservation d’un patrimoine culturel universel et à l’amélioration de la qualité du système scolaire tunisienThis research is registered in the outline of myths didactics in classes of French taught as a Foreign Language. It examins the different problems encountered while dealing with myths in classes of FFL in Tunisia. It in fact, goes round three big axes of research. The first axis is about the theoretical plan which is linked to the mythical categories and their stakes whereas the second axis consists in catching the eye on the privileged status of myths in Tunisian official programs. It renders an account of their exploitation in classes practices via a learning module in the third form programm. The third axis sets out the results of a research in progress so as to take out the representation that pupils make of a mythical literary text and the difficulties set against the reception of such genre of account. This research leads to a programm of studies and didactic propositions which role is to make yougesters aware of the importance of a literary text including a myth, act against their representations so as to help in protecting the universal cultural patrimony and the improving of the quality of the Tunisian academic system
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Cros, Isabelle. „Contribution à l'histoire du français langue étrangère au prisme des idéologies linguistiques (1945-1962)“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA146.
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Bien que la didactique du français langue étrangère ne soit reconnue comme telle que vers 1960, ses prémices sont à chercher dans les années d’après-guerre, période d’une rénovation en profondeur de la politique culturelle française à l’extérieur et de l’enseignement de la langue. À l’instigation conjointe du ministère des Affaires étrangères, des acteurs privés de la diffusion du français, des organisations de coopération culturelle internationale (Conseil de l’Europe et Unesco) et des pays francophones nouvellement indépendants, se répand dans le champ du FLE l’idéologie d’un français utile, pratique, courant – vivant, en somme – supplantant celle du français langue de culture qui tendait à se scléroser en même temps que l’image de la civilisation française. Pourtant, loin d’opposer ces deux idéologies linguistiques – français langue de culture / langue pratique – le champ du FLE va chercher à les concilier. Grâce à la déterritorialisation du français et à l’ouverture à l’altérité linguistique qui la caractérise, la francophonie fait figure de creuset à la fois pragmatique et humaniste qui donne un souffle nouveau au mythe messianique et universel du françaisEven though French as a Foreign Language was acknowledged as a science only in the late 1950’s, its first fruits are to be sought in the post Second World War years, when a great renovation took place in the French cultural policy and the teaching of French. At the instigation of the Foreign Office, private protagonists of the French dissemination, international organisations for cultural cooperation (European Council and UNESCO), and newly independent francophone countries, is spread in that field the idea of an efficient, pragmatic and vivid French language, supplanting the one of a cultural language, which tended to ossify as well as the image of French civilisation itself. Nevertheless, far from opposing these two ideologies, the French as a Foreign Language field is going to try and conciliate them. Thanks to the exteritorialisation of French and to the interest for alterity that goes with it, francophony appears as the pragmatic and humanist melting-pot which revitalizes the universal messianic myth of French
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Faleiros, Rita Jover. „Didática da leitura na formação em FLE: em busca dos leitores“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05032010-122202/.
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A leitura em Francês Língua Estrangeira (FLE) pode ser abordada de diferentes maneiras em função dos objetivos individuais ou institucionais para sua aprendizagem. Esta pesquisa concentra-se num público de leitores bastante específico: alunos de primeiro ano do curso de Letras/Francês da Faculdade de Filosofia, Letras e Ciências Humanas da USP que devem ler literatura francesa no original dispondo de pouco ou nenhum conhecimento dessa língua. Essa é uma situação paradoxal que se coloca para um número considerável de estudantes ao ingressar nesse curso a cada ano e que fez com que se buscasse desenvolver uma abordagem do texto literário que se aproximasse dos processos em jogo no ato da leitura e das verbalizações desses processos por parte deste grupo de leitores. Busca-se, nesta pesquisa, refletir sobre como a aproximação do texto do leitor, ou seja, como a verbalização de seu processo de leitura pode informar sobre as estratégias para ler literatura em sala de aula, considerando a dificuldade implicada no processo em razão do pouco conhecimento em língua francesa. A hipótese concentra-se em perceber a verbalização de uma leitura como um processo metacognitivo de elaboração em que o leitor controla a construção e eventual perda de sentido na leitura, o texto do leitor seria um híbrido entre o relato desse processo e elementos de sua compreensão no ato da leitura. Dispor desses elementos pode vir a permitir com uma abordagem do texto literário em FLE aproxime-se da forma como os textos são apreendidos pelos leitores nesse contexto, potencializando os resultados dessa aprendizagem.The reading in French Foreign Language (FFL) can be approached in different ways in terms of individual or institutional aims for its learning. This research concentrates in a reader group rather specific: students attending the first year of French Language at Philosophy and Language and Human Sciences Department of the University of São Paulo that must read French literature in the original version, having some or no knowledge of this language. It is a paradoxical situation that is set to a considerable number of students that enroll this course each year and it caused a search for developing a literary text approach that could come close to the processes in the act of reading and of the verbalizations of these processes on the part of this reader group. It is sought, in this research, to reflect about how the approximation of the the readers text, or whether, how the verbalization of his reading process could inform about the strategies to read literature in a classroom, considering the difficulties implied in the process on account of the limited knowledge in French Language. The hypothesis concentrates in perceiving the verbalization of a reading as a metacognitive process of elaboration in which the reader controls the construction and eventual lose of the sense in the reading, the readers text would be a hybrid between the report of this process and the elements of his understanding in the act of reading. Disposing these elements, it can allow that an approach of the literary reading in FFL approximates the form how the texts are learnt by the readers in this context, potentiating the results of this learning.
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Ismaïl, moubarak marzouk Isa. „Le recours à la traduction et son rôle dans l'enseignement/apprentissage du FLE à Bahreïn“. Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958833.
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La didactique des langues étrangères ne cesse de s'enrichir des méthodes nouvelles pour mieux répondre aux besoins et assurer le meilleur rendement en termes d'enseignement/apprentissage. Ce travail propose un enseignement du français langue étrangère par la traduction à Bahreïn. Cette proposition a pour objectif de prendre en considération le contexte plurilingue de ce pays et de se conformer à la réalité de cet enseignement en classe de français. Pour cela, nous avons d'abord exposé la place du français dans son contexte, y compris en comparaison avec les langues et les variétés de langues en concurrence. Ensuite, nous avons examiné la réalité de l'utilisation de la traduction et de la langue maternelle en classe de français. Cet examen est fait à la lumière des dictats des instructions officielles et les contraintes de la pratique en classe. Pour étudier ces éléments, nous avons fait appel à une méthodologie qui associe l'enquête, le questionnaire, les interviews et les analyses de classe.
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Camredon, Van Berten Christine. „L'enseignement du français dans les universités américaines : Étude des représentations, des attentes et des besoins des étudiants“. Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030094.
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Certains étudiants américains, à Washington notamment, déclarent arrêter l’apprentissage du français ou renoncer à se spécialiser en français, car ils estiment que les cours proposés ne correspondent pas à leurs attentes. Le but principal de cette recherche a été d’essayer de formuler des propositions pour enseigner le français de la manière la plus motivante et la plus efficace dans le contexte universitaire washingtonien où nous enseignons. A cette fin, nous avons tenté de mettre en évidence les caractéristiques dominantes des représentations, des attentes et des besoins des étudiants, afin de pouvoir définir les objectifs principaux à retenir pour l’élaboration de nouvelles offres de cours. Nous avons également voulu témoigner du fait que l’enseignement-apprentissage d’une langue étrangère est indissociable de son contexte social et historique, et que cette interdépendance contribue à déterminer le contenu du curriculum proposé aux étudiants. Le français représente tout d’abord une langue de culture et ensuite une langue internationale. Les étudiants attendent une offre de cours variés, en rapport avec leurs intérêts de vie future et la carrière professionnelle qu’ils envisagent [politique internationale, diplomatie]. Les thèmes abordés ainsi que la compétence de communication sont revendiqués comme objectifs prioritaires dans l’élaboration des programmes. Cependant, les étudiants n’attendent pas uniquement des cours de langue en rapport avec leurs sujets d’étude. Ils sont également demandeurs, en majorité, de cours de littérature, mais d’une littérature vivante, communicative. La structure multipolaire des représentations explique les demandes complexes des étudiantsSome American students, in Washington in particular, have decided to stop studying French or have abandoned plans to specialize in French because they think that the courses offered do not correspond to their expectations. The primary goal of this research is to offer strategies to teach French in the most motivating possible way given the context of the Washington, DC-based universities that form the basis of this research. With this goal in mind, this research examines the dominant characteristics of students’representations, expectations, and needs in order to most accurately define the main objectives which are to be taken into consideration when developing new course offerings. This research also highlights that the teaching and learning of a foreign language is dependent on its social and temporal context, and that this interdependence helps determine the content of the curriculum offered to the students. French is, above all, a language of culture and, secondly, an international language. Students expect a wide variety of course offerings that relate to their interests and their intended career paths [eg, international politics or diplomacy]. When developing French programs, subject matter and communicative competency should be the priority considerations. However, students are not exclusively interested in language courses related to their primary area[s] of study. The majority of students are also interested in literature, but in literature that is alive and communicative. Students’ complex desires can be explained by the multipolar structure of their representations of the French language
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Vallat, Charlotte. „Etude de la stratégie enseignante d’étayage dans des interactions en classe de français langue étrangère (FLE), en milieu universitaire chinois“. Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20025/document.
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La recherche porte sur des analyses de pratiques de classe mises en place dans le cadre d’une expérience contrôlée, au sein de l'Université Normale de Chine du Sud (Canton, Guangdong, Chine). Est mise en évidence la manière dont les enseignants de français langue étrangère (FLE) guident leurs apprenants lors de séances de cours d’oral et la nature de leur étayage. En situation d'enseignement/apprentissage, l'étayage recouvre toutes les manières dont l'enseignant accorde ses interventions aux capacités des apprenants ainsi que tous ses processus d'ajustement lors de la séquence didactique. L’objectif de l'étude est de mettre en valeur les diverses stratégies d’étayage utilisées par les enseignants et voir en quoi elles favorisent les productions verbales des apprenants, en activité de compréhension et de production orales.D'un point de vue méthodologique, la recherche s'appuie sur différentes données: des questionnaires complétés par les apprenants, des entretiens avec les enseignants et des observations de classes. Les observations de classe sont filmées, retranscrites (Norme ICOR) et analysées dans une perspective interactionniste. Sont observés deux fois quatre cours (mêmes supports, même nombre d’apprenants, même niveau linguistique) dispensés par deux enseignantes (de culture, nationalité et formation différentes : chinoise et québécoise). La méthodologie d'observation se déroule en trois temps et permet de considérer la classe dans son intégralité et dans toute sa complexité, en partant de la planification du cours par l'enseignant (entretien pré-cours et document de planification enseignante), en passant par son déroulement (l'action enseignante) pour en définitive effectuer un retour, une réflexion métacognitive quant au contenu de celui-ci (entretien post-cours). Grâce à la retranscription des cours filmés, un corpus est analysé à l’aide d’une grille d’observation et d'analyse de l'étayage, conçue à partir de diverses disciplines contributoires, pour les besoins de la recherche. Un des aspects novateur du présent travail réside dans cette grille de structuration de données existantes, qui prend en compte tant le caractère verbal, para-verbal que non-verbal du discours (notamment les gestes co-verbaux). L'étude s'inscrit dans une recherche praxéologique dont les visées sont d’apporter des pistes pédagogiques, de faire des propositions didactiques sur le rôle crucial de l'étayage dans les pratiques enseignantes, mais aussi sur la didactique de l’oral en FLE, dans un contexte particulier : le milieu universitaire chinoisThis study deals with the analyses of teaching practices during a controlled experiment in a Chinese university (South China Normal University, Canton, Guangdong, China). We focus on the way French as a Foreign Language (FFL) teachers guide their students during oral sessions and as well on their scaffolding. In a teaching/learning situation, the scaffolding stands for all the ways the teacher adapts his interventions to his students’ abilities as well as his processes of adjustment in a classroom setting. Our aim is to observe and evaluate the strategies used by teachers to improve oral comprehension and oral production. From a methodological point of view, the research relies on various sources of data: the analysis of questionnaires filled in by Chinese students, conversations with the teachers, and observations of classes. Our filmed observations are transcribed (ICOR convention) and analyzed from an interactionist perspective. We focused on two groups of students with a different teacher for each group (one conducted by a Chinese teacher and the other conducted by a French Canadian teacher). We observed two classes for two groups (same teaching materials, equal number of students, same level). The methodology of observation was carried out in three phases: class preparation by the teacher (interview before class and teaching preparation), class progress (teacher’s action) and metacognitive feedback after the class (interview after class). This allowed us to consider the class as a whole but also as a complex series of parts. The analysis grid, which takes into account the verbal, the para-verbal and non-verbal character of speech, is one of the pioneering aspects of this study. With the aid of this analysis grid, we assess the nature of the FFL teachers’ scaffolding and, thus, the way FFL teachers guide their students during oral sessions in the context of a Chinese university.This study is part of a praxeological research aimed at defining pedagogical and didactical guidelines, on one hand about the crucial role of scaffolding in teaching practices and, on the other hand, about FFL oral didactic in a particular setting: Chinese universities
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Bogliotti, Amelia Maria. „Le théâtre de Marguerite Yourcenar : Approches didactiques pour une classe de Français langue étrangère de niveau supérieur en Argentine“. Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030001/document.
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Cette thèse rédigée dans le cadre de la Didactique des Langues et des Cultures explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour une classe de FLE de niveau avancé. Le texte de théâtre, matériau singulier, défini par son double aspect verbal et non-verbal, imopose des contraintes de lecture que nous nous occupons de dégager. Suivant les orientations genettiennes qur le paratexte, nous parcourons les autours de l'écrit théâtral comme autant de voies pour son approche et sa compréhension. Le théâtre yourcenarien, noyau de notre corpus, a été lu à l'appui des notions de réécriture et d'intertextualité en vue de proposer un cheminement qui permette à l'étudiant de français langue étrangère de construire le sens des textes tout en s'appropriant le contenu littéraire et mythique auquel ce théâtre renvoie. Aussi, avons-nous entouré ce corpus premier de documents autres, littéraires, artistiques et médiatiques, sur lesquels il se reflète, se complète et se redéfinit. Une place importante a été également accordé à différentes expressions du biographique, afin de situer l'écrivaine dans son contexte socioculturel. Un théâtre de texte et de parole comme celui de Marguerité Yourcenar, abordé pour être lu, dit et représenté par des étudiants étrangers, met l'enseignant au défi des adaptations et de la construction des itinéraires de lecture et de production écrite et orale qui lui sont spécifiques. Pour cela, un travail de recherche effectué en amont est indispensable. Ayant entrepris cette tâche, nous avons voulu au moyen de cette thèse en laisser la traceThis thesis work, developed within the frame of the Languages and Cultures Didactics chair, explores the potentialities of the play's text as a pedagogical tool for an advanced course of FFL. The theatrical text, a singular material, characterized by its double aspect – verbal and non verbal, requires a reading effort that we try to clear up. Following "genettian" guidelines about paratext, we cover the surroundinges of the theatrical writing in as many possible routes so as to get closer and into the meaning. To read "yourcenarian" plays, the core of our corpus, we have used the notions of rewriting and intertextuality as support, aiming at providing the FFL student with an itinerary which would allow them to build the meaning of the texts, and to be able to gain insight about the literary and mythical content to which the play refers to, and make it their own. In order to accomplish that, we have drawn on other literary, artistic and media documents, where that initial corpus reflects upon and with which it is redefined and completed. A significant place has been similarly assigned to the distinct expressions of the biographic aspect, to situate the writer in her socio-cultural context. A theatre with words and texts as Marguerite Yourcenar's, undertaken to be read, spoken and represented by foreign students, faces the professor with the challenge of adapting and developing reading routes, as well as specific oral and written production itineraries. To do so, a prior research work is essential. Having accepted such challenge, we leave our trace by means of this thesis work
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Hassan, Soulaf. „La pratique des ateliers d'écriture créative en classe de FLE comme formation à la compétence linguistique, interculturelle et esthétique : le texte littéraire au sein du projet didactique“. Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2049/document.
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Aujourd’hui, la pratique des ateliers d’écriture créative a véritablement sa place dans les classes du Français Langue Étrangère. Mais force est de constater que les activités proposées dans ces ateliers portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche doctorale met en place une modalité originale de mise en œuvre de la perspective actionnelle préconisée par le CECR. Elle propose de croiser les champs de la didactique des langues, de la didactique de la littérature et de la didactique de la production de l’écrit en FLE pour tenter de déterminer la spécificité et l’impact de la pratique des ateliers d’écriture littéraire dans la construction des compétences linguistique, interculturelle et esthétique. Lors de l’expérimentation, l’analyse de productions écrites littéraires réalisées vise à observer comment les apprenants du FLE, considérés comme des acteurs sociaux qui utilisent leur répertoire langagier et culturel, manifestent leur créativité littéraire. Nous avons porté notre attention sur les stratégies qu’ils adoptent en s’appropriant les consignes d’écriture proposées et sur leurs choix stylistiques, qu’ils soient empruntés ou originaux. Nous montrons que des savoir-faire linguistiques limités ne sont pas forcément un obstacle à la créativité, et que les tâches d’écriture littéraire impliquent pour tout apprenant un travail sur la langue dont le but est l’expression de soi, de sa vision du monde, de l’évolution de son rapport à la langue acquise, à sa biographie langagière, et à la communication humaine. Un chapitre didactique conclusif propose des pistes de réflexion pour l’élaboration d’un cours de production écrite créativeToday, the practice of creative writing workshops has its place in the classrooms of French Foreign Language (FFL). But it is clear that the activities proposed in these workshops focus mainly on linguistic and cultural learning.This PhD research sets up an original implementation of the action-oriented approach advocated by the CEFR. It proposes to intersect the fields of language teaching, literature teaching and didactics of the production of written FFL, in order to determine the specificity and the impact of literary writing workshops on building linguistic, cross-cultural and aesthetic skills.Through the analysis of literary productions written during the experiment, the study aims to observe how learners of FFL, considered as social actors who use their linguistic and cultural repertoire, show their literary creativity.We focus our attention on the strategies they adopt when appropriating the proposed writing protocols, and on their stylistic choices, whether borrowed or original. We show that limited linguistic knowledge and expertise is not necessarily an obstacle to creativity, and that literary writing tasks urge every learner to work on the language with the purpose of self-expression of his worldview, of the evolution of his relationship to the target foreign language, of its linguistic biography, and of human communication.A concluding chapter offers exploring resources for a course in creative writing and for teacher training
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Bouzar, Fadhila. „L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire“. Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.
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Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissements, non soumis à des critères de recrutement spécifiques, et sur la formation à mettre en place. Cette étude vise principalement à mettre concrètement en évidence des pistes pédagogiques et orientations à considérer pour l'enseignement du et en français à l’étranger, tant en termes de stratégies que d'objectifs linguistiques à atteindre, de façon à aboutir à un cadre didactique pouvant servir de point de départ à l'enseignement du français à l’étrangerThis study deals with teaching practices for non-French speakers following a French curriculum while living outside this country. In this case, school is the only place where they are exposed to the French language. The aim of this research is to look at both teaching and learning French in a nursery school, focusing more specifically on teaching practices and language skills of the learners within the framework of the MEN (French Education Ministry). Our aim is not to describe the existing situation but rather to indicate possible orientations to be taken into consideration for teaching both French and in French. This will take the form of strategies and language targets so as to build a didactic framework useable as a starting point for teaching in French, abroad. To this effect, we will offer strategies and pedagogical accommodation that could be instigated in these schools where the aim is to teach French, a language which is not familiar to the learners but is nevertheless the support of their whole schooling
Bücher zum Thema "Didactics of French as foreign language"
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Second and foreign language didactics: Theoretical and practical considerations. Victoria, BC: Trafford, 2008.
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Anthony, Lodge R., Hrsg. Exploring the French language. New York: Arnold, 1997.
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The Cajun French language. Atlanta, Ga: Chicot Press, 1989.
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B, Sices Jacqueline, und Denoeu François 1898-, Hrsg. French idioms. 2. Aufl. Hauppauge, N.Y: Barron's, 2007.
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Christine, Penman, und HarperCollins (Firm), Hrsg. Collins French dictionary. 4. Aufl. New York: HarperCollins, 2008.
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Janes, Michael. French. 4. Aufl. Footscray, Vic: Lonely Planet, 2011.
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Marie-Hélène, Girard, Hrsg. French. 2. Aufl. Footscray, Victoria, Australia: Lonely Planet Publications, 2003.
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Rowlinson, W. French grammar. Oxford: Oxford University Press, 2000.
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French grammar. Oxford: Oxford University Press, 1992.
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French grammar. Oxford [England]: Oxford University Press, 1990.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Didactics of French as foreign language"
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Whyte, Shona. „Chapter 5. La linguistique appliquée“. In AILA Applied Linguistics Series, 82–103. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.05why.
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At the creation of the Association Internationale de Linguistique Appliquée (AILA) in 1964, the new field of applied linguistics was marked by international collaboration on second and foreign language teaching among linguists in the US, the UK, and France. Over six decades later, while applied linguistics is a well-established discipline around the world, la linguistique appliquée is a much less common term in France. Research on FL teaching is called la didactique des langues [language didactics] and involves language teaching theories drawing more on education theory than applied linguistics. This paper explores the reasons for this French exception, focusing on its theoretical underpinnings, institutional foundations and acceptance by teachers and teacher educators in mid 20th-century France as compared to other founding countries of AILA.
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Lindqvist, Christina. „Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language“. In Second Language Learning and Teaching, 87–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.
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Nuccorini, Stefania. „Chapter 3. Teaching phraseology in the 19th century“. In AILA Applied Linguistics Series, 43–58. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.03nuc.
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Phraseology has long been associated with lexicography (Knappe, 2004), especially with bilingual dictionaries, which have traditionally had a didactic aspect (Moon, 2000). In the 19th century, it was considered a fundamental area of concern in teaching and learning a foreign language and the Royal phraseological English–French, French–English dictionary (Tarver, Vol. 1, 1845; Vol. 2, 1849) addressed it by recording “an extensive phraseology to illustrate the proper manner of using the words” (1845, p. 7), with a novel lexicological, lexicographical and pedagogical approach. This chapter shows that Tarver’s dictionary innovates in relation to the few previous, comparable lexicographical works, and that it foreshadows later, especially 20th-century, approaches to the inclusion and treatment for didactic purposes of word combinations in English general-purpose and specialized learner dictionaries.
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Dakowska, Maria. „Foreign Language Didactics Encounters Cognitive Science“. In Second Language Learning and Teaching, 3–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23547-4_1.
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Dakowska, Maria. „Foreign Language Didactics as a Human Science“. In Second Language Learning and Teaching, 19–33. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_3.
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Díaz Cintas, Jorge, und Marco Fernández Cruz. „Using subtitled video materials for foreign language instruction“. In The Didactics of Audiovisual Translation, 201–14. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.
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Simensen, Aud Marit. „25. Subject didactics as the science of the foreign-language teaching profession“. In Reflections on Language and Language Learning, 349–61. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.33sim.
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Block, David. „French Foreign-Language Teachers in London“. In Multilingual Identities in a Global City, 107–35. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_6.
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Chapelle, Carol A. „Québec’s Cultural Narrative and French Textbooks“. In Teaching Culture in Introductory Foreign Language Textbooks, 37–73. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_2.
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Watorek, Marzena, und Clive Perdue. „Chapter 1. Psycholinguistic Studies on the Acquisition of French as a Second Language: The ‘Learner Variety’ Approach“. In Focus on French as a Foreign Language, 1–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597688-002.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Didactics of French as foreign language"
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AVORNICЕSĂ, Natalia. „Praxeological perspectives of literature at the a2 level in the teaching of french as a foreign language in the Republic of Moldova“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p237-241.
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Literature in foreign language teaching offers new cultural and linguistic dimensions with the appearance of the Complementary Volume of the CEFR in 2018. The praxeological perspectives of literature at A2 level are illustrated by the approach of different language activities and the development of specific skills according to the National Curriculum for Foreign Languages of the Republic of Moldova. Literary exploration at A2 level aims tasks with titles of works, names of authors, biographical elements, book covers, etc. The final didactic perspective in the language class derives from the point of view of the teacher on the National Curriculum, the manual and his personal approach.
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Trofin, Roxana anca, und Maria ana Oprescu. „THE INTEGRATION OF DIGITAL TECHNOLOGY IN A LANGUAGE COURSE“. In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-107.
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Concurrently with the advent of new technologies, the content and typology of language courses have changed. The borders between the courses we propose to our students have become more permeable in view of the society demands, educational needs and institutional constraints. In a francophone country such as Romania, where there are French streams receiving students who have French as their mother tongue, or as a second or foreign language, having relatively heterogeneous linguistic and cultural backgrounds, the French for Specific Purposes (FSP -FOS) modules also comprise components of French for Academic Purposes (FAP -FOU) and of French for Professional Communication (FPC -FLP). On the other hand, for future engineers who are very open to new technologies, the use of the digital technology in a mixed FOS-FOU (FSP-FAP) module can contribute to a better acquisition of specific knowledge as well as the development of know-how essential to successful communication and action of the future social actor. I will therefore aim to present digital technologies integration in the language for specific purposes course in the particular context of Bucharest POLITEHNICA University. Starting from a type of course that is not a classical FSP (FOS) one, in Mangiante et Papette’s signification, having one specific objective only, but a mixed type one, I will analyze the pedagogical efficiency of the text treatment software and smart phone use in class. The analysis will be carried out on the following types of activities: information search, language work with a stress on the terminological-lexical and/or intercultural components, as well as on the types of documents that allow digital means of exploitation. I will also approach the role of digital technologies integration from a cognitive perspective, as well as from a didactic and/or intercultural one.
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Wu, Qinning. „Speaking Application of A Foreign Language-French“. In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.45.
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Chantova, Yasena. „USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.
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Guilbault, Christian, und Ahmed Alioua. „GLIDE INSERTION IN FRENCH HIATUS FOR ARABIC LEARNERS OF FRENCH AS A FOREIGN LANGUAGE“. In Virtual PSLLT. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/psllt.15684.
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Ruyffelaert, Ariane. „FRENCH FOREIGN LANGUAGE SKILLS’ ASSESSMENT IN SPANISH PRE-SERVICE TEACHERS“. In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1735.
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Ilyin, D. „Ethnocultural Information In Studying Russian As Foreign Language“. In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.20.
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Labzina, P., K. Trubitsin, N. Ageenko, L. Nurtdinova und Yu Gorbunova. „Development of Students' Discursive-creative Abilities in Foreign Language Learning“. In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.27.
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ГЕТЬМАНЕНКО, Наталия, und Ольга ГЕРЛОВАН. „The hermeneutic approach to concepts of culture when teaching foreign languages in the case of russian as a foreign language (RKI)“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p62-67.
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This article presents an experience of applying the hermeneutic approach when teaching students foreign languages in the case of Russian as a foreign language. The authors emphasize the dialogical nature of emotional and rational interaction of the author and the reader (the spectator, the listener) when interpreting culture concepts and texts and discuss the prospects of applying this approach to didactics through the implementation of their own original dynamic model for working with culture concepts. The article is discussing the academic polemics around the term ―concept‖ and, taking into account the existing definitions, proposing the authors‘ own definition of the term ―concept‖ as applied to the methodology of teaching foreign languages to the audience of inophone students.
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Giannikas, Christina Nicole. „FRENCH VS. GERMAN: THE COMPLEXITY BEHIND FOREIGN LANGUAGE CHOICES IN TROUBLED TIMES“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0237.
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Tuarmenskaya, A. V. Electronic educational resource «Children`s literature of the country of the second foreign language» for the direction of preparation 44.03.05 Pedagogical education (with two training profiles) Orientation (profile) Foreign language (German / French. Ryazan State University named for S.Yesenin, März 2024. http://dx.doi.org/10.12731/ofernio.2024.25294.
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