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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.
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Kucharczyk, Radosław. „REPREZENTACJE SPOŁECZNE WIELOJĘZYCZNOŚCI STUDENTÓW FILOLOGII ROMAŃSKIEJ“. Neofilolog, Nr. 40/1 (16.10.2019): 93–109. http://dx.doi.org/10.14746/n.2013.40.1.7.
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The aim of this paper is to show the social representation of plurilingualism among students of French. The theoretical part of the paper presents definitions of plurilingualism used in sociolinguistics and foreign language didactics. The experimental part presents a survey conducted among the students, as well as a comparison of the results with the outcomes of a similar survey conducted in 2003, in order to indicate possible differences or changes in the didactic paradigm. The purpose of the study was to analyse the concept of plurilingualism, and to find to what extent students regard themselves as plurilingual.
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Lafontaine, Fanny. „Proposal to use the study corpus for contemporary French in Didactics of French as a Foreign Language“. Journal of Linguistics/Jazykovedný casopis 73, Nr. 1 (01.06.2022): 951–66. http://dx.doi.org/10.2478/jazcas-2022-0019.
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Abstract The ORFÉO platform (Tools and Research on Written and Oral French) has been making available to users since 2018 a Study Corpus for sampled Contemporary French as well as operating tools. Although this resource is intended for an audience of researchers and students in the fields of linguistics and automatic language processing, we endeavor in this article to report on the didactic potential that it offers within the framework of a Licensing Syntax course treating “subordination” and intended for Czech and Slovak students at levels B1 to C1 in French. We propose a didactic sequence composed of four activities and pursuing three objectives: consolidation of the mastery of the basic functions of dont («which») from a corpus of friendly conversations; the use of simple query interface tools and the introduction of certain principles of corpus sociolinguistics. The corpus-based approach, by confronting learners with authentic contextualized data, helps to redefine the teaching-learning priorities of a language by giving primacy not to respect for grammatical norms but to genre norms.
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Bationo, Jean-Claude. „Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso“. Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, Nr. 10 (01.09.2020): 117–31. http://dx.doi.org/10.47963/asemka.vi10.279.
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The teaching of foreign and second languages such as English, French and German in Burkina Faso has always used literature. However, its exploitation has always been limited to the handling and knowledge of the language. The potentialities of literary texts go beyond linguistic aspects. The didactic of literature helps to discover the potentialities of literature. They transmit cultural, socio-cultural, intercultural, empathic and educational skills. The purpose of this paper is to show not only how to teach literature in language class but also how to use didactic literature to develop social skills among learners to reduce vandalism, school violence, negative stereotypes, misunderstandings of intercultural nature while cultivating social peace and living together in a context of internationalization, globalization and digital revolution. Focusing on francophone African literature, the methodological approach used for the didactic transpositions of literary content is based on the new orientation and the redefinition of the objectives of language teaching according to the Common European Framework of Reference for Languages (2001) and on the didactic models of the aesthetic reception of didactics of literature from Bredella and Burwitz-Metzler’s (2004), which consists to put the learner in intensive interaction with the text and to motivate him to express oneself on one’s reading experiences.
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Vergara Luján, Omaira, und Gladys Stella López Jiménez. „Didáctica de la escritura académica en una licenciatura en lenguas extranjeras“. Educatio Siglo XXI 39, Nr. 1 (25.02.2021): 147–66. http://dx.doi.org/10.6018/educatio.452051.
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Se presentan resultados de una investigación exploratoria sobre la enseñanza de la escritura y la formación en su didáctica en un programa universitario que forma profesores de lenguas extranjeras. La propuesta se inscribe en la intersección de los estudios de escritura en la universidad con la formación de docentes y con la didáctica de lenguas, ejes que atraviesan el currículo de la Licenciatura. El objetivo fue caracterizar la didáctica de la escritura en la primera fase del programa de estudios, para lo cual se examinaron prácticas de enseñanza de la escritura en lenguas extranjeras (inglés y francés) en los semestres 1 a 4. Metodológicamente, se optó por un estudio colectivo de casos y por trabajo colaborativo con colegas docentes. La entrevista semiestructurada, el grupo focal y la observación no participante aportaron los datos y para su procesamiento se utilizó el análisis de contenido y la triangulación. Encontramos que los profesores tienen un fuerte sentido de responsabilidad en relación con la enseñanza de la escritura orientada desde la didáctica de lenguas extranjeras. La enseñanza se configura de maneras diversas, no siempre conscientes o intencionales para servir como modelo didáctico para los docentes en formación y no se evidenciaron saberes estructurados y compartidos sobre didáctica de la escritura en las disciplinas. Queda abierta la pregunta por la formación en didáctica de la escritura como parte de las competencias profesionales de los profesores de lenguas extranjeras. This article presents the results of an exploratory study on the teaching of writing and the training in writing didactics in a foreign language teaching training program at a university. The proposal sits at the intersection of writing studies at university with teacher training and language didactics, axes of the curriculum of the BA. The objective was to characterize the didactics of writing in the first phase of the study program,. To this end, the teaching of writing in foreign languages (English and French) in semesters 1 to 4 was examined. The methodology consisted of a collective case study and collaborative work with fellow teachers. The semi-structured interview, the focus group and the observations provided the data and content analysis and triangulation were used for its processing. We found that teachers have a strong sense of responsibility with the teaching of writing, oriented from the didactics of foreign languages. Teaching is configured in different ways, not always consciously or intentionally to serve as a didactic model for teacher training and there was no evidence of structured and shared knowledge about the didactics of writing in the specific subjects. The question of training in the didactics of writing as part of the professional competencies of foreign language teachers remains open.
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Paternostro, Roberto. „The appropriation of oral/spoken French by L2 learners“. Scandinavian Studies in Language 14, Nr. 2 (19.12.2023): 118–81. http://dx.doi.org/10.7146/sss.v14i2.142548.
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The expressions ‘oral French’ and ‘spoken French’ are often used as equivalents. However, they have implications that are far from trivial, especially when it comes to teaching the French language. In this article, we will attempt to point out the nuances behind the expressions oral and spoken French, through reflections on the diamesic and the diaphasic variational dimensions. Secondly, we shall present the implications that this perspective may entail when it comes to the teaching of French as a foreign language (FLE). This research on the teaching of spoken French will also allow us to take into consideration some issues and challenges in relation to the implementation of a ‘didactics of spoken French’. The presentation of examples from the fieldwork research will enable us to dig further into these questions.
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Caspari, Daniela. „Literaturwettbewerbe - ein sinnvoller Beitrag für den fremdsprachlichen Literaturunterricht? Überlegungen zu den französischen Wettbewerben Prix des lycéens und Francomics“. Fremdsprachen Lehren und Lernen 51, Nr. 1 (16.05.2022): 74–89. http://dx.doi.org/10.24053/flul-2022-0006.
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Although student competitions play an important role in school life, they are hardly discussed in the field of foreign language didactics (referring to the German context). This article presents the two largest competitions for French language teaching, Prix des lycéens and Francomics, and explores their potential for engaging with literary texts in a school context. What seems particularly successful about the competitions is that they take students seriously as readers and challenge them to engage creatively with the works they read. This is especially meaningful since French language teaching in schools has been facing many challenges. The competitions seek to redress such difficulties by providing a selection of current French books for adolescent readers, by offering additional teaching material and other services, and ultimately enriching and supplementing French lessons.
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Dańko, Magdalena, Fabrice Marsac und Witold Ucherek. „Grammaire et méthodes de FLE : enquête sur les constructions infinitives de perception“. Romanica Wratislaviensia 69 (29.11.2022): 207–21. http://dx.doi.org/10.19195/0557-2665.69.18.
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Through our observations of classroom practices, as didacticians and linguists, we note that infinitive constructions governed by a verb of perception (ICP) are only extremely rarely included in French as a Foreign Language teaching programmes. Yet, the perception of reality through the senses is one of the sociolinguistic objectives. In this case, unless we are inattentive, this is a notable gap in didactics that should be filled. We would propose to elucidate the specificities of the French ICP from a semantic-logical and cognitive perspectives.
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Ráčková, Lucia, François Schmitt und Monika Zázrivcová. „Développer la compétence interculturelle en classe de français langue étrangère à travers le roman noir Derrière les panneaux il y a des hommes de Joseph Incardona“. Neofilolog, Nr. 59/1 (24.10.2022): 95–109. http://dx.doi.org/10.14746/n.2022.59.1.8.
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Current research on interculturality in foreign language teaching focuses on the development of the intercultural personality of the learner based on his social representations. In this context, the introduction of crime fiction in French foreign language teaching makes it possible to take the complexity of the human personality more efficiently into account when developing the intercultural competence of the learner. Based on a thematic analysis of the novel Derrière les panneaux il y a des hommes (Behind the Panels There Are Men) by Joseph Incardona, which aims at highlighting the references to French culture in the text, and from a linear analysis centered on the characters and their complex personalities, the article proposes to apply the cultural and intercultural approaches of language didactics to literature. In this way, in order to develop cultural competence, the learners first learn to identify the cultural clues referring to French society in the text. Then, they learn to adopt a positive attitude of openness towards others through the characters of the novel to develop their intercultural competence.
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Andriani, Merry, Wening Udasmoro, Roberta Salsano und Tri Indri Hardini. „Stymie patterns: The case of French-language learning in Indonesian universities“. Indonesian Journal of Applied Linguistics 12, Nr. 1 (31.05.2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.
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Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
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El ALAOUI, Rachid. „L’IMAGINAIRE DANS LES ÉCRITS DES APPRENANTS : ENJEUX ET DÉMARCHES DIDACTIQUES EN CLASSE DE FRANÇAIS“. FRANCISOLA 2, Nr. 2 (31.12.2017): 215. http://dx.doi.org/10.17509/francisola.v2i2.9413.
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RÉSUMÉ. Cet article s’inscrit dans la lignée des travaux de recherche contemporains en didactique de l’écrit, dont ceux consacrés notamment à la question du sujet lecteur-scripteur. L’objectif est de poser les jalons à la fois théoriques et méthodologiques d’un dispositif qui peut remédier aux difficultés motivationnelles des apprenants en classe de français langue étrangère, en considérant amplement l’apport de l’imaginaire dans leurs propres écrits. L’article s’accotera alors sur l’analyse d’un corpus d’écrit élaboré par des apprenants, suivi par ricochet d’une démarche de réécriture visant à proposer une interprétation des stratégies d’investissement par le sujet-apprenant. Les résultats ont montré que l’on a réussi alors à intégrer totalement le plan de l’imagination et de la créativité au sein des écrits rédigés par les apprenants, mais on a constaté aussi une appréciation de presque 40% pour ce qui est de l’aspect formel et structurel propre à la langue française. Mots-clés : didactique de l’écrit, écriture d’invention, sujet lecteur-scripteur, réécriture, transposition didactique ABSTRACT. This article is a part of contemporary researches in didactics of writing, especially those who are based on the question of reader-writer subject. The study aims to overcome, theoretically and methodologically speaking, students’ motivation difficulties in French class as a foreign language, by taking into didactic account the part of imagination in writing, beside its strictly linguistic or technical dimensions. This study investigates the corpus of students’ writing productions, also it will examine the effects of a rewriting phase on investment strategies of subjects in their writings. The study shows that we have integrated the plan of imagination and creativity into the writings prepared by the learners, but also we have recorded an improvement of nearly 40% in terms of formal and structural aspect of the French language. Keywords : didactics of writing, invention writing, reader-writer subject, rewriting, didactical transposition
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BACHA, Youcef, und Nadia LARIBI. „Pour une éducation plurilingue et interculturelle : La langue de référence comme médiation didactique“. Revue plurilingue : Études des Langues, Littératures et Cultures 4, Nr. 1 (19.11.2020): 82–90. http://dx.doi.org/10.46325/ellic.v4i1.52.
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Abstract
The didactics of Multilingualism aims to establish an exchange between reference languages and foreign languages. To do this, we started analyzing a play performed by third-year high school students. Based on the analysis, we realized that students always rely on the reference language as a crucial support to build up their discourse in French.
Résumé
La didactique du plurilinguisme éradique les cloisons entre les langues en établissant l'intercompréhension entre les langues de référence et les langues étrangères. Pour ce faire, nous avons procédé à une analyse d'une saynète présentée par les apprenants de 3 AS. Telle analyse montre que les apprenants s'appuient sur la langue de référence afin de construire leur discours en français.
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Osmushina, Anastasiya Andreevna. „Cosmo-psycho-logos of the Spanish language in the teaching of foreign languages“. Филология: научные исследования, Nr. 1 (Januar 2023): 48–59. http://dx.doi.org/10.7256/2454-0749.2023.1.38502.
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The relevance of the work lies in the understanding that knowledge of logic, epistemology, ontology of language contributes to the competent implementation of the dialogue of cultures. The purpose of the study is to formulate the Cosmo-Psycho-Logos system of the Spanish language in comparison with Russian, English, German and French, as well as to substantiate the importance of introducing CPL in teaching a foreign language. The subject of the study is the CPL of the Spanish language. The methods of our research include general scientific methods of analyzing sources, namely colloquial Spanish speech on the example of 10 films and TV series, Spanish folklore, including modern, selected by random sampling (200 Spanish folk tales recorded by folklorists during the XIX and XX centuries, as well as 200 anecdotes), as well as analysis of secondary research material, i.e. works on this problem. The main approach in the work is a comparative approach, a set of comparative and general scientific methods is used to analyze the features of the Spanish language and systematize the data obtained. Thus, the analysis of the Spanish language is carried out at the morphological, semantic and syntactic levels, the elements of the Spanish language are compared with similar elements and systems of the Russian, English, German and French languages. The results of the study are a description of the CPL of the Spanish language, and also demonstrate that the epistemology, logic, ontology of the language are closely related to its semantics, morphology and syntax. Language ethics and aesthetics are reflected in the vocabulary. Spanish space-time relations are dynamic and inseparable. The Spanish ontology demonstrates the great functionality of the object. Spanish logic is indicative, inductive, coherent. Personal goal determines action, self-organization determines tectology. Spanish ethics is situational, while Spanish aesthetics indicates sensuality. This research can be supplemented by further work on Cosmo-Psycho-Logos of other languages, as well as on the didactics of the use of CPL in teaching a foreign language.
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Vladimirska, Elena, Jelena Gridina und Daina Turlā-Pastare. „Discourse Markers of French: Multifaceted Look at a Controversial Category“. Kalbotyra 74 (15.09.2021): 268–85. http://dx.doi.org/10.15388/kalbotyra.2021.74.14.
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In this paper, we discuss the question of discourse markers (DM) – a category conceived differently by theoretical and applied linguistic approaches. Unlike in applied approaches, in which DMs are considered desemantized/grammaticalized lexical units devoid of their own semantics and therefore of status in the language, we consider DMs to constitute a full-fledged category of language, having its own semantics and distribution, both of which play a crucial role in the construction of discourse (Paillard 2011, 2012; Franckel 2008, 2019). This hypothesis has been developed in theoretical linguistics and has seen little evidence from a perspective of the acquisition and didactics of foreign languages. Based on cross-analysis of linguistic theories (Benveniste 1974; Ducrot 1980; Hopper & Traugott 1993; Culioli 1990,1999; Franckel & Paillard 2008) and on distributional analysis of data of the spoken corpora, we show that the absence of specific linguistic status for DMs has repercussions at the didactic and acquisition levels: DMs are generally approached in an ad hoc manner, all functions combined, which leads on the one hand to gaps in the acquisition of French and, on the other hand, to the ambiguity of criteria for evaluation. Therefore, at the level of applied linguistics, we suggest the integration of DMs in the learning path as a full category, an integration that must be carried out on several axes – semantic, syntax and prosodic – and be based on an authentic oral corpora of the spoken language. At the theoretical level, we use transversal analysis in order to give yet another argument in favor of a semantical-enunciative approach to discursive markers.
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Barbosa, Lúcia Maria de Assunção. „*Las dimensiones de lengua y cultura e interculturales en la enseñanza y el aprendizaje de una lengua extranjera“. Íkala, Revista de Lenguaje y Cultura 12, Nr. 1 (03.11.2007): 165–81. http://dx.doi.org/10.17533/udea.ikala.2717.
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The process of teaching/learning a foreign language cannot be reduced to the attainment of an instrument for communication. It is an interdisciplinary procedure with the objective of introducing the learner to the symbolic universe in which he wants to participate. This article presents some general considerations involving the cultural dimension in the context of teaching and learning a foreign language. It also touches certain aspects of the word “culture”, demonstrating how it differs from the word “civilization” which predominated for a considerable period of time in the French context of the didactics of foreign language teaching and learning. This lexical shift brought about relevant aspects concerning the belief that language and culture are inseparable elements.
Received: 08-03-07 / Accepted: 08-06-07
How to reference this article:
Assunção Barbosa, L. M. de. (2007). Las dimensiones de lengua y cultura e interculturales en la enseñanza y el aprendizaje de una lengua extranjera. Íkala. 12(1), pp. 165 – 181.
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Cheikh, Saadia. „Le défi de la diversité culturelle et l’enseignement du FLE en Algérie“. Traduction et Langues 14, Nr. 1 (31.08.2015): 28–35. http://dx.doi.org/10.52919/translang.v14i1.795.
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The challenge of cultural diversity and the teaching of French as a foreign language in Algeria
The intercultural approach is imperative in the teaching French foreign language because no human, in archaic or modern society is without culture, but every culture is singular and Algeria does not make the exception and the Algerian learner is multicultural and multilingual. Then how can we make sensitive our learners in the cultural skill and which are the didactic proposals to approach the intercultural in class of French as a foreign language?
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Khairullin, Vladimir I. „The restorative-associativ method and present-day plurilingualism“. Alma mater. Vestnik Vysshey Shkoly, Nr. 2 (Februar 2022): 60–62. http://dx.doi.org/10.20339/am.02-22.060.
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The article deals with the problem of choosing innovative methods of teaching foreign languages in higher education. One of them recognizes the reconstructive-associative method as the most relevant in the conditions of modern globalization, characterized by a variety of cultures and a variety of languages, i.e. plurilingualism. The method is based on the concept of a bridge language, a connecting language or an intermediary language, proposed by the European Understanding program. This approach involves the use of English or French when teaching a number of Germanic/Romance languages. At the level of teaching foreign languages in Russian universities, the concept of a bridge language is promising when developing training programs for a bilingual audience. At the same time, it is transformed into the concept of the reference language, which in our country is usually Russian. It is recognized that the supporting language does not have to be native. Its role can be the first foreign language, for example, English when teaching a second foreign language (French) language. The proposed innovative approach opens up promising horizons of both educational and didactic and methodological plans for innovative teachers who are able to respond to the challenges of the modern world with their creativity and high language competence.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė und Loreta Alešiūnaitė. „Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century“. Sustainable Multilingualism 13, Nr. 1 (01.11.2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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EL GOUSAIRI, Anass. „LA CONSTRUCTION INSTITUTIONNELLE DE LA LITTÉRATURE EN CLASSE DE FRANÇAIS : QUELQUES PROLÉGOMÈNES À UNE ANALYSE DIDACTIQUE DE L’OBJET“. FRANCISOLA 2, Nr. 1 (05.07.2017): 79. http://dx.doi.org/10.17509/francisola.v2i1.7529.
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RÉSUMÉ. Suite à la Réforme générale du système d’éducation et de formation au Maroc, engagée depuis déjà deux décennies et relayée récemment par la Vision Stratégique 2015-2030, l’enseignement du français, en tant que « première langue étrangère » selon les discours officiels, a fait l’objet d’une reconfiguration didactique majeure, à savoir la réintroduction de la littérature dans les programmes du lycée dès l’an 2002, après une longue éclipse au profit des « Documents authentiques ». Or, malgré ce renouveau, la conception esthétisante et formelle de l’objet « littérature », qui a encore la vie dure en classe de français, ne permet pas de saisir le statut épistémologique et les enjeux réels de son usage didactique. Dans cet article, nous examinerons dans une démarche interprétative la littérature comme construit institutionnel par l’observation et l’analyse du texte officiel afférent à cette construction, et ce afin d’expliciter les effets et les dérives de la transposition didactique de l’objet en contexte scolaire. Mots-clés : didactique du français, interculturalité, langue-culture, littérature, texte officiel, transposition didactiqueABSTRACT. Further to the general Reform of Morocco’s education and training system, which has been engaged for already two decades and that was relayed recently by the Strategic Vision 2015-2030, teaching French, frequently referred to as the "first foreign language" according to official statements, has known an important didactic reconfiguration: literature was introduced in high school programs after being abandoned and replaced by “Authentic Documents” over the last few years. Nonetheless, the aesthetic and formal conception of literature doesn’t allow to understand the real stakes behind the use of literary texts in French class. In this article, we will examine particularly the institutional construction of literature by interpretating some data collected from the official text related to the teaching of/by literature. This study aims to explain the effects and the limits of the didactical transposition of literature as an object at school. Keywords: didactics of French, interculturality, language-culture, literature, official text, didactical transposition
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BENZERROUG, Souhila, und Samah BENZERROUG. „EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA“. International Journal of Humanities and Educational Research 03, Nr. 06 (01.12.2021): 315–22. http://dx.doi.org/10.47832/2757-5403.6-3.22.
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The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content.
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Hinc, J., J. Mampe und A. Jarosz. „Academic tutoring as a form of personalized language education: a project and practice at the University of Gdańsk (Poland)“. Linguistics & Polyglot Studies 7, Nr. 4 (25.11.2021): 24–30. http://dx.doi.org/10.24833/2410-2423-2021-4-28-24-30.
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The current paper elaborates on the effects of introducing elements of personalized education in the academic tutoring programme realized at the University of Gdańsk (in short UG, Poland). It begins with an outline of the key objectives of the project called Ideal Quality in Good Quantity, which was introduced at the University of Gdansk in the years 2014–2016. The programme originally aimed at equipping academic teachers with tools suitable for implementing elements of individualized didactics. Moreover, the project assumed a practical application of the aforementioned tools in scholarly work of the tutors who realized their own tutoring sessions with students representing various fields of study (philological, pedagogical and culture studies, to mention some of them). The project’s initial conception, i.e. Ideal quality in good quantity, is continued forward in the so-called Centrum Tutorów UG as well as in the form of faculties’ internal initiatives. In the paper the reader will find a description of fragments of individualized didactic work implemented in teaching French and German as foreign languages and psychology.
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AULITTO, Sabrina, und Yasmine Bidai. „Economics crisis lexicon: for a didactic and lexical approach in French foreign language“. JOURNAL OF ADVANCES IN LINGUISTICS 5, Nr. 1 (21.11.2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.
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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.
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Boussif, Imad, und Estefanía Sánchez Auñón. „Cinema as a didactic tool in the secondary school foreign language classroom: French“. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. 35 (31.01.2021): 129–47. http://dx.doi.org/10.30827/portalin.v0i35.15460.
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The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the thirty-five participants were asked to fill in a questionnaire in order to examine their views on this methodology and analyse its effects on their language learning process. The results obtained have revealed that high school French students have a very positive opinion on the cinema-based approach and that this method is motivating and helps learners to enhance their linguistic and sociocultural competences.
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Loseva, Natalia, und Liudmila Metelskaya. „French for Learners in Hesitation Between Mother Tongue and English“. Taikomoji kalbotyra 15 (04.06.2021): 108–22. http://dx.doi.org/10.15388/taikalbot.2021.15.9.
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Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.
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Horova, Helena. „Acquisition of lexical competence in didactic approaches aimed at specialized communication“. XLinguae 15, Nr. 4 (Oktober 2022): 213–22. http://dx.doi.org/10.18355/xl.2022.15.04.18.
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The main objective of our contribution is to determine the role of the acquisition of lexical competence among the specialized public in the current didactic approaches aiming at specialized communication, thus in the concepts such as French as a professional language, French for Specific Purposes and French for Academic Purposes. Students of all the mentioned didactic approaches use a foreign language as a means of communication in their field of study or activity. The aim of our paper is to define the position of vocabulary teaching in selected didactic approaches that deal with the teaching of the French language as a professional language. For the purpose of our article, we have compiled a corpus consisting of methodological publications dealing with the development of specialized French. The analysis of the corpus will aim at defining the role of vocabulary acquisition in these didactic approaches. The conclusion of the text will summarize the analysis and provide a starting point for teaching vocabulary in professional language courses.
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Makhlouf, Leila. „WRITING WORKSHOPS IN FRENCH FOREIGN LANGUAGE AT THE ALGERIAN UNIVERSITY“. Journal of Social Sciences 6, Nr. 3 (Oktober 2023): 114–25. http://dx.doi.org/10.52326/jss.utm.2023.6(3).09.
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This research takes stock of a didactic approach to remediation undertaken in a Frech foreign language class at the University of Blida 2. The experiment was initiated by a double observation. The first is the unsatisfactory quality of the texts produced by my students in the course of written comprehension-production, and the second being the negative relationship expressed by the latter vis-à-vis the literary modules. To remedy this, I designed a didactic device aimed at developing the scriptural skills of learners through the reading of literary short stories. The results generated by this study reveal a significant increase in the public concerned at the local level (microstructure) but especially on the global level (macrostructure) of the texts produced by the participants. Also, the data collected show the role of writing workshops in motivating learners to write in a foreign language. In addition, the literary short story has proven to be an effective educational tool to use in the language class to help learners improve their target language.
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Souza, Tiago Barbosa, und Maria Iara Zilda Návea da Silva Mourão. „Ensinar francês por dispositivos móveis: uma experiência com Duolingo e WhatsApp / Teaching French by mobile devices: an experience with Duolingo and WhatsApp“. Texto Livre: Linguagem e Tecnologia 10, Nr. 2 (28.12.2017): 206–19. http://dx.doi.org/10.17851/1983-3652.10.2.206-219.
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RESUMO: O presente trabalho objetiva apresentar o relato de uma prática pedagógica que enfatizou o uso de ferramentas tecnológicas no ensino de língua francesa. Essa prática foi pensada dentro do projeto de monitoria da UFPI, nos dois períodos de 2015, nas disciplinas de Língua Francesa I e II, nas quais se experimentou o uso de ferramentas virtuais pelos alunos, com fins pedagógicos. Dentre essas ferramentas, enfatizou-se o manuseio dos aplicativos gratuitos Duolingo e WhatsApp, com a intenção de que o aprendizado fosse levado para além das fronteiras da sala de aula, a partir de um contato frequente com a língua estudada e pelo estímulo à comunicação nessa língua. A escolha desses dois meios se deu com base na ideia de que muitos aplicativos e sítios dedicados ao aprendizado de línguas adicionais, como o Duolingo, oferecem um suporte gramatical da língua estrangeira, mas não conseguem suprir a necessidade de comunicação e interação que tornam o aprendizado da segunda língua mais eficaz. Dessa forma, pensou-se que o WhatsApp, aplicativo de conversas instantâneas, pudesse suprir tais necessidades. Os resultados dessa experiência demonstraram que é possível intensificar o aprendizado de língua francesa através dessas ferramentas acessórias, considerando suas limitações. Como referencial teórico, foram usados, entre outros, os estudos de Cuq e Gruca (2003), sobre uma visão geral da didática de línguas estrangeiras e do ensino de francês e Gomes (2015), Leffa (2016), Araújo e Bonttentuit (2015) sobre uso de ferramentas tecnológicas para propósitos educacionais.PALAVRAS-CHAVE: didática do ensino de línguas estrangeiras; francês língua estrangeira; Duolingo; WhatsApp.ABSTRACT: This work aims at presenting the report of a pedagogical practice that emphasized the use of technology-based tools in the teaching of French language. This practice was conceived within the mentoring project in UFPI along 2015, in the disciplines French I and II, in which the use of virtual tools by the students was experimented for pedagogical purposes. Among these tools, it was emphasized the handling of the free applications Duolingo and WhatsApp, aiming at carrying the learning beyond the borders of the classroom, by a frequent contact with the target-language and by the stimulus to the communication in that language. The choice of these two media was based on the idea that many apps and sites dedicated to additional languages learning, such as Duolingo, offer a grammatical support of the foreign language, but they cannot supply the need for communication and interaction that makes the target-language learning more effective. Then, WhatsApp could meet such needs, since it’s an instant messaging app. The results of this experiment demonstrated that it is possible to intensify the French language learning through these technology-based tools, considering their limitations. As a theoretical reference, the studies of Cuq and Gruca (2003) about an overview of foreign language teaching, also Gomes (2015), Leffa (2016), Araújo and Bonttentuit (2015) about the use of technology-based tools in teaching French as a foreign language.KEYWORDS: didactics of foreign language teaching; French as a foreign language; Duolingo; WhatsApp.
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Chiritescu, Ileana Mihaela. „EXPLOITATION DIDACTIQUE D'UNE PIÈCE DE THÉÂTRE EN CLASSE DE FLE – APPRENDRE LE FRANÇAIS PAR LE THÉÂTRE“. Journal of Social Sciences V, Nr. 1 (Februar 2022): 34–40. http://dx.doi.org/10.52326/jss.utm.2022.5(1).04.
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Learning French through theater is one of the modern methods of learning, methods that are put at the service of a new didactics of teaching French. Theater performances can be a real motivation for students when used as a teaching aid for foreign language courses. Used as a teaching tool, theater has the ability to raise awareness and encourage students, as well as the strength to bring them effectively closer to the roots of the language studied. Theater means symbols that include characters, makeup, costumes, music, colors, soundtrack, painting. According to his vision, each person has an illusion about the world of theater performance - poetic, sentimental, cheerful, sad or melancholic illusion. With the help of all the artistic processes they have learned and which are at their disposal, each spectator and each actor transforms, in one way or another, into authors of the show, whose mission is to faithfully reproduce his own kind of illusion
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Sanz Moreno, Raquel. „L’écriture en français à travers l’appréhension d’un nouveau genre textuel : l’audiodescription“. Çédille, Nr. 22 (2022): 455–73. http://dx.doi.org/10.25145/j.cedille.2022.22.21.
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"In this article we analyze students' appropriation of a new textual genre: audio description. We start from the application of a didactic sequence in French as a foreign language description script by means of external regulations (models of scripts in French and Spanish). This qualitative research focuses on the study of the initial and final products, i.e. the texts produced by the students in French, as well as a final questionnaire to determine their percep-tion of this new genre. The students establish a direct relationship between the models, their discursive, structural, and linguistic characteristics, and their final written productions. Keywords: audio description, writing, discursive genre, French foreign language (FLE)."
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Orekhova, Yuliya M. „Didactic Potential of an Electronic Textbook for Improving Speaking Skills at Foreign Language Classes“. Proceedings of Southern Federal University. Philology 2021, Nr. 2 (30.06.2021): 205–13. http://dx.doi.org/10.18522/1995-0640-2021-2-205-213.
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An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.
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Robert, Jean-Michel. „Towards a Teaching of French to English-speaking Learners by Cognate Comprehension“. ITL - International Journal of Applied Linguistics 121-122 (01.01.1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.
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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
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Adlerová, Linda, Paula Píšová und Erzsébet Szabó. „Development of Grammar Competence via Work with the Literary Text in Teaching FFL“. Revista Romaneasca pentru Educatie Multidimensionala 15, Nr. 4 (28.11.2023): 102–16. http://dx.doi.org/10.18662/rrem/15.4/783.
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In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations.
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Belyasova, Julia, und Michel Martin. „Model of the communication process in a context of reading in French first language and French foreign language“. Journal of Digital Science, Nr. 1 (28.05.2020): 82–93. http://dx.doi.org/10.33847/2686-8296.2.1_8.
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This article aims to analyze, from a didactic point of view, readings offered to students of several schools in Belgium and the choices made by their teachers to support them in their task. This article is devoted to examining the methods used by teachers, explaining why and how they use them, and looking for consistency in their teaching practices. This data, based on theoretical axes, makes possible to know and identify the elements that make teaching devices effective. This research is therefore oriented towards the creation of a model representing the original operating mode on which the students in the French first language and the French foreign language classes worked.
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Bigych, Oksana B., und Diana A. Rusnak. „АВТЕНТИЧНІ МЕДІА-РЕСУРСИ ЯК ЗАСІБ ФОРМУВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ МІЖКУЛЬТУРНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ“. Information Technologies and Learning Tools 70, Nr. 2 (27.04.2019): 165. http://dx.doi.org/10.33407/itlt.v70i2.2440.
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In the article it is identified the role of authentic media-resources for development of students – prospective French language teachers intercultural communicative competency at language practice lecture room studies. All components of intercultural communicative competency as the target for development at language high education institution are specified. Taking into account the authenticity as a powerful feature among the innovative tools of teaching foreign languages and cultures media-resources are highlighted. Among modern approaches for teaching foreign language the communicative approach, as well as for studying culture sociological, anthropological and semiotic approaches are chosen. In the context of the sociological approach any cultural event is seen as a social phenomenon and their common role in the society is studied. In the context of the anthropological approach culture questions are treated in terms of everyday life. The semiotic approach studies the culture as a sign language that can save and spread some information. As a result of scientific research types (printed, electronic, audio, visual, mixed audio-visual) and forms of authentic media-resources were identified. They are used during teaching the students foreign languages and cultures. Didactic potential of French advertisement, comic pictures (comics), movies (comedies, short films), soap operas, songs, printed and electronic media-video and multimedia reports as tools for development of students – prospective French language teachers intercultural communicative competency were researched. In the context of semiotic approach cultural signs of advertisements and comic pictures (comics) are analyzed. The feature films and video-clips are seen in the context of the anthropological approach. Articles of print media and video and multimedia reports are treated in the context of the anthropological and sociological approaches. The availability of authentic media-resources for lecturer in the Internet was emphasized. It allows its active use as modern tools for teaching students French language and culture at language practice lecture room studies.
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Rusnak, D. „Modern Technologies and Educational Tools of Teaching Writing Skills in French to Students of Language Majors“. Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (21.07.2023): 50–58. http://dx.doi.org/10.32589/2412-9283.38.2023.284427.
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Introduction. The development of foreign language writing competence in students majoring in linguistics is one of the key tasks in teaching foreign languages and cultures. There is a necessity of improving the educational process, in particular, updating the components of the learning system,which include educational technologies and tools. The purpose of the article is to investigate the use of modern technologies and educational tools in the process of developing students’ foreign language writing competence. Methods. The analytical review of the modern educational technologies involvingvisual learning tools in the educational process. Results. In the context of the communicative approach to teaching foreign languages, our interest is drawn to the technology of using visual supports as one of the modern educational technologies involving visual learning tools in the educational process. The advantage of this technology for teaching foreign language writing is the possibility of integrated development of competence in writing and other language competencies. At the same time, such authentic visual supports as a humorous drawing and an advertising poster provide valuable socio-cultural material, contributing to integrated foreign languages and cultures learning. Three stages of the formation of linguistic competence in writing based on visual aids are proposed: 1) receptive (Découverte), 2) receptive-reproductive (Systématisation), and 3) productive (Production écrite). This methodology is illustrated by a specific example based on humorous drawings. Conclusion. The proposed methodology is based on the basic didactic and methodological principles of teaching and contributes to the effective development of students’ competence in writing. The prospect of further scientific research will be the study of other educational technologies and tools for the development of foreign language communicative competence.
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Kobiakova, N. L. „Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students“. MGIMO Review of International Relations, Nr. 6(39) (28.12.2014): 262–67. http://dx.doi.org/10.24833/2071-8160-2014-6-39-262-267.
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The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The article depicts the proprietary model for the comprehensive assessment of the educational outcomes of the internationally majoring students in the French language. The model, customized for Russian universities, is based on the professionally oriented competence-based practical course of the French language for internationally majoring students designed by the author. With the regard to that content and basing on DELF, DALF and TCF language tests and exercise systems for the French language studies by European and Russian practitioners, she advances her own testing, communication and translation exercises toolbox. That comprehensive evaluation model was successful tested at the MGIMO. In the course of that experiment, national testing techniques and the content of linguistic tests and didactic tools were streamlined with the European requirements.
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Belmihoub, Soltana. „Pourquoi nos Etudiants ne Parlent-ils pas Français ?“ Traduction et Langues 17, Nr. 1 (31.08.2018): 63–73. http://dx.doi.org/10.52919/translang.v17i1.564.
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Why our students do not speak French?
This paper focuses on the oral production of students enrolled in the License of French CUR Ahmed Zabana Relizane. Our goal is to identify the difficulties and apprehensions of these students for French as Foreign Language Affairs (FLE) and this in light of the research results of experts in this field. Our goal is to take stock of the situation of students enrolled in 1LTD License and to identify didactic processes to better understand discourse processes and oral language skills. French in these students.
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Zarior, Saadia. „Le Conte, un Outil au Service de l’Enseignement/Apprentissage du Français Langue Étrangère“. Traduction et Langues 15, Nr. 2 (31.12.2016): 213–24. http://dx.doi.org/10.52919/translang.v15i2.698.
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The Storytelling as a Tool for Teaching/Learning French as a Foreign Language
The tale in classroom can propose different avenues of pedagogical exploitation, namely, activities reinforcing the mastery of the French language such as grammar, syntax, etc. It is for many teachers of French as a foreign language, an essentially written medium that offers the possibility of developing a competence in writing among learners. As a real teaching tool, the tale provides teachers and learners with a wide range of educational opportunities. This paper reveals that storytelling is a very relevant teaching aid for primary school learners and in particular in foreign language classes, such as French. The tale is really useful as a didactic tool, it allows to get closer in a very simple and easy way to aquire expressions, structures and notions to speak, tell and communicate. In short, storytelling is a matter of awakening. It gives the learner additional means to overcome his difficulties and shortcomings in the essential areas of listening, reading and writing. Storytelling helps develop various skills among primary school learners. It improves imagination, memory, self-confidence, while enriching vocabulary, expressiveness by promoting speaking.
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Dellalou, Naouèl. „Pourquoi Privilégier Approche Générique des Œuvres Policières en Classe de FLE“. Traduction et Langues 15, Nr. 1 (31.12.2016): 188–200. http://dx.doi.org/10.52919/translang.v15i1.730.
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Why Privileging Generic Approach to Detective Storiesin FLE Classes
This article is the result of an involved research, carried out during our doctoral research related to the issue of writing and which falls within the framework of didactics of the literary text. A research which aimed to propose it in Algerian colleges (whose teaching-learning of French as a foreign language responds exclusively to a textual typology) a new approach in the teaching-learning of French as a foreign language in general, and of writing specifically. It is a question of projecting our views into a new dialectic of reading- writing which favors a generic approach to literary works in the FLE class. With the intention of essentially developing the scriptural competence among Algerian middle school pupils, we have opted for the introduction of literature by genres in FLE classes, and mainly, the reading of the complete literary work. Knowing that going to complete works is one of the objectives of middle school education in Algeria, where the learner is invited to move from school reading to social reading. This article is then to plan for a new dialectic reading-writing with a generic approach wich favors literary works in FFL classes. To do so, the romance genre object of our proposal in this article is the detective novel.
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Badenas Roig, Sonia Rut. „El cuento como recurso didáctico en la enseñanza del francés lengua extranjera“. Revista de Lingüística y Lenguas Aplicadas 13, Nr. 1 (13.07.2018): 21. http://dx.doi.org/10.4995/rlyla.2018.8694.
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<p>This article offers a pragmatic reflection on the use of short stories in the teaching of French as a foreign language. After analyzing the use of short stories in the foreign language classroom as didactic material, we briefly assess the different advantages of short stories and inquire about the validity of this genre as a suitable material for the teaching of written expression in the light of the Common European Framework of Reference for Languages (CEFRL). On this basis, we propose a practical approach in which short stories are integrated to the teaching of written expression within a communicative context.</p>
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Schug, Daniel, und Thierry Torea. „International E-Tandems: A Tool for Increasing Student Motivation in the Foreign Language Classroom“. Arab World English Journal, Nr. 1 (20.01.2023): 3–16. http://dx.doi.org/10.24093/awej/comm1.1.
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This study presents findings from an online collaborative project involving students learning English at the University of Paris Nanterre (France) and students learning French at Cornell University (USA). Our main goal was to determine the impact of e-tandems on language learner motivation. During the COVID-19 pandemic, nearly all courses at these two institutions were offered online, a move that greatly complicated the use of interactive group activities. This change represented a major threat to learner motivation and the development of communication skills in the target language. To counteract these effects, language teachers from the two universities organized an online e-tandem program; pairs of students composed of one American learner of French and one French learner of English had three virtual meetings to complete activities relevant to their studies. During these meetings, they were to alternate between speaking English and French. Following each exchange, students completed journal entries about their experience using the target language. Results indicated that the e-tandem program was a positive experience for students, with many reporting higher levels of intended learning effort and being able to see themselves as competent language users. These findings highlight the didactic potential of virtual exchanges.