Auswahl der wissenschaftlichen Literatur zum Thema „Français langue étrangère – Liban“
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Zeitschriftenartikel zum Thema "Français langue étrangère – Liban"
Barou, Jacques. „Français langue étrangère“. L'école des parents 635, Nr. 2 (2020): 62. http://dx.doi.org/10.3917/epar.635.0062.
Der volle Inhalt der QuellePOPESCU, Mihaela. „"ACTIVITÉS DE COMMUNICATION LANGAGIÈRE EN FRANÇAIS PROFESSIONNEL DANS LE MILIEU UNIVERSITAIRE FRANCOPHONE DE TIMIȘOARA "“. Professional Communication and Translation Studies 15, Nr. 2022 (2022): 76–86. http://dx.doi.org/10.59168/olfd1237.
Der volle Inhalt der QuellePogačnik, Vladimir. „Grammaire et enseignement du français, 1500-1700. Édité par Jan de Clercq, Nico Lioce, Pierre Swiggers; Monographie publiée par le Centre international de dialéctologie générale (Louvain) ; Peeters, Leuven-Paris-Sterling, Virginia, 2000, XXXIV+671 pp. (Or“. Linguistica 44, Nr. 1 (01.12.2004): 172–73. http://dx.doi.org/10.4312/linguistica.44.1.172-173.
Der volle Inhalt der QuelleRobert, Jean-Michel. „L’absence d’article en français langue étrangère“. Éla. Études de linguistique appliquée N° 182, Nr. 2 (2016): 139. http://dx.doi.org/10.3917/ela.182.0139.
Der volle Inhalt der QuelleSMYAN, Khaldoon Atta. „La compétence orale dans l'apprentissage du français“. Journal of Tikrit University for Humanities 25, Nr. 1 (20.01.2018): 321–31. http://dx.doi.org/10.25130/jtuh.25.1.2018.12.
Der volle Inhalt der QuelleBrigitte, Tatkwa. „LES DÉFIS DE L’ENSEIGNEMENT/APPRENTISSAGE DU FRANÇAIS LANGUE ETRANGÈRE DANS LA ZONE ANGLOPHONE AU CAMEROUN“. EPH - International Journal of Educational Research 4, Nr. 3 (20.11.2020): 14–23. http://dx.doi.org/10.53555/ephijer.v4i3.69.
Der volle Inhalt der QuelleMarchand, Frank. „Français langue maternelle et français langue étrangère : facteurs de différenciation et proximités“. Langue française 82, Nr. 1 (1989): 67–81. http://dx.doi.org/10.3406/lfr.1989.6382.
Der volle Inhalt der QuelleBENABADJI, Sarra. „représentations de l'identité culturelle en classe de fle“. Revue plurilingue : Études des Langues, Littératures et Cultures 7, Nr. 1 (14.07.2023): 79–88. http://dx.doi.org/10.46325/ellic.v7i1.101.
Der volle Inhalt der QuelleATONON, Theophile Kwame. „THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY“. FRANCISOLA 2, Nr. 2 (31.12.2017): 163. http://dx.doi.org/10.17509/francisola.v2i2.9408.
Der volle Inhalt der QuelleZanchi, Carine. „De francisant à enseignant de français : réflexion sur le parcours de formation des enseignants arabophones de français langue 3“. Matices en Lenguas Extranjeras, Nr. 9 (01.01.2015): 135–51. http://dx.doi.org/10.15446/male.n9.54917.
Der volle Inhalt der QuelleDissertationen zum Thema "Français langue étrangère – Liban"
Faval, Joseph François. „L'acquisition d'une langue étrangère : conditions sociales et pédagogiques“. Paris 5, 1987. http://www.theses.fr/1987PA05H007.
Der volle Inhalt der QuelleMalak, Youssef. „L'enseignement de la langue et de la civilisation françaises au Liban : propositions d'outils pédagogiques audiovisuels pour la formation des maîtres“. Nancy 2, 1997. http://www.theses.fr/1997NAN21012.
Der volle Inhalt der QuelleThe analysis which we had accomplished in the teaching status in Lebanon permitted us to see a certain number of shortcomings which scholastic institutions go through. In fact, since the civil war, teaching in Lebanon has undergone a certain crises mainly in the teaching of the French language. Preoccupied by the scholastic outcome and the efficacy of teachers, the goal of our study is to help those teachers in general - and language teachers in particular - by giving some methods so as to help surmount the teaching crises. To realize this, we have undertaken a series of fieldwork and interviews with teachers, students and parents, in order to find out the most adapted ways which can satisfy the ones and the others. Through our fieldwork, therefore, we have brought into concrete existence a televisual document whose objective is to bring toward perfection the oral comprehension and expression aspects of the French language with the Lebanese public concerned. This document comprises two video cassettes and a workbook. The first cassettes contain video sketches conceived, along with the workbook, so as to train students on oral comprehension and expression, and to trigger up their cultural sensibility through the interpretation of the televisual message. As far as the second video cassette is concerned, the contents of which illustrate the use of such televisual methods in the teaching of the French language. It is also a documentary concerning the way teachers would give their lessons by using pedagogical - audio visual means (in other words, the use of video materials) which illustrate how to use activities. Finally, the present work gives teachers necessary steps of how to use other technological means in teaching, such as cassette-recorders, slides, transparencies, and CD-ROMs
Assaf, Khoury Carméline. „Didactique du français langue étrangère/seconde : pour un renouveau méthodologique de l'enseignement/apprentissage du français au Liban“. Nancy 2, 1998. http://www.theses.fr/1998NAN21025.
Der volle Inhalt der QuelleIn an attempt to improve the teaching of french in Lebanon, we have tried to analyse the situation of the french language in our country (the origins of the relationship between the lebanese people and the french language, the teaching of this language in Lebanon, the definition of its status) and to carry out an enquiry with the teachers of french to study the conformity of their pedagogical practices to the status of the french language. We refer to the didactics of french as a foreign / secondary language and propose suggestions for a methodological renewal of the teaching of each of the four aptitudes, of the evaluation of the pupils and of teacher training
Smaïly-Hajjar, Wajiha. „Le français et l'anglais langues étrangères au Liban : analyse de leurs statuts actuels“. Nancy 2, 1996. http://www.theses.fr/1996NAN21017.
Der volle Inhalt der QuelleThis study analyses changes which have been produced during the last twenty years, concerning the situation of the two principal foreign languages, french and english in Lebanon. First, I present the social context, the history of these two languages, which explain demographic and religions composition of the population, the economic context, scholar situation and historical events, which contributed in rooting the two languages in the country. Second, demographic, institutional and psychosocial status analysis of english language demonstrates the sensible progress of this language since the beginning of the civil war (1975). Finaly, juridical, demographic, institutional and psychosocial status study of french language shows that it still the first foreign language in Lebanon. Consequently, it seems that this country is on the way towards a trilingual situation arab-french-english in state of bilingual arabe-french which had been characterizing it until the beginning of the war
Daou, Hiam. „L' apport des documents scientifiques dans une classe de français langue étrangère : interactions entre la construction du concept scientifique et la construction du langage (expérimentation menée en 8ème et 9ème années de l'éducation de base au Liban)“. Besançon, 2005. http://www.theses.fr/2005BESA1002.
Der volle Inhalt der QuelleThis study the relationship between the construction of the scientific concept in a foreign language and the construction of this same language. Being located, from the point of view of linguistic teaching, it gives like objective the contribution of the scientific documents to teaching or training. In a field where students learn sciences in a foreign language that they don't know very well, this these will study, as far as possible, the interactions of the two trainings in question from the psychological point of view and the didactical one. The ideas in VYGOTSKI book ''Pensee et Langage'' are used as reference as well. From another hand, books of ASTOLFI and studies done by VERIN et DUCANCEL, are also important. Pictures used usually in scientific documents are studied with its relationship with linguistic signs. Approach concerning language formation problem: -the language like social practice of reference, to consider in his relationship with the specificity of the didactic situation -the language of its functional role in the constitution of the scientific knowledge, but also the role of the object of the knowledge in the structuring of the language. -The communicative part of the scientific language. Interactions between scientific and linguistic teaching are considered in the same perspective of teaching transfer. Experimentation carried out in EB8 and EB9 classes,emphasized that a conceptual reading of scientific documents is of great textual,language and linguistic interest. Moreover this study draw the attention to the difficulties of learning in this field
Denimal, Amandine. „Perspectives pour une didactique de l'interculturation : mises en discours des relations intersociétales dans les manuels de français langue étrangère et seconde (Grèce, Liban, Maroc)“. Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00983433.
Der volle Inhalt der QuelleAlkontar, Ola. „L'impact de la langue maternelle sur l'expression « du » et « en » français : cas des apprenants libanais francophones dans les collèges et les lycées privés du Mont-Liban“. Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCC043.
Der volle Inhalt der QuelleWhen a Lebanese student produces a French text, both orally and in writing, he becomes the author of a language of which he is unaware of the most subtle nuances. This bridge, which joins two languages, is built on a dilemma, loyalty-betrayal. When the Lebanese expresses themselves in French, they must always put themselves in a position of understanding. To express oneself in a language other than one's own is first of all tounderstand; teaching a foreign language means above all getting the learner to get rid of literal expression, otherwise, we distort the meaning, and we end up without a “Tower of Babel”.Learning a foreign language necessarily involves moments of difficulty caused by different sociolinguistic factors, including the interference of the mother tongue and the influence of mastery of other foreign languages. Such factors play an important role, especially at the beginning of learning.Our study is based on an analysis of the recurring errors of Lebanese learners in private middle and high schools in Beirut, having identical levels in French, the language studied alongside Arabic, the mother tongue. This study allows us to establish some elements for reflection concerning interference by comparing two different morphosyntactic systems: Arabic and French. The writing errors of French-speaking Lebanese learners from thesame mother tongue and for the same instructions can be compared in order to understand the reasons underlying these errors and to propose appropriate teaching strategies to correct them
Abou-Samra, Myriam. „Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère“. Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Der volle Inhalt der QuelleThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Moustapha-Sabeur, Malak. „La voix de l'enseignant et la communication de la langue étrangère : étude des facteurs influents liés au passé et au contexte présent“. Paris 3, 2008. https://hal.archives-ouvertes.fr/tel-01255273.
Der volle Inhalt der QuelleThe present work focuses on teacher’s voice for its implication in the transmission of the oral message, especially when it is produced in a foreign language. We studied the factors that influence the production of the teacher’s voice, in class. In this order, we tried to define the factors from the teacher’s past, as innate or acquired attitudes and performances. Secondarily, we analysed the situational factors as teacher’s intentions communications in situation. This research insists on the way that intonation is a skill, likely to act on the level of foreign language learners. Therefore, the issue is essentially within the framework of research in language didactics at the Sorbonne Nouvelle. The theories, on which we base, relate to phonetics, the psychology and social psychology. The empirical research is based on two types of corpus: the first consists of oral and written produced by a number of Lebanese’s teachers. The second is a transcribed sound corpus, which is in an extract of courses registered in situation given by a Lebanese teacher. Finally, in proposing a research on the role of intonation parameters in the transmission of knowledge, this research hopes to contribute to research in language didactics and pedagogy in general
Altammami, Mohammed. „L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire“. Electronic Thesis or Diss., Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Der volle Inhalt der QuelleSince the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Bücher zum Thema "Français langue étrangère – Liban"
Bajard, Jean-Pierre. Les affaires en français: Méthode de français langue étrangère. Paris: Hatier international, 1987.
Den vollen Inhalt der Quelle findenDamette, Éliane. Didactique du français juridique: Français langue étrangère à visée professionnelle. Paris: Harmattan, 2007.
Den vollen Inhalt der Quelle findenMonnerie-Goarin, Annie. Le franc̦ais au présent: Grammaire : franc̦ais langue étrangère. Paris: Didier/Hatier, 1987.
Den vollen Inhalt der Quelle findenLaunay, Catherine. Former en français langue seconde: Une pédagogie active. Paris: L'Harmattan, 2008.
Den vollen Inhalt der Quelle findenBoyer, Henri. Nouvelle introduction à la didactique du français langue étrangère. Paris: CLÉ international, 1990.
Den vollen Inhalt der Quelle findenMerle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Den vollen Inhalt der Quelle findenBouguerra, Tayeb. Pour une écodidactique du français langue étrangère et seconde. Paris: L'Harmattan, 2014.
Den vollen Inhalt der Quelle findenPaprocka-Piotrowska, Urszula. L'enseignement/apprentissage du français langue étrangère: Réfléchir et agir. Lublin: Towarzystwo Naukowe KUL, 2009.
Den vollen Inhalt der Quelle findenMerle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Den vollen Inhalt der Quelle findenDjeghar, Achraf. Le français, langue étrangère et les représentations socio-langagières. Paris: L'Harmattan, 2020.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Français langue étrangère – Liban"
PERKO, Gregor, und Patrice Pognan. „Dictionnaire langue maternelle - langue étrangère“. In Dictionnaires et apprentissage des langues, 15–24. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4499.
Der volle Inhalt der QuelleBesa Camprubí, Carles. „Littérature et Apprentissage du Français Langue Étrangère“. In Las lenguas en la Europa comunitaria II, 113–26. BRILL, 1996. http://dx.doi.org/10.1163/9789004657885_009.
Der volle Inhalt der QuelleDefays, Jean-Marc, und Sarah Deltour. „Bibliographie établie en collaboration avec Vincent Louis“. In Le français langue étrangère et seconde, 275–80. Mardaga, 2003. http://dx.doi.org/10.3917/mard.dufa.2003.01.0272.
Der volle Inhalt der QuelleSMUK, Maciej. „Quelle didactique pour le FLE à l’ère de la mondialisation ?“ In Langue(s) en mondialisation, 57–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5292.
Der volle Inhalt der QuelleVallin, Marjolaine. „Aragon dans les manuels de français langue étrangère“. In Recherches croisées Aragon - Elsa Triolet, n°15, 73–86. Presses universitaires de Strasbourg, 2014. http://dx.doi.org/10.4000/books.pus.7259.
Der volle Inhalt der QuelleOuvrard Andriantsoa, Louise. „En contexte de double diglossie, quelle valeur accordée au malgache par ses locuteurs ?“ In Plurilinguisme et tensions identitaires, 9–18. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3775.
Der volle Inhalt der QuelleKohwer, Rudy. „LES PERCEPTIONS DANS L'APPRENTISSAGE DU FRANÇAIS COMME LANGUE ÉTRANGÈRE“. In Educação Contemporânea: novas metodologias e desafios - Volume 2, 147–54. Synapse Editora, 2023. http://dx.doi.org/10.36599/editpa-978-65-88890-31-8_010.
Der volle Inhalt der QuelleBOUYAIN, Sarah. „Comment dit-on « chemin de traverse » en dioula ?“ In Voix africaines, voies émergentes, 19–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5578.
Der volle Inhalt der QuelleLah, Meta. „L’évaluation de l’oral au baccalauréat slovène de français“. In L'enseignement de l'oral en classe de langue, 165–76. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3490.
Der volle Inhalt der QuelleGONG, Junji. „Asymétrie culturelle entre les termes de parenté chinois et français“. In Distance entre langues, distance entre cultures, 33–44. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3687.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Français langue étrangère – Liban"
Lechevrel, Nadège. „Du guide SAEL aux sites de français langue étrangère“. In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010105.
Der volle Inhalt der QuelleNataliya, Rudnytska. „ASPECT FONCTIONNEL DE L’APPRENTISSAGE DU FRANÇAIS COMME SECONDE LANGUE ÉTRANGÈRE“. In MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.30.
Der volle Inhalt der QuelleRiquois, Estelle. „Acquérir une compétence lectoriale en français langue étrangère et seconde“. In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010236.
Der volle Inhalt der QuelleBarbazan, M. „Principes d'une grammaire prédictive du discours (français langue étrangère et maternelle)“. In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08115.
Der volle Inhalt der QuelleBenhouhou, Nabila, und Ouerdia Yermeche. „L'appropriation de l'auxiliation en français langue étrangère dans un contexte plurilingue“. In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010088.
Der volle Inhalt der QuelleCanelas-Trevisi, S. „Les objets grammaticaux dans les pratiques en classe de français, langue première et étrangère“. In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08298.
Der volle Inhalt der QuelleMarnet, Béatrice. „Les expressions idiomatiques et l’approche actionnelle – L'apprentissage du français langue étrangère à travers les unités phraséologiques qui ont pour thème l'eau“. In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3799.
Der volle Inhalt der QuelleStasilo, Miroslav. „Activites theatrales chez l’apprenant de FLE dans le contexte de COVID-19“. In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.18.
Der volle Inhalt der QuellePellet, Stephanie. „"Critical Language Learning" : le rôle de la littéracie et de la métacognition dans l'acquisition du français langue étrangère“. In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010183.
Der volle Inhalt der QuelleAlazard-Guiu, Charlotte, Fabiàn Santiago und Paolo Mairano. „L'incidence de la correction phonétique sur l'acquisition des voyelles en langue étrangère : étude de cas d'anglophones apprenant le français“. In XXXIIe Journées d’Études sur la Parole. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/jep.2018-14.
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