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Thematische Bibliographien / FSL Didactics

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Zeitschriftenartikel

Auswahl der wissenschaftlichen Literatur zum Thema „FSL Didactics“

Autor: Grafiati

Veröffentlicht am 25. Mai 2024

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Zeitschriftenartikel zum Thema "FSL Didactics"

1

Bartolini, Chiara. "Museum audio description as a foreign language learning tool." Babylonia Journal of Language Education 3 (December 23, 2022): 64–71. http://dx.doi.org/10.55393/babylonia.v3i.221.

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This contribution focuses on museum audio description (AD), originally intended as an access tool for people with visual impairments, in order to consider its potential for foreign language learning (FLL). Screen AD of films and videos has already been investigated as catering new groups, such as migrants and learners, and as a teaching activity for foreign language (FL) education. Likewise, this paper argues that museum AD may similarly be revisited as a didactic instrument to engage with people studying FLs (e.g. English), as part of both formal and informal learning. The benefits of museum

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2

Broutin, Jonathan, and Erdogan Kartal. "Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique." Traduction et Langues 22, no. 2 (2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.

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Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instru

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Ra, Young-kyun. "Literary Didactics and Literary History." Hankuk University of Foreign Studies Literature Studies 86 (May 30, 2022): 51–68. http://dx.doi.org/10.22344/fls.2022.86.51.

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Wąsińska, Kinga. "Cyfrowe narzędzia w dydaktyce akademickiej. Badania diachroniczne polskiej fleksji z użyciem systemu Chronofleks." Forum Lingwistyczne, no. 7 (November 21, 2020): 151–67. http://dx.doi.org/10.31261/fl.2020.07.12.

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This paper describes the possibilities of the diachronic description of Polish inflection by the Chronofleks system and using it in academic didactics of historical linguistics classes. In new didactic seems necessary to use solutions based on new technologies that use students’ digital skills. Therefore, the observations carried out were to check the extent to which Chronofleks is helpful both in verifying the information available in academic textbooks and in the independent acquisition of knowledge by students. Three grammar issues were selected for research: Kopczyński’s rules, distributio

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Kazlauskienė, Vitalija. "The Apposition in the Written Production of Lithuanian Learners in French." Sustainable Multilingualism 15, no. 1 (2019): 89–104. http://dx.doi.org/10.2478/sm-2019-0015.

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Summary The acquisition of lexical competence is a complex process, because for learners, it is not enough to distinguish the form and meaning of a lexical element in order to know how to integrate it correctly into the language context. The skill also involves the understanding of the properties of lexical and grammatical combinatorics. The present analysis of the written production of Lithuanian learners of French as a Second Language (FSL) is based on an annotated corpus and focuses on apposition. The term refers to a noun to which it provides additional information on its quality or nature

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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (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-ga

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Durandin, Jonathan. "Towards Learners’ Empowerment and Plurilingualism in FFL Didactics at University? The Latvian Case." Sustainable Multilingualism 1, no. 1 (2012): 56–64. http://dx.doi.org/10.7220/2335-2027.1.6.

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AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (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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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.

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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vi

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Ragni, Valentina. "Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)." Translation and Translanguaging in Multilingual Contexts 4, no. 1 (2018): 9–29. http://dx.doi.org/10.1075/ttmc.00002.rag.

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Abstract Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness o

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