Dissertationen zum Thema „FSL Didactics“

I studien behandlas frågeställningen ”Hur kan fel användas som ett verktyg av elever i bildämnets skapande processer?”. Med antagandet om att rätt och fel är en norm i skolan och dess undervisning har jag spenderat en vecka med en klass i årskurs åtta. Där utfördes en deltagande observation och några intervjuer. Syftet med studien var att identifiera normen om rätt och fel i skolundervisningen för att se hur elever kan arbeta med sina fel i bildämnets skapande processer. Studien vägleds av ett sociokulturellt perspektiv – där interaktion och kollektivt lärande var av intresse. Det är med denna teoretiska utgångspunkt jag analyserat resultatet från studien och finner att många av eleverna interagerar med varandra för att ta sig framåt i sina processer. De interagerar med läraren om klasskompisarna inte har svaret de söker. Resultatet från studien visar att fel i bildämnets skapande processer kan tas tillvara genom bland annat språkliga verktyg samt att det krävs trygghet för att eleven ska våga prata om sina fel. Andra exempel på verktyg är kunskaper om olika tekniker och material för att självständigt navigera genom dessa i sina projekt. Ges dessa förutsättningar kan fel användas som ett meningsfullt verktyg i bildundervisningen. Som gestaltning till studien har en Skolplansch framställts. Denna skolplansch följer en skoltradition där rätt redovisas i tydligt manér, men denna plansch berättar om någonting annat. Den uppmuntrar, bekräftar och påminner om att fel kan uppstå. Skolplanschen välkomnas in i ett 2020 talets bildklassrum där fel är en del av att göra rätt.

Esta dissertação de mestrado tem por objetivo apresentar, analisar e discutir a experiência de ensino de Francês Língua Estrangeira para estudantes da Escola Politécnica da USP, por meio do Programa CFI (Curso de Francês para Iniciantes). Tal formação, iniciada em 2001, foi concebida pelo Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo a pedido da Comissão de Relações Internacionais da Escola Politécnica, e tinha por finalidade preparar os alunos que fossem fazer dois anos de curso em faculdades de engenharia francesas (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc), no âmbito do Programa Duplo Diploma em Engenharia promovida pela Poli-USP. Nosso estudo corresponde ao período em que se decidiu discutir a progressão e o equilíbrio entre as duas modalidades de ensino trabalhadas - o Francês, Língua Estrangeira (FLE) geral e o Francês com Objetivos Específicos (FOS) - na formação dos estudantes, que passara de 2 para 3 anos, incluindo um módulo específico (Módulo France) e cujo número de inscritos havia chegado a quinhentos por semestre letivo. Nesse período, coube à equipe pedagógica a concepção geral do curso e a preparação do material didático de cada um dos seis módulos de ensino oferecidos, o que trouxe resultados bastante positivos, como mostram os questionários respondidos por alunos do Duplo Diploma que participaram de tal formação.
The objective of this undergraduate thesis is to present, analyze and discuss the experience of teaching French as a foreign language for students at the Polytechnic School at University of São Paulo through the FCB Program (French Course for Beginners). This course, started in 2001, was designed by the Language Center at the College of Philosophy, Languages and Human Sciences of the University of São Paulo by request of the International Relations Commission of the Polytechnic School to prepare students who had been selected for the Dual Diploma Program in Engineering sponsored by Poli-USP, that is, a program in which students would spend two years of their undergraduate program at a French College of Engineering (Ecoles Polytechniques, Ecoles Centrales, Ponts et Chaussés, etc). Our study corresponds to the period in which we decided to reevaluate the progress and the balance between the two approaches used during the course general French as a Foreign Language (FFL) and French with Specific Objectives (FSO) a course which had increased from 2 to 3 years and which included a specific module (France module) and whose number of enrolled participants had reached 500 per semester. During this period, the pedagogical team (coordinators and teachers) were responsible for the general conception of the new course and for the textbooks of each one of the 6 teaching modules offered. The results obtained were extremely satisfactory as shown in the questionnaires answered by the Dual Diploma students who took this course.

Si la langue française fut imposée, à l'époque coloniale à des fins d'empire et d'emprise, actuellement, elle s'impose par l'effet de la mondialisation comme une langue à visée professionnelle. Notre recherche accorde une attention particulière à l'enseignement du français à visée professionnelle dans le domaine du tourisme au Maroc. Elle se situe donc au carrefour de la didactique des langues et de la formation professionnelle initiale, suite aux programmes d'urgence décidés récemment par le Ministère du tourisme marocain concernant la mise à niveau des étudiants en français. Le besoin de réagir de manière efficace est devenu particulièrement sensible et motive la présente recherche. Notre projet est d'une part, de faire l'état des lieux de l'enseignement du français dans le domaine du tourisme au Maroc depuis l'indépendance à aujourd'hui, en examinant les outils méthodologiques utilisés, et, d'autre part, d'identifier les besoins actuels des apprenants et des enseignants et plus largement, les attentes des établissements touristiques, afin de concevoir un matériel didactique du français spécialement destiné à notre public actuel. L'objectif est de faire acquérir aux apprenants des compétences culturelles et langagières spécifiques, tant orales qu'écrites répondant aux injonctions du marché de l'emploi-En cela, le domaine de l'ingénierie de formation sera sollicité
Back In the colonial era, French language was imposed for empire and influence purposes, yet nowadays, it stands as a language for professional purpose due to the impact of globalization. My research pays particular attention to the teaching of French for professional purpose in the field of tourism in Morocco. This research comes as an intersection between language didactics and initial vocational training, following the emergency programs recently decided by the Moroccan Ministry of tourism about upgrading French language level among students. Thus, the need to respond effectively has become particularly sensitive and is a strong motive for this research. This project is based on an appraisal of French teaching regarding tourism in Morocco altogether with reviewing used instruments for this purpose in one hand, and figuring out students and teachers current needs and even touristic institutions expectations in the other hand, in order to perceive didactical French appliances mainly intended to our present public. In fact, the intention is to pump some specific cultural and lingual proficiency whether it's written or oral, that meets the work market needs. For this purpose, training engineering is highly recommended

Syftet med studien är att öka kunskap om vilka föreställningar elever i årskurs 3 har om teknik och programmering. Studien har utgångspunkt i två frågeställningar: Vilka föreställningar har eleverna om ämnet teknik? Vilka föreställningar har elever om programmering och kopplingen till teknikämnet? Metoden som användes i studien var semistrukturerade kvalitativa intervjuer. Dessa intervjuer videoinspelades och utfördes i fyra fokusgrupper med vardera tre elever. Resultatet av studien visar att elevernas föreställningar om teknik till största del är i relation till fysikämnet. Artefakter, uppfinningar, pyssel och att klippa är ytterligare variationer om hur teknik framställs. Sambandet mellan teknik och programmering är diffust och majoriteten av eleverna hänvisar till matematikämnet. Eleverna har problem att se programmering i ett större sammanhang som en helhet och de ser inte nyttan med att ha kunskaper om programmering som barn. Några av eleverna förklarar däremot programmering som ett verktyg för att effektivisera och förenkla arbetsuppgifter för människan. Sammanfattningsvis ger resultatet en indikation om att lärare behöver synliggöra teknikämnets bredd samt tydliggöra programmeringens samband med teknik. Lärare behöver konkretisera och synliggöra programmering både som en del ur ett större sammanhang och som en helhet för fördjupad förståelse och kunskap så att eleverna aktivt kan delta i vårt nutida och framtida samhälle.
The purpose of the study is to increase knowledge about the conceptions students in grade 3 have about technology and programming. The study is based on two questions: What conceptions do students have about the subject of technology? What ideas do students have about programming and the connection to the technology subject? The method used in the study was semi-structured qualitative interviews. These interviews were videotaped and conducted in four focus groups of three students each. The results of the study show that the students' conceptions of technology are largely related to the subject of physics. Motor and creative elements, artifacts and innovations are further variations on how technology is represented. The connection between technology and programming is diffuse and many students refer to the mathematics subject. Many students have trouble seeing programming from a whole and a context and do not express the benefit of having programming knowledge. The other students explain programming in artifacts is helpful and a way of streamlining work tasks for human. The result gives an indication that teachers need to make visible the breadth of the subject and the role of programming and its connection with technology. The teacher needs to concretize and put programming in connection with different contexts for deepened understanding and knowledge, as the students will be given the conditions necessary to actively participate in our present and future society.

The purpose of this study was to examine if and in which cases Swedish students rely on their intuition when being confronted with English and how efficiently their language intuition, or sprachgefühl, functions. To study these questions a task was developed in which Swedish students of upper secondary level were asked to identify and correct various kinds of mistakes that were hidden in an English text. They were also asked to give an explanation for the changes they made, based on grammatical rules or feeling for linguistical correctness, to determine if they used their analytical capacity or their intuition in the process. The results showed that the students mainly relied on their intuition when making linguistical choices. Furthermore, the students were able to successfully solve the problems they identified in 77,5% of the cases they relied on their language intuition. However, they were still more successful, to be specific in 92% of the cases, when using their analytical system. This could either point to a lack of knowledge in grammar and deficient focus on teaching grammar in Swedish schools, or to the fact that language intuition is a dominant system in human language learning and should therefore be put in focus of language research.

Este trabalho discute a importância do texto literário (TL) no âmbito do ensino de línguas estrangeiras e, em particular, do francês língua estrangeira (FLE). Na primeira parte, elaborou-se uma síntese histórica sobre a evolução desse ensino através dos tempos, bem como uma análise da presença do TL em manuais de FLE. Percebeu-se que, tradicionalmente, do mesmo modo que a aprendizagem da língua francesa esteve associada às elites intelectuais, a da literatura sempre foi reservada aos alunos com um maior nível de conhecimento lingüístico, sendo algo inacessível a principiantes. Para verificar a hipótese de que essa prática se reproduz em sala de aula, foi realizada uma sondagem entre alunos e professores de FLE em Universidades Federais do Nordeste do Brasil sobre a abordagem do TL em aula de língua / literatura francesa, apontando para a realidade distante do tratamento unificado entre a língua e a literatura. Esse perfil é ponto inicial para o aprofundamento da fundamentação teórica, feita na segunda parte, de maneira a elaborar uma proposta de abordagem do TL em FLE para iniciantes, ou seja, sem sacralização nem banalização desse tipo de narrativa. Foram evidenciadas correntes da crítica literária, favorecendo outras possibilidades de leitura. Destacaram-se, ainda, noções de isotopia e intertextualidade, e situou-se a cena enunciativa no contexto literário para uma melhor compreensão desse texto. Na terceira parte desta tese, apresentou-se um exemplo de TL trabalhado em uma situação real de ensino de língua francesa no Brasil. Experiências didáticas foram realizadas com quatro grupos de alunos iniciantes em FLE do curso de extensão e um da graduação de Letras / Francês da Universidade Federal de Campina Grande. O corpus é constituído de contos, narrativas curtas integrais. Para essas experiências didáticas, foram elaborados dossiês com: um quadro de compreensão geral; exercícios sobre as competências de compreensão, expressão e intercultural; informações necessárias para melhor entendimento de cada conto, além de questões sobre a relação entre língua e literatura. Observou-se que a abordagem do TL em aula de FLE para iniciantes é um trabalho possível e necessário não somente para dinamizar a aprendizagem de outro idioma, mas, sobretudo, para contribuir para a apreensão / construção dos sentidos, conduzindo o leitor aprendiz ao prazer do texto.
This work discusses the importance of the literary text in the scope of foreign language teaching and, in particular, French as a foreign language (FFL). First, we prepared a historical summary on the evolution of FFL throughout the years plus an analysis of the literary text in FFL textbooks. We perceived that, traditionally, in the same way as the French language learning has been associated with the intellectual elite, literature has always been reserved to learners who have a higher linguistic level, making it something inaccessible to beginners. Aiming at verifying the hypothesis that such practice reproduces itself in the classroom, we conducted a survey among learners and teachers of FFL at Federal Universities in the northeast of Brazil regarding the approach to the literary text (LT) in the French language/literature class. We were able to notice, as a whole, that the classroom reality is still far from a unified treatment between language and literature. As we visualize this profile, we deepen the theoretical background so as to put forward a proposal for an ideal approach to the LT in the FFL classroom for beginners, without enshrining or vulgarizing this kind of narrative. In this second part, too, we highlight notes about literary critique currents which can leave room for other readings. As a sequence for the theoretical background, we present notions about isotopy and intertextuality, and we even place the enunciative scene in the literary context, something which is of great value for a better understanding of such text. In the third and last part of this thesis, we present an example of how the LT can be tackled in a real situation of French language teaching in Brazil. We performed didactic experiments with four groups of beginners in the four-skill course and one group in the graduation course of Letters (French language) at the Federal University of Campina Grande. Our corpus is composed of short-stories, because they enable the contact with the whole work. To serve as tools used in these didactic experiments, we prepared files which contained: an overall comprehension chart; exercises on comprehension, expression and intercultural competencies; necessary information for a better understanding of each short-story, as well as some questions about the relationship between language and literature. After these didactic experiments, it is possible to state that working with the LT in the FFL classroom with beginners it is possible and necessary, not only to make FL learning dynamic but above all contribute to the apprehension / construction of the senses and to get the pleasure of the text.

Studiens syfte var att undersöka pedagogers uppfattningar av och kunskaper kring att arbeta med genus och drama samt att belysa vilka eventuella utmaningar de möter i arbetet. Studien präglas av kvalitativ metod och utgår ur ett socialkonstruktionistisk perspektiv. Vår ambition var att samla in pedagogernas erfarenheter och uppfattningar i relation till hur normkritisk pedagogik och genusfrågor synliggörs i barns dramalek därför har vi använt intervjuer som datainsamlingsmetod. Resultatet visade att samtliga intervjuade pedagoger uppfattar och använder drama som en pedagogisk kontext för att undersöka jämställdhet tillsammans med barn på ett lekfullt sätt. Detta, i sin tur, belyser dramas kraft som ett normbrytande pedagogiskt verktyg. Resultatet visade även hur pedagogernas förhållningssätt i relation till normer och stereotyper påverkar och utformar sättet barn upplever normer och stereotyper samt hur dramapedagogik bidrar till barns normkritiskt tänkande. Till sist, tydliggjordes hur viktigt pedagogernas medvetandegörande och närvaro är för att styra lärandet utifrån barns behov, medan olika utmaningar som uppstår bör lösas genom en god kollegial och föräldrasamverkan.
The purpose of the study was to investigate educators' perceptions of and knowledge about working with gender and drama and to shed light on the possible challenges they face in their work. The study is characterized by a qualitative method and is based on a social constructionist perspective. Our ambition was to collect the educators' experiences and perceptions in relation to how norm-critical pedagogy and gender issues are made visible in children's drama play, which is why we have used interviews as a data collection method. The results showed that all interviewed educators perceive and use drama as a pedagogical context to investigate gender equality with children in a playful way. This, in turn, highlights the power of drama as a norm-breaking pedagogical tool. The results also showed how the educators' attitudes in relation to norms and stereotypes affect and shape the way children experience norms and stereotypes and how drama pedagogy contributes to children's norm-critical thinking. Finally, it was clarified how important the educators' awareness and presence is to guide learning based on children's needs, while various challenges that arise should be solved through good collegial and parent collaboration.

The purpose of this study is to see the factors that shape and create the desirable child in the teachers' speech regarding conflict and conflict management. We have chosen to use discourse analysis based on social constructionism and poststructuralistic language theory to see the discourses that had an active part in the teachers' approach.  We have chosen to use Foucault's power theory to investigate what power structures and power relationships are shown in the pedagogues' speech about conflicts. We have also chosen to use Eva Johansson's study (2013) on children's perspective to investigate whose perspective is expressed in conflict management situations. To collect the empirical data, we have chosen to use qualitative interviews that we analyzed from a discourse analysis perspective. What we have found in the study is that the desirable child is created in conflicts through interconnected discourses that reacts and interacts. These discourses are based on the educators' views on conflicts, rules and the environment, and form the corners of our model which can be seen in the discussion where we highlighted this. The pursuit of the desirable and democratic child as an ideal is conveyed by the curriculum and followed by the educators. The study's results show that the educators assume a traditional view of conflicts and their management, despite attempting to approach an alternative view.

Les recherches effectuées dans l'enseignement/apprentissage des langues vivantes et surtout dans le champ de la didactique des langues étrangères et secondes ont fait apparaître, depuis les années 20, des publics ayant des demandes spécifiques en communication professionnelle et fonctionnelle. Cette prise en compte des chercheurs a donné lieu à un domaine ouvert, varié, complexe, qui se caractérise par la grande diversité de ses contextes, situations d'enseignement, méthodes, objectifs, pratiques et dispositifs appelé le Français sur Objectifs Spécifiques. C'est dans le but de faire acquérir à ces publics des compétences culturelles et langagières spécifiques que, enseignants et chercheurs sont appelés aujourd'hui à se créer des démarches méthodologiques spécifiques. En s'inscrivant dans cette problématique, ce travail cherche à apporter des éléments de réponse aux demandes réelles des enseignants et des étudiants de français des universités angolaises plus particulièrement à celles de ceux de la faculté d'économie de l'université Agostinho Neto. L'objectif principal est donc, d'une part, d'identifier les besoins réels de ces derniers en prenant en compte les spécificités de leurs filières de formation et d'autre part, de concevoir, au cas par cas, des programmes et du matériel didactique permettant de développer chez les apprenants les compétences de compréhension et d'expression tant orales qu'écrites. Ces matériaux conçus à partir de documents authentiques à visée professionnelle oraux ou écrits sont susceptibles d'être directement utilisés en classe pour les enseignants qui voudront les transférer ou les réutiliser dans des situations similaires.

La compréhension orale est une compétence primordiale dans l’apprentissage des langues étrangères. En classe, elle est généralement abordée à l’aide de supports audio, présentant souvent des dialogues qui rendent compte de la vie quotidienne des natifs de la langue cible. Ces supports peuvent présenter de la parole seule ou accompagnée de sons environnementaux contextuels. Toutefois, peu d’études proposent une formalisation de ces supports de cours complexes, tant au niveau de leur construction que de leur exploitation en classe. Notre étude repose donc sur les questions fondatrices suivantes : Quels mécanismes sont mis en œuvre dans une tâche de compréhension orale ? Comment construire des scènes sonores ad hoc, susceptibles d’aider les apprenants ? Quelles fonctions peuvent assumer ces sons environnementaux ? Comment évaluer leur impact sur la compréhension d’énoncés linguistiques ? Dans nos travaux nous évaluons la présence d’un contexte sonore complémentaire avec le message verbal : est-ce qu’il joue un rôle important dans sa compréhension en multipliant les indices porteurs de sens et en offrant un cadre à la construction d’une signification comme l’indiquent les travaux antérieurs dans ce domaine ? Dans cette optique nous avons mis en œuvre un plan d’expérimentation comportementale. Cette démarche repose sur l’élaboration de l’ensemble des supports de tests, ainsi que sur un protocole ad hoc, développé pour évaluer la compréhension des dialogues avec ou sans contexte sonore environnemental, par des locuteurs francophones et apprenants de FLE, (de niveau A). Nos résultats font apparaître une aide à la compréhension assurée par le contexte sonore environnemental pour des locuteurs non natifs, ce qui correspond aux résultats dans les études sur la charge cognitive. Enfin, ces travaux nous permettent de discuter diverses pistes didactiques qui vont dans le sens d’un enseignement stratégique de la compréhension orale
Oral comprehension is a primary skill when learning foreign languages. In the classroom, it is generally ad-dressed by using dialogues usually depicting daily life situations of native speakers. These materials may include speech only or speech along with contextual environmental sounds. However few studies offer formalisation of these complex course materials, both in terms of their production and their educational use. Our study is based on the following questions: What mechanisms are at stake in a listening task? How ad hoc soundscapes, that may help learners, can be created? Which functions can these soundscapes stand for? How can their impact on understanding linguistic statements be assessed? In our work, we assess the role of a soundscape along with the verbal message: does it play an important part in the understanding of the message, multiplying meaningful cues and providing a frame for the construction of the meaning as previous studies in this field indicate? In this context, we implemented a behavioral experimental design. We elaborated all the test materials, as well as an ad hoc protocol developed in order to assess the understanding of the dialogues, with or without contextual soundscape, by native French speakers and learners of French as a foreign language (A level). Our results reveal that the contextual soundscape helps the comprehension for non-native speakers, which matches the results of the studies about cognitive load. Finally, this study allows us to discuss various didactic perspectives that are in line with a strategic teaching of oral comprehension

Ce travail s’inscrit dans le cadre de la didactique du Français sur Objectifs Universitaire. Il porte sur l’accueil des étudiants de nationalité étrangère en mobilité en France et les difficultés qu’ils rencontrent pour leur intégration dans le système universitaire français. L’objectif de ce travail est d’analyser les difficultés ressenties par d'étudiants en mobilité en France dans le cadre de leur parcours universitaire. Ces difficultés peuvent être liées aux dimensions linguistiques, culturelles et à l’organisation du système universitaire. Par ailleurs, ce travail cherche à donner des pistes et des alternatives pour améliorer l’intégration d'étudiants de nationalité étrangère en France ; donc nous avons essayé de proposer les bases pour l'élaboration d’un programme de Français sur Objectifs Universitaires (FOU) visant à préparer d'étudiants à l’acquisition de compétences langagières, disciplinaires et méthodologiques de la vie universitaire à partir de l’analyse de leurs besoins spécifiques
This work is part of the pedagogy of “French as Foreign Language”, and more specifically French for university purpose. It focuses on the reception of foreign students who moved to France and are having difficulties relating to their integration into the French university system.The objective of this work was to analyze the difficulties felt by international students studying in France as part of their university career. The most difficulties were related to linguistic, cultural and organizational aspects of the university system..This work gives leads and alternatives to improve the integration of foreign students in French universities. There fore we propose basis for the development of a program for French university purpose aimed at preparing students to acquire linguistic, disciplinary and methodological skills for university life due to an analysis of their specific needs

This PhD thesis is an edition of the first section of Cicero's Aratea, including the proemium (frr. 1-2) and the star map (frr. 3-34,222), with an Italian translation and commentary. The linguistic and stylistic analysis highlights the way in which Cicero translates his model, creating thus an original work of poetry. One of the main feature of Cicero's version is the marginalization of the divine providence which Aratus, accordingly to Stoicism, associates to Zeus: this operation could reflect Cicero's first contacts with philosophy, especially with the Epicurean thought. The Aratea represent a clear effort to build up a poetic language for astronomy: in doing this the author adopts different solutions (transliteration, periphrasis, semantic equivalence), often associated with veritable translator's notes. But more meaningfully, the meta- and translinguistic reflection fits the poem without discontinuity, using resources typical of of the poetic language (such as etymology and polysemy). Cicero constantly adds pathos to his model emphasising the brightness of the stars and above all personifying the constellations, which became alive: in this way he lends a vivid movement to Aratus' ekphrasis innervating the descriptive structure with narrative elements. Finally, in the passages of most programmatic relevance (the proemium and the myth of Dike) Cicero's translation shows the mechanism of windows references, trough which the poet alludes to the hesiodic hypotext hidden by Arartus' variations.
Questo lavoro di ricerca ha portato all'edizione, traduzione e commento delle sezioni degli Aratea ciceroniani relative al proemio (frr. 1-2) e alla mappa delle costellazioni (frr. 3-34,222). L'analisi linguistica e stilistica mette in evidenza le modalità con cui Cicerone traduce il proprio modello, arrivando a creare un'opera poetica dotata di una sua originalità. Una delle caratteristiche più interessanti della traduzione ciceroniana è la marginalizzazione della provvidenza divina che Arato, in accordo con lo stoicismo, associa a Zeus: in questa operazione è possibile ravvisare i primi contatti di Cicerone con la filosofia, in particolare con il pensiero epicureo. Gli Aratea rappresentano un chiaro sforzo verso la costruzione di una lingua astronomica di levatura poetica: nel fare questo l'autore ricorre a varie soluzioni (traslitterazione, perifrasi, equivalenza semantica), spesso associandole a vere e proprie note del traduttore. Ma ancor più significativamente la riflessione meta- e translinguistica si inserisce nel tessuto del poema senza creare discontinuità, utilizzando risorse proprie della lingua poetica (come l'etimologia e la polisemia). Cicerone aggiunge pathos al proprio modello enfatizzando la luminosità delle stelle ma soprattutto personificando le costellazioni, che diventano corpi vivi: in questo modo conferisce alla ekphrasis di Arato un vivido movimento, innervando la struttura descrittiva con elementi narrativi. Infine, nei passi di maggior rilevanza programmatica (il proemio e il mito di Dike) la traduzione ciceroniana segue meccanismi di window reference, grazie ai quali il poeta allude all'ipotesto esiodeo sotteso alle variazioni di Arato.

Cette thèse rédigée dans le cadre de la Didactique des Langues et des Cultures explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour une classe de FLE de niveau avancé. Le texte de théâtre, matériau singulier, défini par son double aspect verbal et non-verbal, imopose des contraintes de lecture que nous nous occupons de dégager. Suivant les orientations genettiennes qur le paratexte, nous parcourons les autours de l'écrit théâtral comme autant de voies pour son approche et sa compréhension. Le théâtre yourcenarien, noyau de notre corpus, a été lu à l'appui des notions de réécriture et d'intertextualité en vue de proposer un cheminement qui permette à l'étudiant de français langue étrangère de construire le sens des textes tout en s'appropriant le contenu littéraire et mythique auquel ce théâtre renvoie. Aussi, avons-nous entouré ce corpus premier de documents autres, littéraires, artistiques et médiatiques, sur lesquels il se reflète, se complète et se redéfinit. Une place importante a été également accordé à différentes expressions du biographique, afin de situer l'écrivaine dans son contexte socioculturel. Un théâtre de texte et de parole comme celui de Marguerité Yourcenar, abordé pour être lu, dit et représenté par des étudiants étrangers, met l'enseignant au défi des adaptations et de la construction des itinéraires de lecture et de production écrite et orale qui lui sont spécifiques. Pour cela, un travail de recherche effectué en amont est indispensable. Ayant entrepris cette tâche, nous avons voulu au moyen de cette thèse en laisser la trace
This thesis work, developed within the frame of the Languages and Cultures Didactics chair, explores the potentialities of the play's text as a pedagogical tool for an advanced course of FFL. The theatrical text, a singular material, characterized by its double aspect – verbal and non verbal, requires a reading effort that we try to clear up. Following "genettian" guidelines about paratext, we cover the surroundinges of the theatrical writing in as many possible routes so as to get closer and into the meaning. To read "yourcenarian" plays, the core of our corpus, we have used the notions of rewriting and intertextuality as support, aiming at providing the FFL student with an itinerary which would allow them to build the meaning of the texts, and to be able to gain insight about the literary and mythical content to which the play refers to, and make it their own. In order to accomplish that, we have drawn on other literary, artistic and media documents, where that initial corpus reflects upon and with which it is redefined and completed. A significant place has been similarly assigned to the distinct expressions of the biographic aspect, to situate the writer in her socio-cultural context. A theatre with words and texts as Marguerite Yourcenar's, undertaken to be read, spoken and represented by foreign students, faces the professor with the challenge of adapting and developing reading routes, as well as specific oral and written production itineraries. To do so, a prior research work is essential. Having accepted such challenge, we leave our trace by means of this thesis work

Previous studies that have utilized the Foreign Language Speaking Anxiety Scale (FLSAS) have performed their studies with the assumption that Foreign Language Speaking Anxiety is negatively correlated with oral skills, i.e. as anxiety increases, speaking skills decrease. In order to confirm this assumption, this study included a survey, the purpose of which is to measure three factors, in order to verify the possibility of other factors playing possibly bigger roles, among upper secondary school students in Sweden: the frequency of language use, their anxiety levels, and foreign language speaking skills. In order to be able to discuss the data thoroughly, this study includes theories regarding motivation, Self-Determination Theory, and Willingness to Communicate (WTC). The data showed that as the anxiety of the students increased, their language speaking skills decreased, i.e. a negative correlation was discovered. However, their frequency of foreign language use remained virtually the same, regardless of their anxiety levels, i.e. no strong correlation was discovered here. Lastly, the language skills of the students showed a weak positive correlation with their language use, i.e. the more they spoke, the higher their oral skills were. Therefore, the results of this study confirm previous studies claiming that foreign language speaking competence has a strong negative correlation with foreign language speaking anxiety.

Le processus d'apprentissage d'une langue étrangère ne consiste pas seulement à mémoriser des formes et des structures linguistiques mais aussi à développer une capacité à utiliser adéquatement des ressources langagières et à enchaîner de manière cohérente sur le discours d'autrui pour communiquer. Dans cette perspective, la présente étude s'intéresse à des échanges conversationnels en classe de FLE entre étudiants vietnamiens et en situation naturelle de communication entre ces derniers et locuteurs natifs. L'objectif visé est de comprendre et décrire les causes réelles qui aboutissent à des difficultés de communication auxquelles sont confrontés les étudiants. Par ailleurs, notre recherche vise également à examiner le rôle, les mécanismes des rituels de la communication et la prise de conscience des étudiants sur ces rituels lors de leur pratique de l'oral en milieu naturel et en classe de langue. A cet effet, les travaux qui s'inscrivent dans le cadre de l'approche interactionniste de l'acquisition des langues en contexte exolingue, de l'ethnographie de la communication et de l'analyse conversationnelle constituent une référence théorique de base. Nous avons analysé des questionnaires effectués auprès des étudiants et des enseignants, et des conversations entre étudiants et locuteurs natifs du français en centrant sur la dimension interactionnelle et sur l'emploi des stratégies de communication par ces derniers pour arriver à l'intercompréhension et à l'appropriation des éléments de la langue étrangère. Enfin, cette recherche inscrite dans une perspective didactique a pour fonction d'engendrer les conditions interactives et de préciser des moyens, les schémas interactionnels ou les nouvelles pratiques d'enseignement les plus favorables à l'apprentissage de l'oral en FLE des étudiants vietnamiens en classe de langue.

The present dissertation examines the Seville Colombina Manuscript 7-1-52 (henceforth S) according to a philological-linguistic approach. The codex was copied in Northern Italy in the late-14th / early-15th century; it transmits eleven religious texts in Venetian and in Tuscan. These works include sermons in verse (De Jerusalem celesti, De Babilonia infernali, Dell’amore di Gesù, Del Giudizio Universale, Della caducità della vita umana; the author of the former two is Giacomino da Verona, while the other texts are anonymous), doxological prayers (Lodi della Vergine, Preghiera alla Vergine e alla santissima Trinità), the Leggenda di santa Margherita (a Northern Italian hagiographical text), a Tuscan poem on Christ's passion, Enselmino da Montebelluna's Lamentatio beate Virginis (a text belonging to the Virgin’s Lament tradition) and a short prayer to St. John the Baptist. Until now, the manuscript has drawn scholarly attention only as a witness of early Northern Italian vernacular works, always with the purpose of a critical edition. So far, the codex has never been systematically examined from a historical-linguistic perspective, apart from a few early-20th-century attempts, with questionable results; nevertheless, the linguistic features of at least some of its sections deserve to be studied because of several noteworthy phenomena. My analysis is limited to cc. 1r-41v., which contain the first seven works mentioned above. This section contains a smaller collection, which is detectable thanks to thematic, codicological, palaeographic and linguistic features. My dissertation analyses the linguistic features of cc. 1r-41v and offers an interpretative edition. The linguistic study of S is correlated to ecdotic issues concerning the manuscript tradition of its single texts. In particular, I focus on the relationship between S and another witness: the seven texts copied in MS Seville Colombina 7-1-52 cc. 1r-41v are present also in MS Venice Marciana 4744 (it. Zanetti XIII) cc. 50r-111r (henceforth V). Compared to S, V is both chronologically and linguistically closer to the archetype and to the original text: V dates back to early-14th-century Verona; in addition to the above-mentioned compilation of didactic-moralizing and devotional texts in verse, it hands down some other texts that are important for the study of old Veronese. The works of my corpus are arranged in the same order in both codices, suggesting that the compilation must have already existed in the archetype; a series of mistakes with the subjunctive confirms that both witnesses had the same archetype. The comparison with V is very useful for studying S for many reasons, mostly historical-linguistic and critical-textual ones. As for the former ones, the material present in V helps interpreting several phonomorphological phenomena present in S. V has been taken into account also while working on the interpretative edition of S. Within the collection of seven works, the first two texts stand out as the only ones whose author's name is known (Giacomino da Verona) and as the only ones with other witnesses besides V, i.e. MS Udine Biblioteca Arcivescovile Qt. XIII. I. 26 cc. 40r-50v (henceforth U) and MS Oxford Bodleian Canonici It. 48 cc. 1r-5v, transmitting only the first work, with lacunae (henceforth O). My dissertation takes into account also the readings found in those two manuscripts: U and O have been systematically consulted while setting up the interpretative edition of S (as far as the texts they transmit are concerned) and its accompanying glossary. As for the linguistic note, there is no comparison with U and O in order not to weight readability down. The dissertation is divided into two parts; the first one focuses on the codex, while the second one focuses on a few texts transmitted by S. The Introduction presents in short the text transmitted by S, paying particular attention to the above-defined Veronese corpus and its manuscript tradition. I point out the most interesting features of S and the concerning bibliography; then I define the issues to be studied and the structure of my work. The first part of the dissertation includes the description of S, the linguistic note, the editorial criteria, the interpretative edition of cc. 1r-41v, the notes to the text and the glossary. The description of the manuscript includes information about palaeographic-codicological aspects, and also some considerations upon the principles organizing the whole compilation. The linguistic note systematically confronts the linguistic features present in two different copies (S and V) of the same works. The comparison with a markedly Veronese codex (V) highlights the polymorphism and the hybridism of S. Such hybridism doesn't depend on the author's will, but on an accumulation of innovations dating back to different levels of the manuscript tradition. The linguistic data show some aspects of the circulation of the text. S is a rather late witness, almost a century distant from the original texts it transmits: the copyist displays little familiarity with the language of the original text (late-13th-century / early-14th-century Veronese), so that the codex displays many forms probably ascribable to its antecedents. Therefore, S lets us postulate that the text was repeatedly copied in different [urban] areas of Northern Italy. It is possible to identify different layers among the heterogeneous linguistic features of S: the Veronese ancestor, some rather late Venetian intermediaries (possibly, more than one Venetian copyist took part to the copying process; the intermediaries were copied between Venice and Padova approximately in the second half or at the end of the 14th century; the areas of Belluno and Treviso can be quite safely excluded), an Emilian (possibly Bolognese) layer, a Tuscan-like gloss. The very fact that the text was copied in different towns turns the specific dialect of a specific Northern Italian town (Verona) into a Venetian vernacular purified from many markedly local features (a sort of “illustrious Venetian”); nonetheless, such language displays some remarkable Venetian and Paduan linguistic phenomena. In the meantime, S suggests that at some point the language of the texts took a step towards a more generically Northern Italian vernacular, with some possibly Emilian deposits. The Tuscan-like elements present in the codex don't seem due to a Florentine hand (in a further circulation of the manuscript) but rather to the Tuscanization added to the text by the Venetian and Emilian copies according to a general late-14th-century tendency. The linguistic note describes systematically all the linguistic aspects of S, paying particular attention to the most characteristic features of each scripta recorded in S. The notes to the text mostly comment my amendments, other editorial choices and also some plausible corrections that haven't been inserted into the final edited text. The glossary is selective; it records only words that have disappeared in modern Italian or have a different spelling or a different meaning. Many entries do not just record forms but also include a short discussion about etymological and lexical issues or about linguistic and ecdotic choices that are just hinted at in the notes to the text. In the case of uncommon words or rare phonomorphological forms there are references to other texts displaying occurrences of the same word or form. Whenever deemed relevant, I quoted the corresponding wording in the other codices (V, O and U) so that it is possible to compare the variants (sometimes in meaning but mostly formal) of S with the rest of the manuscript tradition. In the second part of the dissertation I offer a critical edition of the four texts lacking a modern edition, i.e. Dell’amore di Gesù, Del Giudizio universale, Lodi della Vergine, Preghiere. These works were edited only once by Adolfo Mussafia at the end of the 19th century: his edition is praiseworthy (especially considering when it was done) but there are transcription and interpretation mistakes; furthermore, his edition is based only on V. My edition collates V (base manuscript) with S. The linguistic form of the edited text usually refers to the form found in V. The apparatus is positive and it records both approved and rejected forms. The critical text is accompanied by the editorial criteria, by a metrical note describing the isosyllabic peculiarities found in the texts, by editorial notes explaining my choices and reporting dubious or ambiguous ecdotic elements, and by a glossary recording remarkable forms that have been included in the edited text; in the case of entries that are present also in the glossary of S (the first part of the dissertation) I refer to the corresponding entries for fuller information. The final bibliography includes only titles that were actually quoted in the dissertation. The list is divided in two parts: in the first one there is a short-format bibliography listing frequently quoted studies or studies that are quoted in distant sections of the dissertation; in the second one there is a full-format bibliography listing studies quoted only once or repeatedly but at very short distance (in the same paragraph).
La presente tesi ha come oggetto il ms. 7-1-52 della biblioteca Colombina di Siviglia (d’ora in avanti S), esaminato secondo un approccio filologico-linguistico. Si tratta di un codice trascritto in Italia settentrionale a fine Trecento – inizio Quattrocento, che tramanda undici testi di contenuto religioso in veneto e toscano. Tra i componimenti ci sono dei sermoni in versi (De Jerusalem celesti, De Babilonia infernali, Dell’amore di Gesù, Del Giudizio Universale, Della caducità della vita umana; l’autore dei primi due testi è Giacomino da Verona, gli altri sono anonimi), delle preghiere di carattere dossologico (Lodi della Vergine, Preghiera alla Vergine e alla santissima Trinità), la Leggenda di santa Margherita (un testo agiografico settentrionale), un poemetto sulla passione di Cristo in toscano, la Lamentatio beate Virginis di Enselmino da Montebelluna (un testo appartenente alla tradizione dei ‘pianti della Vergine’), una breve preghiera a Giovanni Battista. Il ms. in questione ha attirato finora l’attenzione degli studiosi solo in quanto testimone di alcuni di questi componimenti settentrionali delle origini - quindi sempre solo per scopi di edizione critica. Il codice finora non è mai stato sistematicamente esaminato dal punto di vista storico-linguistico (a parte qualche tentativo intrapreso all’inizio del secolo scorso, con risultati molto discutibili), eppure la veste linguistica di almeno alcune sue sezioni merita di essere studiata in quanto presenta una serie di fenomeni notevoli. L’analisi proposta in questa tesi si limita alle cc. 1r-41v. del ms., le quali contengono i primi sette componimenti citati sopra. Questa sezione della silloge racchiude un’altra raccolta più piccola, individuabile sulla base del contenuto, dei dati codicologici e paleografici e della lingua. Nella tesi è proposta un’analisi dei tratti linguistici che presentano le cc. 1r-41v, nonché l’edizione interpretativa di questa parte del codice. Lo studio della lingua di S viene messo in relazione con l’aspetto ecdotico, ovvero la tradizione manoscritta dei singoli testi tramandati. Un dato importante è costituito dai rapporti di S con un altro testimone: i sette testi trascritti alle cc. 1r-41v del ms. colombino 7-1-52 sono tràditi anche dalle cc. 50r-111r del ms. 4744 (it. Zanetti XIII) della biblioteca Marciana di Venezia (d’ora in avanti V). La redazione del codice marciano è più vicina all’archetipo e all’originale sia dal punto di vista cronologico sia da quello linguistico: V è databile agli inizi del Trecento e di provenienza veronese; il codice tramanda, oltre alla summenzionata raccolta di componimenti didattico-moraleggianti e devozionali in versi, alcuni altri testi importanti per lo studio del veronese antico. I componimenti del corpus si leggono nello stesso ordine in entrambi i codici, il che dimostra che la raccolta doveva esistere già nell'archetipo a cui risalgono S e V; una serie di errori congiuntivi confermano [il soggetto è “una serie” !] l’esistenza di un archetipo comune dei ai [dativo di vantaggio, mi pare più elegante e diffuso nel linguaggio filologico] due testimoni. Per lo studio del codice S il confronto con la redazione di V risulta utile sotto vari aspetti, soprattutto storico-linguistici e critico-testuali [aspetti è plurale, quindi ho messo anche gli aggettivi al plurale]. Relativamente al primo aspetto, il materiale fornito da V aiuta a interpretare una serie di fenomeni fono-morfologici registrati in S. Si è tenuto conto delle lezioni del codice V anche nell’allestimento dell’edizione interpretativa della redazione di S. All’interno della raccolta di sette componimenti si distinguono i primi due testi, gli unici di cui si conosca il nome dell’autore, Giacomino da Verona, e di cui ci siano pervenuti, oltre a V e S, altri due testimoni: il ms. Qt. XIII. I. 26 della biblioteca Arcivescovile di Udine (cc. 40r-50v) e il ms. Canoniciano Italiano 48 della biblioteca Bodleiana di Oxford (cc. 1r-5v, dove è trascritto solo il primo dei due componimenti, con lacune). Nella preparazione della tesi si è tenuto conto anche del materiale di questi due mss.: U e O sono stati sistematicamente consultati per l’allestimento dell’edizione interpretativa di S (relativamente ai testi che U e O tramandano), nonché per il glossario che accompagna tale edizione. Invece nella nota linguistica si è ritenuto di non estendere il confronto anche ai codici di Udine e Oxford, per evitare di appesantire l’esposizione. La tesi è divisa in due parti, la prima delle quali è focalizzata sul codice, mentre nella seconda l’attenzione si sposta su alcuni dei testi di cui S è testimone. Nell’introduzione alla tesi vengono sinteticamente presentati i testi trascritti in S – con particolare attenzione al corpus ‘veronese’ definito sopra – e la loro tradizione manoscritta; vengono indicati gli aspetti di interesse che presenta il ms. S e gli studi esistenti sull’argomento; vengono definite le problematiche studiate nella tesi e la struttura del lavoro stesso. La prima parte della tesi comprende la descrizione del ms. S, la nota linguistica, i criteri di edizione, l’edizione interpretativa delle cc. 1r-41v di S, le note al testo e il glossario. La descrizione del manoscritto contiene informazioni sugli aspetti paleografico-codicologici, nonché alcune considerazioni sui principi organizzativi di tutta la silloge. La nota linguistica è pensata come un confronto sistematico tra i fenomeni linguistici riscontrati in due redazioni degli stessi componimenti, quella di S e quella di V. Il confronto con un codice marcatamente veronese (V) fa trasparire meglio il polimorfismo e l’ibridismo che presenta il testimone S. Tale ibridismo non è dovuto alle intenzioni dell’autore, ma all’accumularsi di innovazioni risalenti a diversi livelli della tradizione manoscritta. I dati linguistici mettono in luce alcuni aspetti della diffusione del testo: essendo un testimone piuttosto tardo, distante quasi un secolo dagli originali dei testi che tramanda, trascritto da un amanuense che dimostra di avere poca dimestichezza con la lingua dell’originale (il veronese di fine Duecento – inizio Trecento) e contenente numerose forme che risalgono verosimilmente ai suoi antecedenti, S permette di postulare dei passaggi del testo, nel corso della trafila di copie, attraverso diverse aree municipali dell’Italia settentrionale. Nel quadro variopinto dei fenomeni linguistici che presenta il ms. si individuano più strati: l’ascendente veronese, qualche intermediario veneto abbastanza tardo (verosimilmente al processo di copia ha partecipato più di un amanuense veneto, le copie intermedie sono databili approssimativamente alla seconda metà - fine del Trecento e localizzabili tra Venezia e Padova; la zona bellunese-trevigiana è esclusa con un buon margine di sicurezza), uno strato emiliano (probabilmente bolognese), la patina toscaneggiante. Come risultato, in seguito a diverse copiature in città diverse si osserva il passaggio da un dialetto specifico di una città del nord (Verona) a un volgare veneto depurato da molti tratti specificamente locali (una specie di ‘veneto illustre’); tale volgare presenta tuttavia alcuni significativi fenomeni linguistici veneziani e padovani. Allo stesso tempo, la testimonianza di S suggerisce che in un determinato momento la lingua dei testi abbia fatto un passo nella direzione di un volgare ancora più genericamente settentrionale, ma con alcune incrostazioni verosimilmente emiliane. Gli elementi toscaneggianti che si riscontrano nel codice sembrano dovuti, piuttosto che a una mano fiorentina (per ulteriore passaggio del ms.), alla toscanizzazione che avranno portato con se le copiature di area veneta e emiliana, secondo un processo ormai avanzato a fine Trecento. La nota linguistica presenta una descrizione sistematica della lingua di S in tutti i suoi aspetti, con particolare attenzione ai fenomeni più caratteristici di ciascuna delle scriptae di cui S conserva tracce. Le note al testo commentano prevalentemente i nostri emendamenti e altre scelte editoriali che abbiamo adottato, nonché alcune correzioni di cui segnaliamo la plausibilità, senza tuttavia metterle a testo. Il glossario è selettivo e registra esclusivamente voci antiche nella lingua moderna scomparse o presenti con grafia o significato diversi. In molti casi i singoli lemmi non si limitano alla registrazione delle forme, ma comprendono una breve discussione che a volte precisa gli aspetti etimologici e lessicali, altre volte motiva alcune scelte ecdotiche di carattere linguistico soltanto accennate nelle note al testo; nel caso di vocaboli o esiti fonomorfologici poco comuni si indicano altri testi che presentano occorrenze di tale lessema o esito. Si riportano, laddove ciò è stato ritenuto utile, anche le corrispettive lezioni degli altri tre codici (V, O e U), per rendere possibile il confronto delle varianti – di sostanza, ma soprattutto formali – di S con quelle del resto della tradizione. Nella seconda parte della tesi proponiamo un’edizione critica dei quattro testi che non hanno un’edizione moderna: Dell’amore di Gesù, Del Giudizio universale, Lodi della Vergine, Preghiere. Questi componimenti erano stati editi solo una volta, a metà Ottocento, da Adolfo Mussafia: la sua edizione è pregevole (soprattutto considerata la sua altezza cronologica), ma non priva di errori di trascrizione e di interpretazione; inoltre, questa edizione era stata allestita sulla base del solo codice V. L’edizione proposta nella tesi collaziona V (ms. base) con S. La veste linguistica del testo critico di norma fa riferimento alla versione fornita dal codice V. L’apparato è positivo e registra sia le lezioni accolte nel testo sia quelle rifiutate. Il testo critico è corredato dai criteri di edizione, da una nota metrica che descrive le particolarità dell’anisosillabismo rilevate nei testi che si editano, da note editoriali che spiegano le scelte effettuate e segnalano elementi dubbi o ambigui dal punto di vista ecdotico, e infine dal glossario che registra le forme accolte nel testo critico che si è ritenuto utile segnalare al lettore; nel caso delle voci presenti anche nel glossario relativo al codice S (la prima parte della tesi) si rinvia al rispettivo lemma di tale glossario per informazioni più complete. La bibliografia finale comprende esclusivamente i titoli citati nella tesi. La lista è divisa in due parti: abbiamo elencato prima la bibliografia citata in forma abbreviata, ovvero gli studi citati frequentemente o comunque più volte e in sezioni testuali distanti tra di loro; abbiamo fornito anche la lista della bibliografia citata in forma piena, che fa riferimento ai contributi citati una volta sola oppure più volte a brevissima distanza (all’interno dello stesso paragrafo).

La thèse porte sur l’adaptation cinématographique d’une œuvre littéraire considérée comme inadaptable, Le Hussard sur le toit de Giono, paru en 1951. Le roman de Giono et le film de Jean-Paul Rappeneau, sorti en 1995 et portant le même titre sont tous les deux une représentation fictionnelle d’un passé historique. Le roman et le film racontent l’histoire d’un exilé politique italien qui se conduit en héros généreux lors d’une épidémie de choléra au XIXe siècle en France, mais ils utilisent des codes différents et ont chacun des éléments constitutifs spécifiques. Notre démarche a eu pour but de savoir quelles sont les logiques respectives du récit romanesque et du récit cinématographique. Pour cela, après avoir défini l’adaptation, nous avons situé le roman et sa signification dans l’oeuvre de l’auteur, puis nous avons dégagé les caractéristiques de l’univers romanesque de Giono, qui écrit souvent à la manière d’un cinéaste. Nous avons étudié le film du point de vue des étapes successives de sa réalisation, du scénario au tournage et au montage, en montrant quelles étaient ses techniques et comment la diffusion a été faite. Nous avons ainsi montré qu’il y avait plusieurs transcodages du texte au film. Nous avons comparé les deux récits et nous avons trouvé que le cinéaste doit répondre à des contraintes techniques, et structurer en fonction du médium filmique. Rappeneau fait des transformations et met en valeur l’histoire d’amour du roman, en conservant son esthétique. Il propose donc sa lecture de l’œuvre et son interprétation. Le cinéma permet de découvrir de nouvelles œuvres, celles qu’il réalise et aussi celles qu’il adapte. Il permet ainsi d’initier à la culture. Ces aspects sont très importants dans la transmission d’une langue, en particulier le FLE dans le contexte soudanais. C’est pourquoi nous proposons une exploitation didactique basée sur notre expérience à l’université. L’analyse littéraire et filmique sont des moyens pour transmettre et comparer la langue et la culture, faire connaître une société et renforcer la motivation dans une ambiance de plaisir. Ce sont des sources de connaissance et de savoir-faire
The thesis is about the cinematographic adaptation of a literary work considered as inadaptable, The horse man on the roof published by Giono in 1951.The novel of Giono and the film of Rappeneau (released in 1995 with the same title) are both a fictional representation of a historical past.The novel and the film tell the story of an Italian political exile who behaves like a generous hero during a cholera epidemic in the nineteenth century in France. They use different codes and each have specific constituents.Our aim was to find out what are the respective logics of the fictional narrative and the cinematographic narrative. For this, after having defined the adaptation, we have located the novel and its meaning in the author's work, and then we have revealed the characteristics of the romantic universe of Giono, who often writes in the manner of a filmmaker. We studied the film from the point of view of the successive stages of its realization, from scenario to filming and editing, showing what were its techniques and how the diffusion was made.We thus showed that there were several transcodings of the text to the film. We compared the two stories and found that the filmmaker must respond to technical constraints, and structure according to the filmic medium.Rappeneau transforms and highlights the love story of the novel, while maintaining its aesthetic. He therefore proposes his reading of the work and his own interpretations. The cinema makes it possible to discover new works, those that it realizes and also those that it adapts. It allows initiating to culture. These aspects are very important in the transmission of a language, especially FLE in the Sudanese context.That is why we offer a didactic exploitation based on our experience at the university. Literature and film analysis are means to transmit and compare language and culture, to make a society known and it also reinforce motivation in an atmosphere of pleasure. They are sources of knowledge

Cette recherche doctorale interroge les parcours d’apprentissage d’étudiants inscrits dans deux formations en ligne des départements de Didactique de Français Langue Étrangère : celles de l’Université de Tours et de l’Université du Cap en Afrique du Sud. Régulièrement étudiées dans une perspective interactionniste, cognitiviste ou encore socioconstructiviste avec des problématiques interrogeant le processus de l’apprentissage et les manières de l’améliorer, les plateformes d’apprentissage sont rarement considérées comme des espaces imposant une certaine vision de l’enseignement supérieur. Pour autant, elles proposent une architecture structurée de manière à favoriser certains aspects considérés comme importants dans le processus d’enseignement-apprentissage. Métaphores des textes politiques, elles offrent ainsi à lire, un projet institutionnel, scientifique et didactique que les apprenants doivent adopter. Entre usage imposé des plateformes, et improvisation, nous étudions dans cette recherche - à travers une lecture de Michel de Certeau - les cheminements d’apprentissage des étudiants. Nous questionnons les raisons de leurs présences ou de leurs absences en ligne, en mettant en évidence d’une part les contradictions dans leurs discours, ce à quoi ils disent se conformer dans le but de répondre aux attendus de la plateforme ou d’être entendus, lus, reconnus par l’institution universitaire et d’autre part leurs « ailleurs formatifs » hors plateforme. Entre « imposés » et « détournements » se dégage ce qui pourrait être appelé une « norme » d’enseignement et d’apprentissage en ligne qui ressemble à une autre norme : la norme linguistique. Force sera de constater au fil de cette recherche, que l’architecture des LMS semble reproduire le système auquel elle appartient prescrivant l’homogénéité du public apprenant et en conséquence met-tant à l’écart leurs diversités. Cette étude qui s’inscrit dans une perspective qualitative herméneutique a été rendue possible grâce à des entretiens approfondis réalisés auprès d’étudiants français et internationaux inscrits dans les formations à distance évoquées en amont, de prises de notes ethnographiques, d’observations participantes et de corpus d’échanges sur les forums des formations. Elle puise également dans les outils de l’analyse du discours pour questionner les textes politiques et scientifiques
This doctoral research examines the learning pathways of students enrolled in two online dis-tance learning programmes of the University of Tours (France) and the University of Cape Town (South Africa) departments of Didactics of French as a Foreign Language (FFL). While learning platforms are regularly studied from an interactionist, cognitivist or socioconstructiv-ist perspective together with questions relating to the learning process and ways to improve the latter, they are rarely considered as spaces imposing a certain vision of higher education. However, they propose a structured architecture in order to favour certain aspects considered important in the teaching-learning process. Seen as metaphors of political or scientific texts, they can be read as an institutional, scientific and didactic project that learners must adopt. In this research and through a reading of Michel de Certeau’s work, we analyse student learning pathways, from the expected or even imposed use of platforms to alternative usage. We ques-tion the reasons for their online presence or absence, highlighting, on the one hand, their dis-cursive contradictions, with which they comply in order to meet the expected platform usage or to be heard, read, recognised by the institution and, on the other hand, their off-platform "learning elsewhere" persona. Some form of online teaching and learning “standard” emerges from their negotiation between what is "imposed" and what the alternative, “re-directed” us-age. This “standard” resembles another one: the language standard. This study has made it clear that the LMS (Learning Management System) architecture reproduces the system to which it belongs thereby prescribing learner homogeneity and consequently side-lining diversi-ty. This study, which is qualitative hermeneutical in nature, was made possible thanks to in-depth interviews with French and international students enrolled in the above-mentioned distance education programmes, ethnographic notes, participant observations and analysis of online interactions. It also draws on discourse analysis to question political and scientific texts

Comme le soulignait Martine Abdallah-Pretceille, « si l'apprentissage des langues reste confiné dans la linguistique, tout porte à penser que les quiproquos, les incompréhensions demeureront, voire se multiplieront ». Le langage est, en effet, indissociable de la culture. Celle-ci, cependant, a fait l’objet de nombreuses définitions. Déjà, en 1952, les anthropologues Alfred Kroeber et Clyde Kluckhohn mettaient en évidence plus de 160 acceptions. Alors laquelle enseigner et comment le faire ? Notre contribution, reposant sur une analyse de corpus et des enquêtes de terrain, se propose d’examiner la place de la dimension culturelle dans les manuels de français en usage au Vietnam. Nous commencerons par une étude descriptive et analytique des huit ouvrages de FLE utilisés dans une université de Hanoi en prenant appui sur la sociologie, la linguistique, la didactique et l’interculturalité. Nous nous demanderons ensuite si ces éléments répondent aux attentes des professeurs et des étudiants. Quels aspects sont actuellement privilégiés dans cet établissement ? Les modalités d’approche sont-elles pertinentes ? Le livre, comme support, n’est toutefois pas le seul facteur du succès d’un cours de langue. Nous poursuivrons alors nos investigations pour découvrir les réalités de cet enseignement en classe de FLE. Nous utiliserons, pour ce faire, des outils classiques comme l’observation, les questionnaires, les entretiens et les tables rondes
As Martine Abdallah-Pretceille pointed out, « if language learning remains confined to linguistics, there is every reason to believe that misunderstandings and incomprehension will persist and even multiply ». In fact, language is inseparable from culture. This notion, however, has been the subject of many definitions. As early as 1952, anthropologists Alfred Kroeber and Clyde Kluckhohn highlighted more than 160 meanings. So, which one do we teach and how? Based on corpus analysis and field surveys, our research, aims to examine the place of a cultural dimension in French textbooks used in Vietnam. We will begin with a descriptive and analytical study of the eight FFL course books applied in a university in Hanoi, focused on sociology, linguistics, didactics and interculturality. We will then question whether these elements meet the expectations of professors and students. Which aspects are currently privileged in this institution? Are the approach modalities relevant? The book, as a support system, is not a unique success factor of a language course. We will then continue our investigations to discover the realities of this form of teaching in FFL classes. In order to do so, we will use classic tools such as observation, questionnaires, interviews and round table discussions

Notre thèse, rédigée dans le cadre de la Didactique des Langues et des Cultures, explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour la classe de FLE de niveau secondaire. Dans une croisée interdisciplinaire, nous avons débuté notre projet de thèse : « Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie », à partir d’extraits de la pièce L’Avare de Molière et dans une perspective particulièrement nouvelle de l’appropriation de la culture étrangère, ainsi que de l’épanouissement artistique de l’élève et du futur citoyen. C’est dans cette dynamique que nous avons mis en place en tant qu’outil d’insertion pédagogique, un atelier de théâtre, auprès d’un groupe d’apprenants dans deux classes de FLE de XIIe, dans un des lycées du nord de la Moldavie. L’objectif de ce travail a été de présenter, premièrement, un bilan de la situation actuelle de l’enseignement des langues en République de Moldavie dans le secondaire, plus spécifiquement du statut de la langue française qui a pour particularité d’être en seconde position (depuis son recul important qui débuté en 2010) derrière l’anglais, première langue étrangère enseignée dans les grandes villes. Nous nous sommes interrogée également sur les rôles et la place des manuels scolaires dans la classe moldave de FLE. Ensuite, nous avons tenté d’identifier les raisons des difficultés de la production orale des apprenants moldaves dans deux classes de FLE de XIIe (situées entre les niveaux B1 et B2 du CECRL), recherche réalisée à partir d’une enquête de terrain.Le deuxième axe de notre recherche consiste à réfléchir sur les contributions que peut apporter la pratique théâtrale pour le développement de l’expression orale en classe de FLE, notamment dans la gestion du malaise lié à l’insécurité langagière, psychologique et relationnelle des apprenants moldaves confrontés à la difficulté du passage à l’acte lors de la prise de parole en français. Nous avons étudié la possibilité d’élaborer dans un nouvel enjeu didactique l’évaluation de la performance des apprenants dans le cadre de l’enseignement par compétences, à l’aide des textes choisis dans la comédie française du XVIIe siècle afin de mesurer la rentabilité de cette méthode pédagogique, le type et la qualité de l’interaction produite, la satisfaction de l’apprenant et l’efficacité de l’enseignement. Deux hypothèses de départ ont orienté notre recherche : 1. La passivité verbale des apprenants moldaves en classe de FLE est en lien étroit avec leur sentiment d’insécurité dans la pratique de la langue ;2. Le théâtre pratiqué dans la classe de FLE incite les élèves à produire du langage dans une situation significative qui leur permet de s’approprier la langue. Les pratiques théâtrales développent et favorisent l’improvisation et l’expression spontanée des apprenants. C’est aussi un véhicule privilégié pour la transmission des éléments socio-culturels du langage. Nos hypothèses ont été mises à l’épreuve par le biais d’une expérience théâtrale, à partir de laquelle nous avons réussi à analyser les particularités des activités artistiques sur le plan linguistique, corporel et gestuel, mais aussi d'un point de vue relationnel. Ce dernier élément nous a permis d'observer de plus près le rôle de l'enseignant, la préparation pédagogique spécifique et les difficultés que cela implique (choix du texte, préparation de l’atelier théâtral, gestion du temps, les limites inhérentes à cette dynamique et les obstacles qu’il peut rencontrer), le mode d’évaluation possible pour un tel enseignement, la prise en compte des capacités d’implication des apprenants
Our thesis, based on the Didactics of Languages and Cultures, explores the potential of theater text as a pedagogical tool in classes of French as a Foreign Language (FFL). In an interdisciplinary cross, we started our thesis project : « From the text to the stage - Didactics of French as a Foreign Language through Theatrical Approaches in the Republic of Moldova », based on excerpts from L’Avare by Molière and in a particularly new perspective of the appropriation of foreign culture, as well as the artistic flourishing of the pupil and the future citizen. It is in this dynamic that we set up as a teaching insertion tool a theater workshop, with a group of learners from two 12th forms that study FFL in one of the high schools from the North of Moldova.The purpose of this work was to present, firstly, a review of the current situation of language teaching in the Republic of Moldova in secondary education, more specifically the status of the French language which has the distinction of being in second position (since its significant decline that began in 2010) behind English, the first foreign language taught in major cities. We also wondered about the roles and place of textbooks in the Moldovan class of FFL. Then, we tried to identify the reasons for the difficulties of the oral production of Moldovan learners in two classes of 12th form studying FFL (their communicative competences being located between levels B1 and B2, according to the CEFRL scale of evaluation), research carried out by means of a survey.The second goal of our research is to reflect on the contributions that theatrical practice can bring to the development of oral expression in French as a foreign language, especially in the management of the difficulties related to the linguistic, psychological and relational insecurity of Moldovan learners that find it difficul to act out while speaking French.We studied the possibility of elaborating from a new didactic perspective, the assessment of the performance of learners in the framework of teaching by skills, based on texts chosen from the French comedy of the seventeenth century : though measuring the profitability of this teaching method, the type and quality of the interaction produced, the satisfaction of the learner and the effectiveness of the teaching.Two initial hypotheses guided our research :1. The verbal passivity of Moldovan learners in the FFL classroom is closely related to their feeling of insecurity in the practice of the language ;2. Theater in the FFL classroom encourages students to produce language in a meaningful situation that allows them to appropriate the language. Theatrical practices develop and promote improvisation and the spontaneous expression of learners. It is also a privileged vehicle for the transmission of socio - cultural elements of language.Our hypotheses were tested through a theatrical experience, thanks to it we managed to analyze the peculiarities of the influence of artistic activities on various elements like body, voice and gestures, but also from a relational point of view. This last element allowed us to observe more closely the role of the teacher, the specific pedagogical preparation that implies, the difficulties (choice of the text, preparation of the theater workshop, time management, the limits inherent to this dynamic and the obstacles that it may encounter), the possible evaluation method for such teaching, the taking into account of the learners' involvement capacities

Ce travail s’inscrit dans le champ de la didactique de l’oral et a pour objet l’étude des interactions verbales dans les classes de collèges tunisiens, pour les apprenants en difficulté, issus des milieux défavorisés.Malgré les efforts investis par les enseignants, et parce qu’ils sont individuels et conçus anarchiquement, ils sont vains et la démotivation est d’une telle ampleur qu’elle inhibe tout acte d’apprentissage aussi réduit qu’il soit. Les enseignants sont conscients de la nécessité de faire acquérir la compétence orale à ces apprenants, la considérant comme accessible mais ils oublient parfois que contrairement aux milieux favorisés, la majorité des apprenants issus des milieux défavorisés exercent un oral d’une langue étrangère qu’ils ne pratiquent jamais en dehors de l’école. Comment former les élèves aux compétences de compréhension et de production de l’oral, compte tenu du contexte particulier des classes de FLE dans les milieux défavorisés ?Quel projet de prise en charge propose-t-on pour éviter l’échec et amener les apprenants en difficulté à avoir des représentations objectives et positives, vis-à-vis d’eux-mêmes, d’une part, de l’école voire de l’apprentissage en général, et du français en particulier d’autre part.Nous cherchons ainsi à déterminer quel contexte peut favoriser l’émancipation des apprenants en difficulté par leurs prises de parole, afin de contribuer à la didactique de l’oral et proposer quelques pistes didactiques qui rendraient ces apprenants actifs en classe, leur donnant l’occasion de prouver leur existence par la participation d’une part, et l’engagement dans la construction du savoir qui leur est enseigné d’autre part
This research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand