Dissertations / Theses on the topic 'Apprentissage et didactique des langues'
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Jottreau-Augé, Dominique. "Didactique des langues anciennes." Grenoble, 2010. http://www.theses.fr/2010GRENL017.
Full textOur research is born from the necessity to define a strategy for the teaching of ancient languages so that learners may be induced to read ancient literature. The grounds of this theory rest upon the contribution brought by the teachings of other disciplines with a view to setting up a theory of learning. Our approach is not so much to apply to the field of ancient languages a pattern borrowed from the teaching of other subjects but to ponder over the specificity of this discipline in order to draw a number of principles and to determine specific teaching skills which include a wide range of modern technologies and which are sufficiently consistent and efficient to enable learners to feel at home with a culture through the learning of a language
Roch-Veiras, Sophie. "Histoire de l'enseignement/apprentissage du vocabulaire en didactique des langues." Paris 3, 1994. http://www.theses.fr/1994PA030160.
Full textThis research, based upon practical experience, stems from the difficulties encountered by learners and teachers in dealing with the acquisition of vocabulary in class. Handbooks in which one normally expects to find ways of overcoming these difficulties, provide no statisfactory solution at the moment. Besides, by minimizing the importance of vocabulary they only amplify this feeling of helplessness. A detailed historical survey of the teaching of vocabulary not only sheds light on the reasons for such a dismissal but also suggests new ways of coping with vocabulary acquisition today. Our research, grounded in a historical approach, is intended to evaluate the many methods which have been developped and modified through the centuries contributing to the progress of the teaching of vocabulary. Such a study can lead to the creation of new techniques applicable to today's classroom
Guichon, Nicolas. "Apprentissage des langues médiatisé par les technologies : contribution à l'épistémologie de la didactique des langues." Habilitation à diriger des recherches, Université du Havre, 2011. http://tel.archives-ouvertes.fr/tel-00806418.
Full textRaby, Françoise. "Apprentissage de l'anglais et nouvelles technologies éducatives : contribution de l'ergonomie cognitive à la didactique des langues." Bordeaux 2, 1996. http://www.theses.fr/1996BOR21004.
Full textHeo, Jin Yeong. "Pour un dictionnaire bilingue coréen-français d'enseignement/apprentissage : principe d'élaboration et propositions d'utilisation didactique." Paris 3, 2000. http://www.theses.fr/2000PA030070.
Full textFoucher, Anne-Laure. "Didactique des langues et nouvelles technologies pour la formation : entre linguistique, semiologie de l'image multimedia et enseignement/apprentissage des langues." Paris 7, 1998. http://www.theses.fr/1998PA070004.
Full textAt the meeting point of didactics, linguistics and new technologies for education, our research defends "didactics" for an outside of the language classroom, resolutely linguistic, non focused on technological performances and really integrating images in its "didactization" processes. Three main lines are considered : a linguistic one articulates a reflection on the place of linguistics in the "didactization" of contents to be presented to the learner with regards to the new technologies specificity; a "semiologic" one gives new lights on how to introduce images in a learning software which integrates visual, textual and auditive "stimuli"; at least a didactic one sets out methodological steps of a multimedia approach for foreing languages teaching and learning
Crestian, Myriam. "Une approche interactionnelle pour l'enseignement/apprentissage du portugais langue maternelle : intégration de l'évaluation formative à la démarche didactique." Toulouse 2, 1998. http://www.theses.fr/1998TOU20020.
Full textStarting from the interdependence of assessment practices and of teaching and learning practices in mother language, this work presents an integration of the reflection on assessment in this field as an indispensable tool to the transformation of the teaching and learning practices of Portuguese as a mother language in the Brazilian context. Seeking to show how this integration can be done, we present the theoretical basis that concern in the first place the language activity, in the second place the speaker and the learner's cognitive activity, and finally the assessment. On this basis, we analysed the assessment practices in portuguese as a mother language in the state of Para, Brazil and we proposed some actions that could reach this goal. This articulation is shown in two different levels: first, at the teaching stage through a teaching and learning approach called interactional approach; second, at in-service training of Portuguese teachers through activities of formative assessment that allow the preparation of teachers according to the interactional approach
Zourou, Katerina. "Apprentissages collectifs médiatisés et didactique des langues : instrumentation, dispositifs et accompagnement pédagogique." Phd thesis, Grenoble 3, 2006. http://tel.archives-ouvertes.fr/tel-00119459.
Full textLa problématique part du constat que les processus cognitifs se forgent dans le rapport à l'autre et dans le rapport aux artefacts qui médiatisent la cognition humaine. La théorie socioculturelle fournit alors un bon cadre de référence conceptuel. Selon une approche délibérément interdisciplinaire, cette thèse puise dans quatre approches souvent associées à la théorie socioculturelle : la théorie de l'activité, le paradigme de la cognition distribuée, le paradigme de la cognition située et le paradigme de la cognition socialement partagée. Le champ interdisciplinaire des Apprentissages Collectifs Assistés par Ordinateur (CSCL dans la terminologie anglo-saxonne) est également convoqué.
Otchoumou, Hoppe Christelle. "Mise en place d'un dispositif LMOOC d'enseignement-apprentissage des langues : analyse didactique d'une recherche intervention." Thesis, Paris, INALCO, 2019. http://www.theses.fr/2019INAL0015.
Full textThe perspective of this thesis is to analyze how the teaching and learning processes are interacting in order to underline on the conditions to which a technology-mediated distance learning environment is liable to promote French as an Additional Language (AL) learning experiences within a MOOC (Massive Open Online Course). The research main objectives are the setting up of the artifact, its adjustment to the context and its evaluation. The implementation of a pedagogical environment aims at providing the learners with the tools leading them towards a qualitative progression in the AL. The first phase of the intervention research was devoted to the setting of the theoretical and conceptual framework to favor the AL learning activity. We mobilized complex and dynamic system theories (CDST) and socio-cultural theories for the design of the artifact. The conceptual framework is completed with an ergonomic approach of the instrumental activity. We then analyzed the conditions under which, within the MOOC environment, a flexible task-based language learning artifact mediates learners' language activity towards participatory social practices. Language learning activity and learners' interactions are assessed, interpreted and analyzed through the lens of our theoretical framework
Rolland, Yvon. "Storytelling et dénativisation phonologique à l'école élémentaire : Une gageure didactique ?" Compiègne, 1999. http://www.theses.fr/1999COMP1232.
Full textThe purpose of this research is to study the affective side of learning English phonology ( FL) at a primary school. A general theoretical part deals with neuro-psychological , psycho-affective , didactic parameters based on the traditional psycholinguistic , cognitive and psychoanalytical scope which neglects affectivity. A sociological analysis of the institutional system leads us to institutional didactics that reveals ambiguous divisions. The context of this research is observed thanks to materials , questionnaires and a class sequence. The affective dimension is net easily managed. The limits of traditional scientific theories , the institutional confusion , and the consequences upon the context suggest the impossible in didactics, mentioned in the title. The hypotheses relate to neurobiology which gives great importance to affectivity , the driving force behind the cognitive dimension. The complex process of using fancy to favour phonological denativization implies a synergy of the affective and cognitive unconscious It is therefore necessa to transcend the traditional theoretical scope to achieve a more coherent didactic study. An experience of storytelling as an aid to reach phonological denativization is launched , eventually analysed and assessed with its unavoidable limits , but also its contribution to SLA research
Bernier, O'Donnell Jean. "La production orale dans l'enseignement / apprentissage de l'anglais de spécialité : l’évaluation et l'analyse des besoins." Grenoble 3, 1995. http://www.theses.fr/1995GRE39046.
Full textThe skill of oral production (speaking) in the field of e. S. P. (english for special purposes) is analysed. Three essential components of the "pedagogical act" (which is considered as a system) concerning this particular skill are highlighted : the identification and analysis of the future needs of the students, the teaching learning process, the evaluation of the results obtained. According to our hypothesis, there is a weakness in this "pedagogical act". It is maintained that this overall weakness is directly related to a weakness within each of the aforementioned components. Firstly, it is shown that a large number of both past and present students feel that the teaching learning approach as they have experienced it, does not lead to an improvement in oral skills. Secondly, it is revealed that this is partly due to the fact that the teachers possess only an imprecise picture of the future needs of these student engineers who as a result are not being sufficiently catered for. Thirdly, this lack of imprecision is reflected in current evaluating techniques : not knowing exactly what the students will need, leads to a vagueness when confronted with answering the questions "why evaluate ?", "what should one evaluate ?" and "how should one evaluate ?". Particular attention is devoted to the problem of evaluating oral production skills as this field has not yet been greatly explored. In an attempt to address this problem, a series of propositions are set forward
Da, Silva Akborisova Elena. "Linguistique de corpus et didactique des langues et des cultures étrangères : étude comparée français-russe." Thesis, Paris, INALCO, 2014. http://www.theses.fr/2014INAL0021.
Full textThis thesis aims to contribute to the DDL (Data-Driven Learning) approach in French vocabulary teaching. In the framework of the DDL approach we use corpora to teach different language phenomena. Vocabulary, one of the immediate needs of a language learner because it makes a communication in a foreign language possible, has become a popular research theme in the fields of linguistics and language teaching. Idiomaticity, an inherent part of all languages, manifests through various expressions. Phraseology studies different ways of expressing idiomaticity. Corpus linguistics permits to observe this language phenomenon in a structure/sense framework. Idiomatic expressions in general and collocations in particular are the heart and the main focus of the teaching perspective described in this thesis. Even advanced language learners make errors in light verb constructions. The teaching material presented in this study seeks to promote the search in bilingual corpora in the classroom in order to identify these collocations in L1 and in L2, to understand them, to find equivalents and finally, to use them correctly. A comparative French-Russian approach reinforced by a study of concordance lines from authentic corpora might contribute to better understanding of a particular language feature. This study falls in line with deductive learning practices and with the learners’ autonomisation perspective
Makouar, Nadia. "Sémantique de corpus et didactique des langues : application à des discours journalistiques et politiques de langue arabe." Thesis, Paris, INALCO, 2014. http://www.theses.fr/2014INAL0028.
Full textThe purpose of this research in corpus linguistics is to apply, in accordance with the concepts and principals of interpretive semantics, a method of contrastive analysis of texts for learning Arabic using the Textometry tool Lexico 3. It is based on two corpora: a journalistic discourse (from Arab revolutions of 2011), and political speeches (from Gamal Abdel Nasser and Anwar Sadat). We postulate that the Corpus Semantics allows us to characterize the ideological and political orientation of the different enunciators. Furthermore we assume that the study will provide practical didactic approaches in the context of learning the Arabic language, in particular for the understanding and writing learning.The first part of this study presents the Corpus Linguistics, situates and describes the Interpretive Semantics theory in the linguistics field and shows some characteristics of the Arabic language. The second part presents our analyses of journalistic and political texts, highlighting the stance of newspapers on the revolutions in Egypt and Bahrain and exposes the differences in articulation between two Egyptian presidents regarding their policies in Egypt and in the Arab world.The third and last part presents the theoretical and practical component of our educational tracks. It anchors our work on the interdisciplinarity by drawing on the paradigm of "knowledge" in language teaching (which is distinct from the notion of "competence"). This section describes the experiment with seven students of Arabic. It shows the difficulties and the benefits of this experiment and demonstrates that it is possible to think of a process of awareness in regards to the language data, which must, amongst other points, mark a break from the simple transmission of information to the learner
Fasano, Marquez Maria Magdalena. "Représentations et motivation-investissement : quels moyens pour favoriser l'enseignement-apprentissage de l'espagnol à visée professionnelle ? le cas de l'IUT de Saint-Denis (93)." Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2012.
Full textThis research relates to the field of Spanish didactics and focuses on students who study in the St. Denis area near Paris and their social representations of and attitudes towards this language. The methodological approach adopted is that of intervention-research. We seek to question the added value and the return on investment brought by the language training provided. ln a fragile global context and with multicultural students dealing with a stigmatized identity, it seemed particularly relevant to explore the motivational impact : For this purpose, we have set up a longitudinal experiment involving a blended language learning program combining face-to-face and distance learning on one hand and task-based learning on the other hand. The effectiveness of the blended learning program on language acquisition was measured through pre-tests and post-tests to evaluate the language skills in Learning Comprehension, Written Comprehension and Short Written Expression following the Cefrl, and secondly on an analysis of a sample of students' productions. Students uses and appropriation modes of the long distance learning platform are measured by a tracking through comments and semiannual validations and also attitude survey. Our results highlighted a positive evolution concerning language competence and a change of attitude for two thirds of the students and a progression in fluency and accuracy according to the starting levels and targeting B1-B2 levels towards Gies 1 and 2. While the majority of students surveyed perceived both the blended language learning program and their workgroup as a positive learning experience, one third, said that they had difficulties in taking on the imposed workload and would rather work autonomously. The coordinated investment of the different actors required by the learning program is one of the sharing solutions asked for by the L2 teachers in the blended learning program, without which initiatives in field computer based learning are likely to remain individual and isolated
Kervran, Martine Candelier Michel. "Apprentissage de l'anglais et éveil aux langues à l'école primaire développement et transfert de compétences métalinguistiques dans le cadre d'une didactique intégrée /." [S.l.] : [s.n.], 2008. http://cyberdoc.univ-lemans.fr/theses/2008/2008LEMA3002_1.pdf.
Full textAbu-Laila, Zaki. "L'enseignement - apprentissage du français langue étrangère dans les universités jordaniennes : analyses didactique et linguistique." Rouen, 2009. http://www.theses.fr/2009ROUEL020.
Full textJordan is an Arab-speaking country. Arabic is spoken by all the population. English as a very important place in the education system. English is the first foreign language taught in the country. French language is gaining ground in all levels, but it cannot compete with english. Most Jordanian universities wether public or private, have departments of modern languages which offer a specialty in French language and a minor in one of these languages : Spanish, German, Russian and Italian. The student obtains a Bachelor of Arts in modern languages "specialty French language". The study aims - principally - to develop a set of means and propositions for the development and the improvement of the teaching of French language in Jordanian universities. The study also clarifies the problems and the difficulties that Jordanian students encounter during and after learning French language. To attain the objectives of this study, an investigation has been achieved in Jordan with samples that have direct links with the research topic. Semi-structured interviews were realized with French Language teachers, students and other officials who are responsible of developing the teaching of French language in the country
Pedro, Feliciano José. "L’approche interculturelle dans l’enseignement-apprentissage des langues étrangères : analyse des pratiques d’enseignement du français langue étrangère au Mozambique." Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0172/document.
Full textThe intercultural approach, which has become cross-cutting and interdisciplinary, has been adopted and established as an essential, indispensable and indisputable component of foreign language teaching since the 1970s. However, a critical analysis of the bibliography dedicated to it and of the various uses, in all fields combined, reveals diverse and even contradictory epistemological and methodological misunderstandings and positions. This has led some authors to draw up criticisms and to suggest ways for reorientation. Furthermore, we found that in the field of foreign language teaching in Mozambique, intercultural issues were not as ubiquitous and the subject of much research as in Europe, for example. It is in this perspective that we conducted this research in order to evaluate teachers' knowledge and the mechanisms for taking this approach into account in French as a foreign language courses in Mozambique. To do this, we analyzed documents (programs and textbooks) and conducted surveys through non-participant observations, semi-directive interviews and a questionnaire. Cross-checking the results of the various analyses, we have observed that speeches and perceptions were marked by the general tendency characteristic of interculturality because, on the one hand, all teachers believe and declare that they know what it is, while having difficulty explaining its mechanisms and illustrating their knowledge with classroom activities. On the other hand, they consider civilization and cultural activities and practices to be intercultural. This leads us to doubt the practice of interculturality in this context, despite the objectives contained in the curriculum and the teachers' declarations. Indeed, we found that the concepts were poorly mastered, leading to inconsistencies in teachers' representations. We believe that it is necessary to put in place measures to further develop, update and take into account this dimension at three levels: teacher training, curricula and text books
Brudermann, Cédric. "La mise en place de dispositifs "hybrides" d'enseignement - apprentissage des langues en milieu universitaire. analyse didactique d'une recherche-action." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030148.
Full textThe perspective of this dissertation is to analyze how the teaching and learning processes are interacting in a multipolar environment [tutor, online help, learning strategies] in order to shed light on the conditions to which a numerical environment is liable to promote English as a foreign language and culture [hereinafter L-C 2] acquisition amongst ESP learners at university level. The first part of the dissertation deals with the learner. If the implementation of a pedagogical environment aims at providing him - her with tools enabling both a potential qualitative and quantitative progression in L-C 2, the learner indeed plays a central role within it, as a user. In order to achieve this objective, a reflection on the L-C 2 learning processes is necessary to take them into account, as far as possible, in the setting up of a pedagogical environment. The second part looks at how the considerations of SLA, second language learning and teaching and the pedagogical implications drawn from the first part can be linked up and turned into tailor-made tools liable to impact positively on the learners’ SLA processes. The third part is about pedagogical engineering with a particular emphasis on how both the pedagogical implications drawn from the first two parts and the various parameters inherent to a pedagogical setting can be taken into account to implement an L-C 2 blended learning environment. Eventually, action research is presented. This part aims at providing an analysis of the learning practices and of the multipolar interaction taking place within a blended environment and at assessing its potential in terms of SLA
Kervran, Martine. "Apprentissage de l'anglais et éveil aux langues à l'école primaire : développement et transfert de compétences métalinguistiques dans le cadre d'une didactique intégrée." Le Mans, 2008. http://cyberdoc.univ-lemans.fr/theses/2008/2008LEMA3002_1.pdf.
Full textThe present work is a contribution to the definition of contents for integrated didactics of languages at primary school. It consists in a qualitative study of the joint actions of pupils and their teacher in three classes at upper primary level, especially through “problematic situations” about the observation and analysis of linguistic phenomena. It aims at trying to know to what extent such situations are likely to favour the development and transfer of metalinguistic skills among pupils. The methodological options refer to the paradigm of “didactic ingeneering” and include a comprehensive and clinical approach of didactics and an internal mode of assessment of the results by comparing the expectations a priori to the findings a posteriori. The study leads to suggestions for inclusive didactics of languages including connections within language learning fields
Sanodji, Yonbel Abiathar. "Enseignement/apprentissage des langues étrangères dans le système éducatif tchadien : Quelle politique linguistique pour le Tchad ?" Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030089.
Full textThis thesis is about of the actual Chadian educational system. One of its objectives is to show the crisis in which Chad is because of the defiency in the linguistic and educational policy. This theses suggests a bilingual education , consisting in a educational policy striving for multilinguilism, likely to make easier for relevant knowledge to be passed on. This linguistic and didactical work leans on The Common European Framework of Reference for Languages in the Chadian situation that is nowadays "on a drip"
Escoffier, Sandrine. "Dyade et enseignement/apprentissage du français langue étrangère aux adultes : étude d'un genre didactique." Paris 3, 2005. http://www.theses.fr/2005PA030043.
Full textThe didatic dyad is a relation established between a teacher and a single student. In this research, we analyze dyades within a French foreign language course observed in a private training institute. The study is based on a corpus of four sessions with four different adult students. Each student had completed about thirty hours of course work at the time of the recordings. We initially analyze the framework, the scene of the courses and the roles of the actors through the sociology goffmanienne. Indeed these dyadic courses are not conducted in rooms adapted to groups (classes) but in rooms of the size of an office conceived for this relation. Ethnomethodology is used to collect the ethnomethodes implemented by the actors in order to conform to the dyadic situation and to make it function as a didactic situation. Following this first approach to the dyad, the corpus is analyzed using the tools of conversational analysis in order to study the actions of teaching/learning and to see how teacher and student co-build their roles. Lastly, we analyze the phases of variation identified in the interaction. They are periods during which the social character of the student and the theacher appear in the didactic interaction. These periods, which are caused by a too intense cognitive load for the student and the monotony of the rythms of interactions, generate changes in the contents and the management of the interaction, in particular the distribution of the turn taking. Thus, we study the dyadic relation in a complete way from the perspective which includes the management of the relation of the roles and the face of each participant
Blanc, Nathalie. "L'image support de médiation pour l'enseignement /apprentissage précoce des langues étrangères : conception et utilisation d'un matériel expérimental pour l'enseignement du FLE aux enfants de 5 à 10 ans." Grenoble 3, 2004. http://www.theses.fr/2003GRE39037.
Full textBlair, Atlan Janet. "Les différences individuelles et l'utilisation des stratégies d'apprentissage de l'anglais dans un environnement de technologies de l'information et de la communication pour l'enseignement (TICE) : l'interaction entre aptitude et traitement pédagogique." Compiègne, 1999. http://www.theses.fr/1999COMP1190.
Full textEyeang, Eugénie. "L'enseignement-apprentissage de l'espagnol au Gabon : éléments de recherche pour une adaptation socio-linguistique." Grenoble 3, 1997. http://www.theses.fr/1997GRE39021.
Full textBoukra, Mourad. "Entre l'arabisation et la langue française : la question de l'école et des langues en Algérie : aspects sociolinguistiques et didactiques de l'enseignement - apprentissage du français." Nantes, 2002. http://www.theses.fr/2002NANT3012.
Full textPalomèque, Christina. "Didactique de l'espagnol dans l'enseignement supérieur : analyse d'un dispositif et évaluation des résultats : l'enseignement/apprentissage entre déterminisme et liberté." Thesis, Lille 1, 2008. http://www.theses.fr/2008LIL12015.
Full textWhat are the means that need be put in place for the leaming of Spanish for beginner adults in higher education who receive 12, 15 or 20 hours of face-to-face teaching and who will be evaluated at a B2 level of the Common European Framework of Referencefor Languages ? Within the field of Education Sciences, our approach provides a novel insight into knowledge domains and related disciplines that contribute to the empirical dimensions of the dldactIc sItuatIon. The ensuing theoretical joumey of integrating language lessons into an anthropologIcal. perspectIve, fed by phllosophlcal and neurological science principles, opens up the posslblhtIes for pragmatlc practlces. These include the construction of a language "theory" with empirical aims that incorporates a "probabilist model" of the theory. ln so doing, it constitutes a model of reference for leamers / teachers wanting to establish identifiable strategies for actors in the didactic situation. The linguistic dimension of our research is based on the hypothesis that personal meaning produced by a locutor is an integral part of the individual' s vital Space-Time experience. Based on this common vital experience, we put forward a didactic framework, we cali LA.S.T.R.A.S. (LAnguage, Space, Time, Representation, Autonomy, Strategy). The three initial sequences of LA.S.T.R.A.S. set up the link between the new conventions of a foreign language and its target contexts. Our study evaluated this framework. ln encouraging the construction of foreign language leaming, leamers are offered an explicit representation of constraints that constitutes the knowledge domain they seek to acquire in an authentic awareness of their essential freedom as locutors. This "existential paradox of language production" is a lived situation within an institution concemed with the "knowledge domain of living languages"
Windmüller, Florence. "Compétence culturelle et compétence interculturelle : pour un apprentissage culturel en classe de FLE : analyse de matériels didactiques et perspectives méthodologiques." Rouen, 2003. http://www.theses.fr/2003ROUEL443.
Full textAbdussadiq, Eman. "L’enseignement/apprentissage du français langue étrangère dans l’enseignement supérieur en Libye : didactique en situation d’urgence." Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALL021.
Full textThis thesis, devoted to the teaching and learning of FFL in higher education in Libya, is part of an exploratory and reflective process. The initial field study designed to describe and comprehend the nature of the context, was undertaken in 2013-2014 at Azzaytuna University in Libya. The actors involved include 5 teachers and 14 students of FFL. A political upheaval and the advent of war made it impossible to return to the field. The research was however pursued, with the help of digital tools such as Face Boo,k which enabled the researcher to maintain contract with the phonetics teacher and with the students of the initial group. A complementary needs study was carried out in 2014-2015 by questionnaire made available on-line. The anlayses brought to light several didactic and psychological determining factors. Learner expectations, needs, and difficulties, particularly regarding pronunciation difficulties provided material for reflection on the conception of didactic activities. In the emergency didactic situation, the intervention – at the initiative of the researcher herself - produced a set of pedagogical activities – in the form of videos dealing with specific prononciation difficulties recorded and digitalised on-line – aimed at improving Libyen students’ pronunciation in an aloglot context. The collaboration of the phonetics teacher enabled experimentation of the material in class as well as the videos being made available to all students on You Tube and Face Book. In order to test the efficacy of the material, two distinct methods were used: pre and post -tests were administered before and after the training session and the results sent to the researcher by Viber on the one hand, and on the other, the students’ pronunciation was assessed by Frech-speaking teachers. The results of the analyses and of their assessments show that the material and activities enhanced their pronunciation and contributed to their progress
Le, Lievre Françoise. "L'Anglais en France, une langue multiple : pratiques, représentations et postures d'apprentissage : une étude en contexte universitaire." Thesis, Tours, 2008. http://www.theses.fr/2008TOUR2015/document.
Full textEnglish in France is a language that presents several different facets. My research, centred around this diversity, is constructed from observations conducted on a macro-sociolinguistic level, articulated to a study taken to a micro-sociolinguistic level. Contextualized by references to historic Franco-English – but also Franco-American – contexts, this work questions the sociolinguistic consequences of this historically close relationship. The principal questions in this study are brought to bear on the sociolinguistic and didactic consequences of a linguistic situation such as this: in a context in which English appears as a multiple language, how should the teaching of English at the university level be organized? This study presents results obtained via questionnaires and surveys conducted with students specializing in English and non-specialists. The question of ties uniting practices and representations re-evaluated in the light of the identity
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.
Full textIn 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
Soltani, Akima. "Enseignement / apprentissage de l'arabe destiné aux enfants nés en France : enjeux identitaires, sociolinguistiques et didactiques." Thesis, Angers, 2017. http://www.theses.fr/2017ANGE0062.
Full textLearning the Arabic language in Muslim associative schools has for years become a deeply rooted tradition in the French scenery. Indeed, the law of 1901 had favored places of worship in France, leading to the emergence of several associative entities. However, one can note a lack of guidance and methodology in the teaching and learning of Arabic in these associations. The present thesis proposes an empirical study on the realities of learning Arabic within these religious associations and aims at remedying the shortcomings encountered in this context. Our approach consists in examining the situation by identifying the constraints (diversity of the population, Learners' mother tongues ...) and determining the desired objectives, for the purpose of proposing an alternative that meets the expectations of the parents and allowing the children from different origins, who were born in France, to access the Arabic language via an effective method. This latter suggests to combine several approaches to plurilingualism which favor the use of first languages in the classroom and draw on learners' previous knowledge. After studying and analyzing the results obtained from the various external players (parents, teachers, etc.) and through our involvement in the association "Parents’ Social Committee and Friends of Muslim Learners at Lyon5e» We have been able to develop a didactic manual "contextualized" entitled: "I speak French and I learn Arabic". Setting this manual has shown the possibility and even the necessity of using the didactics of plurilingualism, which has been adapted to this field by bringing it into line with the standards of the CEFR (Common European Framework of Reference)
Kourouka-Mitsika, Hélène. "Enseignement/apprentissage de la complexité syntaxique en français langue étrangère : une perspective linguistique et didactique en formation d'adultes." Paris 5, 2010. http://www.theses.fr/2010PA05H034.
Full textThe acquisition of a foreign language at an advanced level requires the control of a complex syntax. Can the teaching of advanced writing, be based on a linguistic ground, with taking in the same time into consideration the cerebral function of learning adult? What can we learn about the way that syntactic complexity is built by analyzing written productions? How can we deal with any difficulties that may rise? By trying to solve those problems, this thesis claims at the same time to the didactics and to the linguistics: the linguistics sets the framework of analysis for the syntactical contents of the sentences, while the didactics defines the choice, the objective of the phenomena analysis and the way of treating them, to facilitate a learning which allows the teacher and the learner to get closer, to make a commitment, to get involved
Verplaetse, Manoïlov Pascale. "L’interaction orale entre pairs en classe d’anglais LV2 : analyse didactique et linguistique de la construction et du développement des compétences des apprenants." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA162/document.
Full textThis research explores the potential of teenage peer spoken interactions in ESL classrooms in France. The focus here is on analysing task-based activities and learners’ performances, in order to improve our understanding of interactional competence. My approach is based on Action Research and a collection of empirical data from language classrooms. Several studies were conducted before setting up a protocol for a longitudinal corpus of video-recorded conversations between 24 dyads of peers. The 48 lower intermediate participants performed two tasks at the beginning and end of the school year. Specific training was offered in order to improve strategic spoken interaction. The 18 hours of verbal and non-verbal outcome was transcribed on CLAN and analysed according to the Conversational Analysis method. On a theoretical level, my approach brings together the European tradition of language didactics based on the CEFR (2001) and the sociocultural theory that takes its roots in Vygotsky’s (1978) work, followed by Lantolf (2000) who deals more specifically with SLA. According to these authors, social interaction not only promotes learning but is also at the core of a development process. This thesis examines the effects of training on communication strategies, the expectable outcomes and assessments of such a competence in an institutional environment
Delgado, Guante Denise. "Cultures d'enseignement et cultures d'apprentissage : Regars croisés sur les pratiques didactiques dans les classes de français et d'espagnol langues seconde et de scolarisation en Guyane et en République dominicaine." Antilles-Guyane, 2010. http://www.theses.fr/2010AGUY0319.
Full textToday, teaching-learning language practices analysis is in line with a triple sphere of influence concerning issues encountered first in ergonomics ofdidactic practices, second, in a reflection on the eclecticism of second language teaching practices and, finally, in an ethnological approach ofdidactic behaviours. Concerning the third aspect, the research on teaching-learning activities in the classroom aims to consider the speaker in a wider dimension. The subject is then considered as a competent social actor. For that reason, this orientation allows to approach the pedagogical behaviour from a double perspective: upstream, if linguistic, didactic and educational experiences ofthe subject are considered as an ensemble portraying teaching and learning cultures (CECA); downstream, if it aims at an adaptation ofpedagogical behaviour to suit teaching-learning frameworks or learner needs as a social actor. These teaching-learning relationships are described a priori as an interactive framework for didactic practices. At first, didactic research on teaching-learning activities in the classroom focused on issues relating to communicative situation and its components adapted to classroom situations. Now, with a new epistemological orientation promoted by the extension ofthe subject ofdidactic research including, in concrete terms, culture issues besides language issues or linguaculture, it is the opposite which leads up to the didactic analysis. Communicative situation is from now on considered as a component in the framework ofthe didactic situation, itself characterized by socio-cultural and institutional environments. In these conditions, if a perspective ofthe subject as a "learner" is replaced by a perspective ofhim as a "social actor", a new approach ofteaching-learning language and culture practices is needed. The case ofsecond language teaching and the experience ofnon-native speaker immigrant pupils with a foreign teaching language offer the opportunity to study the interaction between different languages, cultures (knowledge) and CECA (behaviour) through field work, throughout which was observed the way of cobeing and co-acting in Guyanese and Dominican multilingual classes. This topic was developed in order to understand, on the one hand, how dissimilar educational, didactic and political patterns encourage enculturation ofnon-native speaker pupils in accordance with specific cultural strategies and, on the other hand, how teacher and pupil work out strategies in order to manage cobeing and co-acting, through the example ofvocabulary and meaning teaching, when dissimilar linguistic norms and pedagogical-didactic norms (standards ofbehaviour) get in contact in multilingual and multicultural classes
Ghouila, Bacha Imen. "Dyade de l'oral et de l'écrit dans l'enseignement/apprentissage du français langue seconde : cas de figure de la Tunisie." Aix-Marseille 1, 2006. http://www.theses.fr/2006AIX10010.
Full textMontalvan, Vasquez Duffé Aura Luz. "L'enseignement-apprentissage de l'espagnol à l'université (textes de presse) : théorie et pratique." Montpellier 3, 2002. http://www.theses.fr/2002MON30021.
Full textGuo, Yigong. "Vers une littératie numérique en enseignement-apprentissage des langues étrangères : analyse des pratiques numériques des étudiants chinois spécialisés en français." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEN020.
Full textDigital Literacy is the ability, awareness, and attitude of individuals to appropriately andeffectively use digital tools to search digital resources, to participate, collaborate andcommunicate in a variety of situations. Our thesis aims to study Chinese FFL (French as aforeign language) students’ digital literacy, through the analysis of their digital practices forFrench language learning. We seek to answer the following two questions: 1) What digitalliteracy do Chinese students have for FFL learning? 2) What factors influence the development o fstudents' digital literacy? Based on a holistic-mixed-pragmatic perspective, the research design uses both quantitative and qualitative methods of data collection: the questionnaire survey, student diary, semi-structured interview, and participant observation. The analysis is conductedin two phases. The quantitative phase is carried out through statistical analysis of the results ofthe questionnaire survey and the students' diaries. The approach provides a profile of thestudents' digital literacy for language learning. The qualitative phase takes place after theanalysis of the statistical results in order to collect the discourses that cannot find their place in the questionnaire. This phase, based mainly on individual interviews, is used to let participants to talk about their experiences of learning with information and communications technology(ICT) in formal and informal situations
Domanchin, Morgane. "Pratiques écraniques en situation de télécollaboration pour l'enseignement-apprentissage du FLE." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE2045.
Full textGrounded in foreign language pedagogy, this thesis is based on Cultura, a semester-long Franco-American project which connected 24 teacher trainees from the University of Lyon with 16 French learners from the Massachusetts Institute of Technology (MIT). In the context of this telecollaboration project, the forum discussions were enriched by three videoconferencing sessions on Google Hangouts. Based on these, our work focuses on screen-based practices, which refer to human-computer interactions in their entirety. Using dynamic screen recordings, we examine the participants’ technical autonomy during pedagogical conversation. Our study analyzes screen-based practices which—depending on the subject(s) and the situation—are embodied in autonomous or collaborative behaviors. Through transcription of the participants’ online navigation and pedagogical interactions, our methodological framework combines ecological, interactionist and multimodal approaches. Presented as video clips, the qualitative results initially show the collaborative behaviors of 3 pairs of teacher trainees facing a technical breakdown. Their technical autonomy is co-constructed both on and off the screen. In the following section, the study of 3 learners’ autonomous behavior reveals their communicative intentions as well as their search for information, illustrating new learning practices. Finally, our results offer teaching guidelines on the flexibility of videosynchronous environments and their effects on the pedagogical relationship with the learner
Guritanu, Elena. "Types d'écriture et apprentissage." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB217/document.
Full textBefore being more specifically dedicated to the learning of writing, this thesis concentrates on an important part of the genesis and evolution of writing. It analyses the diverse states and forms of writing systems known since the great civilisations that originated them to our modern societies, and exposes various problems which form what we call here "the field of writing" : the invention of writing, its beginnings, its evolution in the myths and legends, the connections between the image and the language, the mechanics of this evolution, the questions of society that the written word poses to its treatment and the epistemological linguistic theories that it relates to. The examination of this field, particularly throws light on the second part of this study articulated around questions about the technicalities of writing. Based on a corpus made of five graphic systems - Chinese idiographic, Arabic consonantal writing and the Russian , Romanian and French alphabet systems, this study analyses and compares the teaching methods of reading and writing for each of them and supports the different learnings of writing in each system but also the important convergences shared from one system to an other
Ngamassu, David. "Politique linguistique et didactique du français au Cameroun : approche systémique de l'enseignement apprentissage du français en milieux anglophone et francophone au Cameroun." Grenoble 3, 2000. http://www.theses.fr/2000GRE3A015.
Full textAghajanzadeh-Darzi, Parastoo. "Perception et intégration de l'image dans le cadre d'un enseignement-apprentissage du FLE." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030072.
Full textThe present research lies in the field of the didactics of languages and cultures. It focuses on the integration of pictures in the teaching of French as a foreign language and it also aims at explaining both the benefits and disadvantages of their use in language courses. Based on the concept of pictures as visual supports, this research attempts to define the potential of applying a picture in language learning among learners. Our empirical study was conducted in a university in Paris with A1 and B2 learners. In this respect, data were collected by observing the interactions and oral and written productions of pluricultural students faced with pictures. Through the study of three successive corpora (questionnaires, observations, interviews), we drew up a status report on the presence of pictures in lessons, its contributions to the acquisition of L2 and we explained the approach of teachers towards these teaching materials. This allows us to focus on a few different elements that should be implemented to optimize the use of pictures in the teaching of languages and cultures. Research findings in this study indicated that learners engage communicative and appropriation strategies to express their reactions to the pictures and to participate in interactions. Analyses of these interactions around the visual material reflect favorable conditions for potential learning. A thorough review of our corpus shows an occultation of the intercultural dimension both in the proposed tasks and in the interactions generated by the pictures. These interactions are strongly influenced by teacher actions, which points out to the the need for training
Hoteit, Sanaa. "Enseignement - apprentissage du français au sud du Liban : didactique contextualisée et intégration dans une dynamique culturelle francophone ?" Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00566397.
Full textIsmaïl, moubarak marzouk Isa. "Le recours à la traduction et son rôle dans l'enseignement/apprentissage du FLE à Bahreïn." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958833.
Full textBelibi, Alexis-Bienvenu. "Environnement scriptural et enseignement-apprentissage du français au Cameroun." Université Stendhal (Grenoble), 1999. http://www.theses.fr/1999GRE39017.
Full textSagaz, Michel. "Paramètres cognitifs et méthodologiques dans l’enseignement-apprentissage du français langue étrangère à des apprenants japonais débutants : didactique, modèles théoriques et implications pratiques." Toulouse 2, 2007. http://www.theses.fr/2007TOU20091.
Full textThis thesis proposes to study the notion of coherence which binds a theoretical design with a methodological practice. We consider the constructive role of the learners in the Silent Way and « contrast » it with the Communicative approach by analyzing, respectively, the relevancy of the subordination of teaching to learning and of the notion of learner centered-teaching. We are specifically interested in the interrelationships between the cognitive and methodological parameters, which the didactic model of these approaches imply adult students at beginner level and whose mother tongue is not closely related to the target language. Our reflection develops on four principal parts : (1) a proposal for a model of the situation of teaching-learning a foreign language according to cognitive prospect as well as a characterization of the cognitive and methodological parameters which lie within ; (2) a « contrasted » examination of the concepts of subordination of teaching to learning and of learner centered-teaching ; (3) an evaluation of the cognitive ↔ methodological coherence of the didactic model that is the Silent Way ; (4) a presentation of two experiments which illustrate theoretical views expressed before, as well as an observation of a Silent Way class which concretely exemplifies the process of this approach. It comes out of our study that the didactic model that is the Silent Way presents a theoretical ↔ practical and a cognitive ↔ methodological coherence which guarantees conditions for an adequate development of the language by a learner, especially in the perspective of the construction of a total competence
Schmoll, Laurence. "Concevoir un scénario de jeu vidéo sérieux pour l'enseignement-apprentissage des langues ou comment dominer un oxymore." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC014.
Full textThis research examines the use of video games in foreign language classrooms. It investigates the integration of this digital medium, originating as an informal leisure activity, in a formal language learning classroom setting. The ‘learning video game’, which refers to both the act of learning and the act of play, can be seen as an oxymoron encompassing seriousness as well as fun. This work focuses on the fun aspect. This work is motivated by the following research question: how can the use of a learning video game foster a playful attitude, hypothetically conducive to a greater involvement of the learner, while also potentially leading to increaseand complexification in student foreign language production and interaction? As a part of the Eveil 3D-project, this study analyses reception from a sample of learners to two learning games which have the same scenario but were completed according to two different game design models. The findings provide both a game design model and a scenario template in order to support foreign language learning through the use of the video game
Mike, Eze Onugha Elizabeth. "Problèmes socio-culturels dans l'enseignement/apprentissage du français par les apprenants nigérians." Université Stendhal (Grenoble ; 1970-2015), 1995. http://www.theses.fr/1995GRE39055.
Full textThe study of extra linguistic problems limiting the teaching and learning of french in nigeria should be considered under several social and cultural factors. The promotion of national languages and cultures, socio-political and economic contraints, place the teaching and learning of french in a conflicting situation. These factors amplified the cultural influence which has a big impact in the manner in knowledge transmission, teacher students relationship, teaching and learning behaviors in french class. As regards teaching materials, the manuals and the methods used in teaching are not adapted to the learners social cultural environment. These problems make the integration of both local culture and target culture difficult for the learners of french. Taking into account, the social representations of nigerian students by adapting the teaching aides to their cultural context will enhance to a great extent in the cross-cultural teaching
Nissen, Elke. "Apprendre une langue en ligne dans une perspective actionnelle : effets de l'interaction sociale." Phd thesis, Université Louis Pasteur - Strasbourg I, 2003. http://tel.archives-ouvertes.fr/edutice-00001449.
Full textNous menons deux observations contrôlées des personnes se formant par ce dispositif – soit en groupe tutoré, soit en individuel tutoré. L'analyse porte sur un pré- et un post-test, des tâches réalisées durant la phase d'apprentissage, des formulaires auto-administrés et une étude de l'interaction. Les observations ne confirment que partiellement les hypothèses : pendant la phase d'apprentissage, les groupes restreints évoluent différemment, et ce probablement en raison des phénomènes de leadership qui s'y développent. Les apprenants affichent de meilleures performances durant la phase d'apprentissage que lors des tests, mais leurs résultats entre le pré- et le post-test ne s'améliorent pas sensiblement. Une supériorité d'un apprentissage en groupe tutoré par rapport à un apprentissage individuel tutoré ne peut pas être démontrée, du moins pour la tâche et les contextes observés. Plus que la modalité d'apprentissage (en groupe vs. en individuel), le facteur déterminant pour l'apprentissage semble être la présence d'un tuteur.
Huet, Samuel. "L'apprentissage de l'orthographe en fin de scolarité primaire : tradition et innovation." Université Stendhal (Grenoble ; 1970-2015), 1991. http://www.theses.fr/1991GRE39005.
Full textDoucet, Patrick. "L'évaluation en question." Compiègne, 1996. http://www.theses.fr/1996COMPD976.
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