Academic literature on the topic 'Français langue étrangère – Liban'
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Journal articles on the topic "Français langue étrangère – Liban":
Barou, Jacques. "Français langue étrangère." L'école des parents 635, no. 2 (2020): 62. http://dx.doi.org/10.3917/epar.635.0062.
POPESCU, Mihaela. ""ACTIVITÉS DE COMMUNICATION LANGAGIÈRE EN FRANÇAIS PROFESSIONNEL DANS LE MILIEU UNIVERSITAIRE FRANCOPHONE DE TIMIȘOARA "." Professional Communication and Translation Studies 15, no. 2022 (2022): 76–86. http://dx.doi.org/10.59168/olfd1237.
Pogačnik, Vladimir. "Grammaire et enseignement du français, 1500-1700. Édité par Jan de Clercq, Nico Lioce, Pierre Swiggers; Monographie publiée par le Centre international de dialéctologie générale (Louvain) ; Peeters, Leuven-Paris-Sterling, Virginia, 2000, XXXIV+671 pp. (Or." Linguistica 44, no. 1 (December 1, 2004): 172–73. http://dx.doi.org/10.4312/linguistica.44.1.172-173.
Robert, Jean-Michel. "L’absence d’article en français langue étrangère." Éla. Études de linguistique appliquée N° 182, no. 2 (2016): 139. http://dx.doi.org/10.3917/ela.182.0139.
SMYAN, Khaldoon Atta. "La compétence orale dans l'apprentissage du français." Journal of Tikrit University for Humanities 25, no. 1 (January 20, 2018): 321–31. http://dx.doi.org/10.25130/jtuh.25.1.2018.12.
Brigitte, Tatkwa. "LES DÉFIS DE L’ENSEIGNEMENT/APPRENTISSAGE DU FRANÇAIS LANGUE ETRANGÈRE DANS LA ZONE ANGLOPHONE AU CAMEROUN." EPH - International Journal of Educational Research 4, no. 3 (November 20, 2020): 14–23. http://dx.doi.org/10.53555/ephijer.v4i3.69.
Marchand, Frank. "Français langue maternelle et français langue étrangère : facteurs de différenciation et proximités." Langue française 82, no. 1 (1989): 67–81. http://dx.doi.org/10.3406/lfr.1989.6382.
BENABADJI, Sarra. "représentations de l'identité culturelle en classe de fle." Revue plurilingue : Études des Langues, Littératures et Cultures 7, no. 1 (July 14, 2023): 79–88. http://dx.doi.org/10.46325/ellic.v7i1.101.
ATONON, Theophile Kwame. "THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY." FRANCISOLA 2, no. 2 (December 31, 2017): 163. http://dx.doi.org/10.17509/francisola.v2i2.9408.
Zanchi, Carine. "De francisant à enseignant de français : réflexion sur le parcours de formation des enseignants arabophones de français langue 3." Matices en Lenguas Extranjeras, no. 9 (January 1, 2015): 135–51. http://dx.doi.org/10.15446/male.n9.54917.
Dissertations / Theses on the topic "Français langue étrangère – Liban":
Faval, Joseph François. "L'acquisition d'une langue étrangère : conditions sociales et pédagogiques." Paris 5, 1987. http://www.theses.fr/1987PA05H007.
Malak, Youssef. "L'enseignement de la langue et de la civilisation françaises au Liban : propositions d'outils pédagogiques audiovisuels pour la formation des maîtres." Nancy 2, 1997. http://www.theses.fr/1997NAN21012.
The analysis which we had accomplished in the teaching status in Lebanon permitted us to see a certain number of shortcomings which scholastic institutions go through. In fact, since the civil war, teaching in Lebanon has undergone a certain crises mainly in the teaching of the French language. Preoccupied by the scholastic outcome and the efficacy of teachers, the goal of our study is to help those teachers in general - and language teachers in particular - by giving some methods so as to help surmount the teaching crises. To realize this, we have undertaken a series of fieldwork and interviews with teachers, students and parents, in order to find out the most adapted ways which can satisfy the ones and the others. Through our fieldwork, therefore, we have brought into concrete existence a televisual document whose objective is to bring toward perfection the oral comprehension and expression aspects of the French language with the Lebanese public concerned. This document comprises two video cassettes and a workbook. The first cassettes contain video sketches conceived, along with the workbook, so as to train students on oral comprehension and expression, and to trigger up their cultural sensibility through the interpretation of the televisual message. As far as the second video cassette is concerned, the contents of which illustrate the use of such televisual methods in the teaching of the French language. It is also a documentary concerning the way teachers would give their lessons by using pedagogical - audio visual means (in other words, the use of video materials) which illustrate how to use activities. Finally, the present work gives teachers necessary steps of how to use other technological means in teaching, such as cassette-recorders, slides, transparencies, and CD-ROMs
Assaf, Khoury Carméline. "Didactique du français langue étrangère/seconde : pour un renouveau méthodologique de l'enseignement/apprentissage du français au Liban." Nancy 2, 1998. http://www.theses.fr/1998NAN21025.
In an attempt to improve the teaching of french in Lebanon, we have tried to analyse the situation of the french language in our country (the origins of the relationship between the lebanese people and the french language, the teaching of this language in Lebanon, the definition of its status) and to carry out an enquiry with the teachers of french to study the conformity of their pedagogical practices to the status of the french language. We refer to the didactics of french as a foreign / secondary language and propose suggestions for a methodological renewal of the teaching of each of the four aptitudes, of the evaluation of the pupils and of teacher training
Smaïly-Hajjar, Wajiha. "Le français et l'anglais langues étrangères au Liban : analyse de leurs statuts actuels." Nancy 2, 1996. http://www.theses.fr/1996NAN21017.
This study analyses changes which have been produced during the last twenty years, concerning the situation of the two principal foreign languages, french and english in Lebanon. First, I present the social context, the history of these two languages, which explain demographic and religions composition of the population, the economic context, scholar situation and historical events, which contributed in rooting the two languages in the country. Second, demographic, institutional and psychosocial status analysis of english language demonstrates the sensible progress of this language since the beginning of the civil war (1975). Finaly, juridical, demographic, institutional and psychosocial status study of french language shows that it still the first foreign language in Lebanon. Consequently, it seems that this country is on the way towards a trilingual situation arab-french-english in state of bilingual arabe-french which had been characterizing it until the beginning of the war
Daou, Hiam. "L' apport des documents scientifiques dans une classe de français langue étrangère : interactions entre la construction du concept scientifique et la construction du langage (expérimentation menée en 8ème et 9ème années de l'éducation de base au Liban)." Besançon, 2005. http://www.theses.fr/2005BESA1002.
This study the relationship between the construction of the scientific concept in a foreign language and the construction of this same language. Being located, from the point of view of linguistic teaching, it gives like objective the contribution of the scientific documents to teaching or training. In a field where students learn sciences in a foreign language that they don't know very well, this these will study, as far as possible, the interactions of the two trainings in question from the psychological point of view and the didactical one. The ideas in VYGOTSKI book ''Pensee et Langage'' are used as reference as well. From another hand, books of ASTOLFI and studies done by VERIN et DUCANCEL, are also important. Pictures used usually in scientific documents are studied with its relationship with linguistic signs. Approach concerning language formation problem: -the language like social practice of reference, to consider in his relationship with the specificity of the didactic situation -the language of its functional role in the constitution of the scientific knowledge, but also the role of the object of the knowledge in the structuring of the language. -The communicative part of the scientific language. Interactions between scientific and linguistic teaching are considered in the same perspective of teaching transfer. Experimentation carried out in EB8 and EB9 classes,emphasized that a conceptual reading of scientific documents is of great textual,language and linguistic interest. Moreover this study draw the attention to the difficulties of learning in this field
Denimal, Amandine. "Perspectives pour une didactique de l'interculturation : mises en discours des relations intersociétales dans les manuels de français langue étrangère et seconde (Grèce, Liban, Maroc)." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00983433.
Alkontar, Ola. "L'impact de la langue maternelle sur l'expression « du » et « en » français : cas des apprenants libanais francophones dans les collèges et les lycées privés du Mont-Liban." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCC043.
When a Lebanese student produces a French text, both orally and in writing, he becomes the author of a language of which he is unaware of the most subtle nuances. This bridge, which joins two languages, is built on a dilemma, loyalty-betrayal. When the Lebanese expresses themselves in French, they must always put themselves in a position of understanding. To express oneself in a language other than one's own is first of all tounderstand; teaching a foreign language means above all getting the learner to get rid of literal expression, otherwise, we distort the meaning, and we end up without a “Tower of Babel”.Learning a foreign language necessarily involves moments of difficulty caused by different sociolinguistic factors, including the interference of the mother tongue and the influence of mastery of other foreign languages. Such factors play an important role, especially at the beginning of learning.Our study is based on an analysis of the recurring errors of Lebanese learners in private middle and high schools in Beirut, having identical levels in French, the language studied alongside Arabic, the mother tongue. This study allows us to establish some elements for reflection concerning interference by comparing two different morphosyntactic systems: Arabic and French. The writing errors of French-speaking Lebanese learners from thesame mother tongue and for the same instructions can be compared in order to understand the reasons underlying these errors and to propose appropriate teaching strategies to correct them
Abou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Moustapha-Sabeur, Malak. "La voix de l'enseignant et la communication de la langue étrangère : étude des facteurs influents liés au passé et au contexte présent." Paris 3, 2008. https://hal.archives-ouvertes.fr/tel-01255273.
The present work focuses on teacher’s voice for its implication in the transmission of the oral message, especially when it is produced in a foreign language. We studied the factors that influence the production of the teacher’s voice, in class. In this order, we tried to define the factors from the teacher’s past, as innate or acquired attitudes and performances. Secondarily, we analysed the situational factors as teacher’s intentions communications in situation. This research insists on the way that intonation is a skill, likely to act on the level of foreign language learners. Therefore, the issue is essentially within the framework of research in language didactics at the Sorbonne Nouvelle. The theories, on which we base, relate to phonetics, the psychology and social psychology. The empirical research is based on two types of corpus: the first consists of oral and written produced by a number of Lebanese’s teachers. The second is a transcribed sound corpus, which is in an extract of courses registered in situation given by a Lebanese teacher. Finally, in proposing a research on the role of intonation parameters in the transmission of knowledge, this research hopes to contribute to research in language didactics and pedagogy in general
Altammami, Mohammed. "L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire." Electronic Thesis or Diss., Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Since the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Books on the topic "Français langue étrangère – Liban":
Bajard, Jean-Pierre. Les affaires en français: Méthode de français langue étrangère. Paris: Hatier international, 1987.
Damette, Éliane. Didactique du français juridique: Français langue étrangère à visée professionnelle. Paris: Harmattan, 2007.
Monnerie-Goarin, Annie. Le franc̦ais au présent: Grammaire : franc̦ais langue étrangère. Paris: Didier/Hatier, 1987.
Launay, Catherine. Former en français langue seconde: Une pédagogie active. Paris: L'Harmattan, 2008.
Boyer, Henri. Nouvelle introduction à la didactique du français langue étrangère. Paris: CLÉ international, 1990.
Merle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Bouguerra, Tayeb. Pour une écodidactique du français langue étrangère et seconde. Paris: L'Harmattan, 2014.
Paprocka-Piotrowska, Urszula. L'enseignement/apprentissage du français langue étrangère: Réfléchir et agir. Lublin: Towarzystwo Naukowe KUL, 2009.
Merle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Djeghar, Achraf. Le français, langue étrangère et les représentations socio-langagières. Paris: L'Harmattan, 2020.
Book chapters on the topic "Français langue étrangère – Liban":
PERKO, Gregor, and Patrice Pognan. "Dictionnaire langue maternelle - langue étrangère." In Dictionnaires et apprentissage des langues, 15–24. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4499.
Besa Camprubí, Carles. "Littérature et Apprentissage du Français Langue Étrangère." In Las lenguas en la Europa comunitaria II, 113–26. BRILL, 1996. http://dx.doi.org/10.1163/9789004657885_009.
Defays, Jean-Marc, and Sarah Deltour. "Bibliographie établie en collaboration avec Vincent Louis." In Le français langue étrangère et seconde, 275–80. Mardaga, 2003. http://dx.doi.org/10.3917/mard.dufa.2003.01.0272.
SMUK, Maciej. "Quelle didactique pour le FLE à l’ère de la mondialisation ?" In Langue(s) en mondialisation, 57–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5292.
Vallin, Marjolaine. "Aragon dans les manuels de français langue étrangère." In Recherches croisées Aragon - Elsa Triolet, n°15, 73–86. Presses universitaires de Strasbourg, 2014. http://dx.doi.org/10.4000/books.pus.7259.
Ouvrard Andriantsoa, Louise. "En contexte de double diglossie, quelle valeur accordée au malgache par ses locuteurs ?" In Plurilinguisme et tensions identitaires, 9–18. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3775.
Kohwer, Rudy. "LES PERCEPTIONS DANS L'APPRENTISSAGE DU FRANÇAIS COMME LANGUE ÉTRANGÈRE." In Educação Contemporânea: novas metodologias e desafios - Volume 2, 147–54. Synapse Editora, 2023. http://dx.doi.org/10.36599/editpa-978-65-88890-31-8_010.
BOUYAIN, Sarah. "Comment dit-on « chemin de traverse » en dioula ?" In Voix africaines, voies émergentes, 19–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5578.
Lah, Meta. "L’évaluation de l’oral au baccalauréat slovène de français." In L'enseignement de l'oral en classe de langue, 165–76. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3490.
GONG, Junji. "Asymétrie culturelle entre les termes de parenté chinois et français." In Distance entre langues, distance entre cultures, 33–44. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3687.
Conference papers on the topic "Français langue étrangère – Liban":
Lechevrel, Nadège. "Du guide SAEL aux sites de français langue étrangère." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010105.
Nataliya, Rudnytska. "ASPECT FONCTIONNEL DE L’APPRENTISSAGE DU FRANÇAIS COMME SECONDE LANGUE ÉTRANGÈRE." In MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.30.
Riquois, Estelle. "Acquérir une compétence lectoriale en français langue étrangère et seconde." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010236.
Barbazan, M. "Principes d'une grammaire prédictive du discours (français langue étrangère et maternelle)." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08115.
Benhouhou, Nabila, and Ouerdia Yermeche. "L'appropriation de l'auxiliation en français langue étrangère dans un contexte plurilingue." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010088.
Canelas-Trevisi, S. "Les objets grammaticaux dans les pratiques en classe de français, langue première et étrangère." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08298.
Marnet, Béatrice. "Les expressions idiomatiques et l’approche actionnelle – L'apprentissage du français langue étrangère à travers les unités phraséologiques qui ont pour thème l'eau." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3799.
Stasilo, Miroslav. "Activites theatrales chez l’apprenant de FLE dans le contexte de COVID-19." In Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.18.
Pellet, Stephanie. ""Critical Language Learning" : le rôle de la littéracie et de la métacognition dans l'acquisition du français langue étrangère." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010183.
Alazard-Guiu, Charlotte, Fabiàn Santiago, and Paolo Mairano. "L'incidence de la correction phonétique sur l'acquisition des voyelles en langue étrangère : étude de cas d'anglophones apprenant le français." In XXXIIe Journées d’Études sur la Parole. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/jep.2018-14.