Dissertations / Theses on the topic 'Français (langue) – Société'
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Daloba, Jean. "La créativité lexicale en français de Centrafique." Aix-Marseille 1, 2003. http://www.theses.fr/2003AIX10023.
Yahiaoui, Merabet Messaouda. "Roman et société dans l'Algérie coloniale du vingtième siècle : 1898 - 1960." Rennes 2, 1996. http://www.theses.fr/1996REN20013.
The thesis deals with one hundred and fifty novels written by some sixty christian french and jewish french authors born in Algeria or in France and others written by native intellectuals graduated from the French schools and "medersas" between 1898-1960. The abundant production of novels offers to the readers an authentic view of the different social, economical, political and cultural aspects of the different communities at that time. The jewish and christian French women writers were numerous to write during the inter war years (1920-1940), whereas, the muslim woman writer appeared on the literary scene later, after 1945. The first part introduces the authors and their works. The second part is devoted to the two Algerian schools : the Algerianism (1920-1935) and l'Ecole d'Alger (1935-1960). The third part tells about the social and historical context : it shows the characteristics of the different social communities observed by the authors. Finally, the fourth part concerns the analysis of the novels. The writers are both actors and observers. Their writings do reflect the stereotypes, but above all, a part of the sociocultural reality of colonial Algeria
Jeannot, Céline. "Plurilinguisme et éducation en Inde : l'enseignement des langues et du français langue étrangère : étude de cas à Chennai et Poudouchéry." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00934280.
Jerad, Nabiha. "Fait de langue, discours et société : à propos de lettres de candidature en français en France et en Tunisie." Paris 7, 1988. http://www.theses.fr/1988PA07A001.
Mathis, Noelle. "Identités plurilingues et création textuelle en français langue étrangère : une approche sociolinguistique d'ateliers d'écriture plurielle." Phd thesis, Université d'Avignon, 2013. http://tel.archives-ouvertes.fr/tel-00967502.
Nakao, Yukie. "Analyse contrastive français-japonais du discours en langue de spécialité : modalité et définition phrastique." Phd thesis, Nantes, 2010. http://www.theses.fr/2010NANT3019.
Nakao, Yukie. "Analyse contrastive français-japonais du discours en langue de spécialité - modalité et définition phrastique." Phd thesis, Université de Nantes, 2010. http://tel.archives-ouvertes.fr/tel-00920630.
Abdulredha, Adnan. "Le français instrumental au Koweït : retour sur l'expérience de la lecture des textes juridiques français et perspectives didactiques pour le français juridique." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00719291.
Mougin, Sylvie. "Le Champ sémantique de la parole à travers les parlers ruraux de la Lorraine romane : contribution éthnolinguistique à l'étude des pratiques langagières dans une société paysanne française." Nancy 2, 1989. http://www.theses.fr/1989NAN21005.
If characters of traditional literature in french peasant societies are now well-known, the use of speech, however, have not yet been explod, thus, exploring this wide field of research, we have based our methodology on the works of the ethnography of communication (hymes) and those of g, galame-griaule, the major representative of ethnolinguistics in france. This study has to be considered as an essay and the analysis provided here are to be completed, developed and eventually reappraised in further papers. Three directions have been followed here : 1. The ethnographic reconstitution of the use of speech which were existing in the peasant society of lorraine (france) at the end of the nineteenth century, on the basis of field-work information, 2. The synthesis of the information existing on speech use in this specific kind of societies, through the works of ethnologists, sociologists, historians and ethnographers. 3. The semantic analysis of the words pertaining to the lexical field of speech in the rural dialects of this region of france
Riquois, Estelle. "Pour une didactique des littératures en français langue étrangère : du roman légitimé au roman policier." Phd thesis, Université de Rouen, 2009. http://tel.archives-ouvertes.fr/tel-00403124.
Afin d'étendre le corpus dit " littéraire " et d'introduire dans la classe des documents motivants et présentant de nombreux avantages, nous proposons d'utiliser le terme " littérature " au pluriel, incluant les paralittératures, la littérature francophone ou la littérature dite " classique ". Cette ouverture peut notamment motiver les apprenants par l'utilisation de textes moins marqués, désacraliser l'exploitation des textes littéraires ou encore refléter davantage le marché actuel du livre. De plus, la diversité qualitative et thématique des littératures est un facteur qui permet d'adapter le support d'apprentissage au niveau de l'apprenant ou du groupe-classe.
Les littératures étant très vastes, nous avons porté notre attention sur un genre en particulier : le roman policier, qui est entré récemment dans les programmes scolaires français. Nous proposons une étude comparative d'un corpus constitué de descriptions urbaines issues d'une part de romans réalistes, et d'autre part de romans policiers du type polar urbain. Nous procédons ensuite à diverses expériences pour valider l'acquisition par les apprenants d'une compétence générique participant à la compétence lectoriale.
Demagny, Annie-Claude. "Temporalité et espace en langue seconde : contraintes typologiques dans l'acquisition du français par l'adulte anglophone." Phd thesis, Université Paris VIII Vincennes-Saint Denis, 2013. http://tel.archives-ouvertes.fr/tel-00979047.
Edarhoubi, Mohamed. "Les politiques de formation aux langues étrangères en Libye, à l'exemple du français (1969 à 2016) : enjeux didactiques et de société en contexte de transition nationale et d'ouverture internationale." Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2003.
It is widely acknowledged nowadays that proficiency in foreign languages is increasingly important for the development of exchanges and openness to the world. Any country that disregards this general trend will be marginalized, and Libya is no exception to the rule. Though lying at a strategic geographical location, this country, following the Arab conquest, has retained no lasting imprint of the presence of the many foreign languages and cultures it has known throughout its history. These foreign cultures, which were generally imposed, have nevertheless had sometimes adverse consequences on the representations and attitudes towards the Other. Thus, after some positive initiatives under the monarchy (1951-1969), the policy of the state, in a display of nationalism and anticolonialism during the dictatorship, considered that the issue of foreign languages was a ground where some easy political 'victories' could be won. Advocating a reappropriation of Arabic and an Arab-Muslim culture, the regime developed, to the point of caricature, an exclusively monolingual and monocultural approach. These issues have received very little attention from researchers, whether Western or Libyan. The starting-point for the present research is the current situation of the teaching of French in Libya. Personal experience as a student and then as a teacher at the Language Faculty of the University of Tripoli gave a first glimpse of the adverse effects of the many structural weaknesses of the system on learners’ motivation and skills level. After first describing the general and academic situation in order to contextualize the study, this research examines the language and training policies developed by Libya since its independence and compares them with the requirements of modernity, in the hope that stability will be restored to the country. This research is complemented by a field survey conducted among Libyan teachers and students of French, which aims to gain insight into their assessment of the current state of affairs, their expectations and needs. This two-pronged approach leads me to put forward a certain number of proposals for rebuilding teacher training in French as a Foreign Language, and more generally in foreign languages, taking their social functions into account, in particular the broadening of cultural horizons
Kamiyama, Takeki. "Apprentissage phonétique des voyelles du français langue étrangère chez les apprenants japonophones." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00473029.
Dias, loguercio Sandra. "Dictionnaires bilingues et pédagogie de la lecture : vers un dictionnaire français-portugais d'appui à la compréhension écrite et à l'apprentissage du vocabulaire en français langue étrangère." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2013. http://tel.archives-ouvertes.fr/tel-00957934.
Delahaie, Juliette. "Français parlés et français enseignés Analyses linguistiques et didactiques de discours de natifs, de non-natifs et d'enseignants." Phd thesis, Université de Nanterre - Paris X, 2008. http://tel.archives-ouvertes.fr/tel-00787789.
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
Panckhurst, Rachel. "Description linguistique et implémentation en FX des structures interrogatives (directes) du français." Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 1990. http://tel.archives-ouvertes.fr/tel-00923809.
Vallat, Charlotte. "Etude de la stratégie enseignante d'étayage dans des interactions en classe de français langue étrangère (FLE), en milieu universitaire chinois." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00714430.
Samgba, Aiah Erastus. "L'enseignant, l'apprenant et la société : Analyse de problèmes relationnels en milieu scolaire dans le cadre de l'enseignement du français en Sierra Leone." Montpellier 3, 2002. http://www.theses.fr/2002MON30018.
Aghaeilindi, Somayé. "La pédagogie de l'erreur en production écrite dans l'apprentissage du français langue étrangère, chez les étudiants persanophones." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00973497.
Ying, Xiaohua. "Approche cognitive en didactique des langues : analyse et interprétation d'erreurs écrites prototypiques en français langue étrangère par des apprenants chinois et remédiation." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2013. http://tel.archives-ouvertes.fr/tel-00949082.
Benzitoun, Christophe. "Description morphosyntaxique du mot "quand" en français contemporain." Phd thesis, Université de Provence - Aix-Marseille I, 2006. http://tel.archives-ouvertes.fr/tel-00931845.
Marijanovic, Vanda. "L'INFLUENCE DE LA BOUCLE PHONOLOGIQUE DANS L'ACTIVITÉ DE LECTURE DE PUBLICS PRÉCOCES CROATES APPRENANT LE FRANÇAIS." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2010. http://tel.archives-ouvertes.fr/tel-00805298.
Eiammongkhonsakun, Sunporn. "La lecture en langue étrangère : compréhension, interprétation et reformulation. Étude de cas : des lycéens et des étudiants thaïlandais face à la lecture en Français Langue Étrangère." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00973873.
Ismaïl, 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.
De, Martin Carine. "Effet de l'apprentissage systématique de l'écrit sur l'acquisition de la langue orale en L2 : cas du français appris par des enfants marocains au Maroc." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-01010661.
Colin, Catherine. "Construction du bi-plurilinguisme en français langue de scolarisation : apprentissage d'une L2 en enseignement bilingue précoce." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00808409.
Siecińska, Joanna. "Vivacité des argotismes d'origine carcérale dans la langue familière française." Phd thesis, Université René Descartes - Paris V, 2013. http://tel.archives-ouvertes.fr/tel-01063174.
Saint-Martin, Cécile. "La construction de l'espace didactique du français, langue de l'école, en Polynésie française : dynamiques et perspectives : une réflexion sur l'intégration de la problématique sociolinguistique en vue de l'amélioration de la qualité du système éducatif en contexte plurilingue." Phd thesis, Université Rennes 2, 2013. http://tel.archives-ouvertes.fr/tel-00938030.
Azzopardi, Sophie. "Le Futur et le Conditionnel : valeur en langue et effets de sens en discours. Analyse contrastive espagnol / français." Phd thesis, Université Paul Valéry - Montpellier III, 2011. http://tel.archives-ouvertes.fr/tel-00718652.
Alazard, Charlotte. "Rôle de la prosodie dans la fluence en lecture oralisée chez des apprenants de Français Langue Étrangère." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00944968.
Nguyen, Thuc Thanh Tin. "Etude contrastive de la temporalité en français et en vietnamien." Phd thesis, Université René Descartes - Paris V, 2013. http://tel.archives-ouvertes.fr/tel-00959868.
Doucet, Céline. "Quelles contextualisations pour l'enseignement du français hors de France ?" Phd thesis, Tours, 2011. http://tel.archives-ouvertes.fr/tel-00650053.
Pandim, Gildaris Ferreira. "Étude sur les aspects culturels de la terminologie des contrats de prestation de services en portugais et français." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2014. http://tel.archives-ouvertes.fr/tel-01011331.
Atar, Sharghi Navid. "Analyse syntaxique comparée du persan et du français : vers un modèle de traduction non ambigüe et une langue controlée." Electronic Thesis or Diss., Besançon, 2011. http://indexation.univ-fcomte.fr/nuxeo/site/esupversions/c6d7ac26-fae9-4da5-8861-87fbe23130d5.
This study concerns a comparative analysis of the syntactic units (syntagms) and the fundamental constructions of French and Persian, with regards to Controlled Languages and problematic and ambiguous cases for translation.After a historical survey of these languages and a brief presentation of the writing and phonetic systems of Persian, the ward classes (parts of speech) and their traditional and modern classifications are compared. The structures of determinant, nominal, adjectival, prepositional, adverbial and verbal syntagms and the nature of their component, as well as the fundamental constructions of the basic sentence in thesetwo languages are then analysed. During the study, as a result of translation tests carried out by Persian students, some problematic cases for translation have been recognized and analysed for a potential French-Persian controlled language. ln the final synthesis, the syntagmatic structures and some instructions for developing a controlled language relating French and Persian languages have been assembled
Dei, Stefania. "Type de discours et stratégies de lecture sur écran d'ordinateur, livre électronique et support papier. Situation de lecture en Français langue étrangère : le cas des italophones apprenant le français." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00976916.
Kida, Tsuyoshi. "Appropriation du geste par les étrangers : le cas d'étudiants japonais apprenant le français." Phd thesis, Université de Provence - Aix-Marseille I, 2005. http://tel.archives-ouvertes.fr/tel-00526453.
Noda, Hiroko. "Intersubjectivité : modulation et ajustement. Cas des marqueurs discursifs "hein", "quoi", "n'est-ce pas" en français et "darô", "yo", "ne", "yone" en japonais." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-01003749.
Bruno, Christophe. "Les survivances du vocatif dans le français parlé." Phd thesis, Toulon, 2013. http://tel.archives-ouvertes.fr/tel-00958810.
Benelimam, Ghada. "Un expérimentation visant l'amélioration de la situation de l'enseignement/apprentissage du français en Libye : l'introduction de documents authentiques dans une classe de français langue étrangère à l'université de Tripoli." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958818.
Atar, Sharghi Navid. "Analyse syntaxique comparée du persan et du français : vers un modèle de traduction non ambigüe et une langue controlée." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-01011496.
Mazauric, Catherine. "Le Lecteur d'Afriques - Contribution à une didactique transculturelle de la lecture littéraire." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2004. http://tel.archives-ouvertes.fr/tel-00750393.
Sochacki, Jean luc. "La scolarité des enfants d'immigrés polonais en Normandie (Société Métallurgique de Normandie et Société des mines de Soumont) : entre cοntexte paternaliste et vοlοnté identitaire (1919-1939)." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC019/document.
In 1919, a Franco-Polish convention aiming to encourage the dispatch of Polish workers to France was signed. In this text, nothing was mentioned as to how the Polish children of work-ers and parents were to be educated, yet the latter were asking their employers that classes be opened and held in Polish for their children. The idea that this was temporary and the hope of soon returning to their homeland then prevailed in all minds. As from the early 1920s, and facing this unconsidered educational issue, French authorities had to contend with the setting up of Polish classes, among other things under the aegis of the mining companies. The Polish State, on its part, was also looking into the situation, and, in 1924, the issue of opening Polish language and culture classes for immigrant children was raised during the Franco-Polish Con-ference that was being held in Paris. At this point in time, French authorities were refusing to legislate and institutionalise these courses. But to not upset this major Polish partner, the Central Committee of French Coal Mines, through the intermediary of Henri de Peyerimhoff, drew up a letter in which it encour-aged employers to implement this type of lesson in two ways: in private schools as in state schools. Further to this, between 1925 and 1939, five circulars were published by the French Ministry of Public Instruction to assert and specify which principles were to regulate these lessons held for foreign children, be they immigrants or born to immigrant ancestors. Studying the Polish communities who settled in the industrial and paternalistic areas based near Caen (in the Calvados department), the SMN-SMS (Metallurgical Society of Normandy – “Société des Mines de Soumont”) and the Polish classes that were instituted enables us to answer several questions. We can thus wonder, initially, what these classes for foreign chil-dren consisted in (context, organisation, funding), but most of all how these classes/school structures went against a desire to integrate. Taking an interest in the relationships the various stakeholders had with one another is also relevant. The French and Polish authorities, miners, the mining board and C.C.F.C.M. (C.C.H.F in French), and through this establish the place, the role an instructor had in a Polish community in France
Kanaan, Layal. "Reformulations, contacts de langues et compétence de communication : analyse linguistique et interactionnelle dans des discussions entre jeunes Libanais francophones." Electronic Thesis or Diss., Orléans, 2011. http://www.theses.fr/2011ORLE1122.
This PhD thesis approaches reformulation in conversations between young francophone Lebanese. It starts with a lexicological approach of the words formulate/reformulate/reformulation in order to emphasize their differences with say/say again, utter/utter again and goes on with a deep analysis of reformulation as a discursive object, followed by a two-fold approach of the occurrences in the corpus. The first approach is a linguistic one and also deals with the interactional dimension of reformulations. Quantitative and qualitative analyses emphasize the role of morphosyntax in marking reformulations, completing the approaches based on discourse markers and connectives. The second approach, focusing on the speakers, takes into account their non-native speaker status. We are questioning here the way in which reformulations can provide information about their communicative competence. Reformulation is seen as a communicative strategy they use in order to solve communication problems. Our work ends with the analysis of a Lebanese French discourse marker, jæʕne, used by the speakers to indicate reformulation (among other things). The first part of the analysis draws a typology of all its uses within the grammaticalization/pragmaticalization framework while the second one studies it as a language contact phenomenon
Roussi, Maria. "L'insécurité linguistique des professeurs de langues étrangères non natifs : le cas des professeurs grecs de français." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00787305.
Isambert, Paul. "Discours et grammaticalisation : étude de l'adverbe autrement." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2010. http://tel.archives-ouvertes.fr/tel-00912701.
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.
Stambouli, Meriem. "Interactions didactiques en classe de français langue non maternelle (enfants de 7-8 ans) en école algérienne : compétences langagières visées et pratiques de classe." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00983536.
Violo, Gaëlle. "Héritage, patrimonialisation, revitalisation ? : approche ethnologique des transmissions de la langue bretonne en Bretagne (France) éclairées par celles de la langue française en Saskatchewan (Canada), dans les filiations." Phd thesis, Université de Bretagne occidentale - Brest, 2013. http://tel.archives-ouvertes.fr/tel-01059795.
Boudebia-Baala, Afaf. "L'impact des contextes sociolinguistique et scolaire sur l'enseignement/apprentissage du français dans le Souf à travers l'analyse des représentations comme outil de description." Electronic Thesis or Diss., Besançon, 2012. http://indexation.univ-fcomte.fr/nuxeo/site/esupversions/a16ab6c1-551f-4c84-83f2-2dc7f158364f.
Taking as anchor sociolinguistics and didactics, our study focuses on the context of teaching/learning of French in the South-Eastern Algeria: The Souf. The specificity of this context has been studied following two different but complementary axes: the sociolinguistic environment and the institutional framework. Both axes have been defined from the thematic analysis of declarative data gathered from a group of teachers and learners. In order to connect the views of teachers/learners, we chose to triangulate the data gathered using several tools: questionnaires, interviews, word association tests and writing. The thesis takes an approach that is both qualitative and quantitative. Our goal is to determine the impact of the sociolinguistic and educational contexts on the teaching/learning of French in the Souf using the representations as a tool of description. The results indicate that several parameters produce a negative impact on the teaching/learning of French. The most important are : the absence of linguistic practices in French, linguistic attitudes, social environment, representations of languages, inadequate academic curriculum, the reduced number of hours devoted to teaching/learning, reduced importance of the teaching of French in the educational system, and recruitment of unqualified teachers. Some of our findings can be used in order to contextualize means to influence teacher training and linguistic representations in the learners