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Journal articles on the topic 'Teaching learning french as foreing language'
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1
Ismail, Saidah, Omrah Hassan, Nor Azhar Mohd Taib, and Noor Hanim Rahmat. "Surviving Online Foreign Language Learning: The Case for French Language." International Journal of Asian Social Science 11, no. 9 (September 29, 2021): 421–33. http://dx.doi.org/10.18488/journal.1.2021.119.421.433.
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Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Multidisciplinary Studies 1, no. 4 (April 30, 2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.
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Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.
Full textAbstract:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Science Education and Research 3, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/948onc27s.
Full textAbstract:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.
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Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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Andriani, Merry, Wening Udasmoro, Roberta Salsano, and Tri Indri Hardini. "Stymie patterns: The case of French-language learning in Indonesian universities." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.
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Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
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Messaoudani, Sara, and Ouarda Mecili. "The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors." Milev Journal of Research and Studies 7, no. 2 (December 31, 2021): 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.
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The subject of teaching and teaching foreign languages is one of the most important issues that preoccupied researchers in the past and present, in which thinkers of different intellectual and scientific specializations have researched. Contrastive analysis is one of the most important curricula that had a significant impact on the preparation of curricula for teaching foreign languages. The contrastive analysis approach is one of the most important approaches that had a significant impact in the preparation of curricula for teaching foreign languages, and which proved its effectiveness in teaching languages, and from this point of view and given the importance of teaching and learning languages, we will try through this research paper to reveal the effectiveness of contrastive analysis in teaching languages. The foreign language, by going to the field and questioning the professor of French and English about the importance of this approach in teaching and learning a foreign language within the department, and the extent to which the learner and teacher employ the language interview in learning and teaching a foreign language.
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.
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Meifarolina, Anna, Miftahulkhairah Anwar, and Hanip Pujiati. "The implementation of multiples intelligences theory on french teaching method for young learners age of 6-10 (level A1 of Institut Français d'Indonésie)." Franconesia 2, no. 2 (December 30, 2023): 13–24. http://dx.doi.org/10.21009/franconesia.22.2.
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The teaching method is one important aspect of the language skills of french language teaching. The method affects many things, one of which is the concentration level of children's learning in class. Therefore, of course, it is important to choose a teaching method that suits student needs. Unfortunately, at this time, language teachers tend to equate language teaching methods with language teaching methods for adults so that students who are at the vulnerable age are children (6 to 10 years). This teaching method for them is boring and results in a loss of concentration in their learning after 30 minutes of learning activities. Apparently, this is due to their different learning interests. This interest in learning is caused by a different type of intelligence called The Multiple Intelligences. This type of intelligence includes Linguistic Intelligence, Logical- Mathematical Intelligence, Visual Intelligence, Spatial Intelligence, Musical Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalist Intelligence. The method used in teaching foreign languages, especially in french language, should cover various types of student intelligence so that they can produce french teaching methods that can maximize children's language skills. Regarding children's French language skills, the ability to emphasize here is speaking ability because at their age speaking ability is the dominant ability students use in communicating because they have not been able to carry out correspondence activities, therefore language teaching is focused on teaching speaking skills.
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Angulo-Jiménez, Henry, Marisela Bonilla-López, and Esteban Rojas-Ramírez. "Foreign Language Learning." Topics in Language Disorders 44, no. 1 (January 2024): 44–62. http://dx.doi.org/10.1097/tld.0000000000000332.
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Purpose: Although autistic perspectives are paramount for evidence-based practice and the neurodiversity paradigm, they are often underrepresented in research and have only recently started to get attention from professionals in different fields, including communication sciences and disorders (CSD) and foreign language teaching (FLT). To alleviate this situation, we conducted an exploratory study on the experiences of self-identified autistic bloggers with foreign language learning (FLL). Methods: We used deductive thematic analysis to characterize the bloggers and establish the perceived effect of autism on FLL. Results: Our analysis of 14 blog posts revealed that the typical blogger had an autism diagnosis, spoke English natively, and had learned Spanish or French as a foreign language through formal instruction and/or self-teaching. We also found that all the bloggers acknowledged both positive and negative effects of autism on FLL, with more bloggers focusing on positive effects. Conclusions: Findings highlight the need for professionals in CSD and FLT to (a) avoid making assumptions about the FLL capabilities of autistic individuals, (b) consult with autistic individuals regarding the perceived value of autistic traits for FLL, and (c) engage in interprofessional practice with each other.
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Beljaev, Oleg. "Fairy Tale as a Linguodidactic Resource Teaching French." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 322–32. http://dx.doi.org/10.37384/va.2022.17.18.322.
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The relevance of the study lies in the fact that French is one of the demanded foreign languages studied in Latvia and is an important academic subject. It contributes to the improvement of communication culture and pushes the boundaries of students' cognitive capabilities. The linguodidactic versatility of a fairy tale is an urgent problem, both in theoretical and practical terms. The purpose of this research is to consider the tale, both in ontogeny and in a purely practical perspective. In the French classroom, we use fairy tales to achieve practical, educational, and developmental goals. Along with the linguistic aspect itself, a fairy tale can be effectively used for the formation and development of main types of speech activity: reading, listening, speaking, and writing. Practical goals are achieved because the use of material from fairy tales in game situations contributes to the development of communication skills. This creates conditions for speech activity, close to natural communication in a foreign language. In addition to the fact that the environment of real communication is simulated in the lesson, students transform themselves into fairy-tale characters. This approach keeps them interested in the learning process and creates a favorable psychological climate. The use of fairy tales is such an activity in the lesson that is of great importance for the formation of personality, provides the emotional, intellectual, and moral development of the student. A fairy tale as a rich linguistic and cultural resource helps the student to develop his/her attention, memory and thinking. Many years of personal experience allows me to assert that learning languages through fairy tales enables a teacher to: rely on a quality resource; deliver quality classes that teach students a second language; bring positive language learning into a classroom; engage learners both cognitively and emotionally; help students to gain a deep and satisfying understanding of language; find personal enjoyment in a resource; provide a different approach to learning language; give students ownership of their learning of a new language and equip them with language tools for their future.
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Belyasova, Julia. "Complexity of the teaching-learning process of youth French-language literature." Journal of Digital Art & Humanities 1, no. 1 (October 2, 2020): 3–14. http://dx.doi.org/10.33847/2712-8148.1.1_1.
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This article first of all aims to better understand the notion of youth French-language literature. It then addresses some reflections on the place of literature in the education. The article is finally devoted to the disclosure of the particularities of the teaching of the French language in a multicultural context on the basis of the different ways of reading and the intercultural approach that ensures the study of the language with immersion in a different culture. We emphasize also the role of youth French-language literature in learning of French as a foreign language. Speaking about youth literature, we awoke its challenges, particularities, advantages and ambitions. The cultural and intercultural values of youth literature in the French as a foreign language class and the construction of a sense of literary work in an intercultural context take a very important place in a reading methodology.
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Bulgarova, Bella Akhmedovna, Vladimir Nikiforovich Denisenko, Dmitry Sergeevich Sknarev, Yulia Alexandrovna Voropaeva, and Ekaterina Stanislavovna Kozlovskaya. "Intercultural communication of representatives of the Francophonie in the online space during the process of learning the Russian language." XLinguae 15, no. 4 (October 2022): 223–42. http://dx.doi.org/10.18355/xl.2022.15.04.19.
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A multilingual and multicultural environment characterizes the modern world. Many of us speak several foreign languages and are interested in learning new ones. Foreign language teaching combines integrated teaching methods and the possibility of learning a discipline remotely from different parts of the world. This form of language learning allows people of different nationalities, ages, religions, mentalities etc., to communicate. This research focuses on the phenomenon of Francophonie as an example of interconfessional and intercultural interaction, as well as the continuity of Russian and French culture and the specifics of teaching Russian as a foreign language to representatives of French-speaking countries in full-time, distance and online space. Intercultural communication via Internet space contributes to more active communication, i.e., rapid learning of Russian as a foreign language, and interreligious interaction of this format effectively promotes the dialogue of cultures. Thanks to the possibilities of distance learning, Francophones of different confessional affiliations can afford to learn Russian in a multicultural environment. This article presents empirical research on Internet communication at the International University (RUDN University) among Francophones from different ethnic and confessional backgrounds who share the common knowledge of French and the process of teaching Russian as a foreign language. The process of teaching Russian as a foreign language not only brings together the Francophones on the level of educational communication but also promotes a productive dialogue between cultures, bringing them together in an entirely new "linguistic community", which, due to the already existing common interaction in French, is joined by communication in Russian, while forming a new linguistic personality with a multicultural linguistic code.
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Shan, Zhibin, and Hao Xu. "Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. VIII (November 15, 2023): 169–82. http://dx.doi.org/10.30827/portalin.viviii.29247.
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While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monolingual ideology as reflected in their beliefs seemed to co-exist with beliefs that reflected their multilingual ideology; the cultural capital brought by learning French as a foreign language prevailed in teachers’ beliefs about the language with reference to the value of French learning in their students’ future international communication in a multilingual world, and the teachers also perceived their students as French learners with English learning experience that could lend support to their French learning. FUNDING INFORMATION. This research was funded by “Research on the Innovation of Foreign Language Education in China” (grant number: 22JJD740011), a major project of the Key Research Institutes of Humanities and Social Sciences under the Ministry of Education, as well as supported by the Beijing Foreign Studies University “Double First-Class” Fund (project title: “Construction of Standards for Foreign Language Education and Foreign Language Talents Training in Higher Education”, project number: 2022SYLZD010).
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Grabowska, Monika. "L’enseignement/apprentissage des langues étrangères sous l’éclairage de la théorie des systèmes complexes et dynamiques. Exemple de philologie française à l’Université de Wrocław." Romanica Wratislaviensia 69 (November 29, 2022): 223–36. http://dx.doi.org/10.19195/0557-2665.69.19.
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The paper presents the distinctive features of dynamic and complex systems, stressing their affinities with the foreign language teaching and learning process. Afterwards, we describe the initial conditions of the first-year-students learning French at the French department of the University of Wrocław, showing to what extent those conditions constitute a challenge for a connected complex system, namely the process of teaching French. Finally, we try to answer the question: “Are we ready, at the university, to teach Foreign Languages in accordance with the theory of complexity?”.
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Joly, Christèle, and Nathalie Iseli-Chan. "Impact of E-Adoption on Teaching and Learning in the Context of Teaching French." International Journal of E-Adoption 2, no. 3 (July 2010): 26–38. http://dx.doi.org/10.4018/jea.2010070103.
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Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.
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Półtorak, Ewa. "O zjawisku lęku językowego z perspektywy uczących się drugiego/kolejnego języka obcego online." Neofilolog, no. 58/1 (April 27, 2022): 43–64. http://dx.doi.org/10.14746/n.2022.58.1.4.
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The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.
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Paillereau, Nikola Maurova. "“Identical” vowels in L1 and L2? Criteria and implications for L2 phonetics teaching and learning." EUROSLA Yearbook 16 (August 10, 2016): 144–78. http://dx.doi.org/10.1075/eurosla.16.06pai.
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Researchers in the field of the teaching and learning of phonetics agree that learners of a foreign/second language (L2) acquire identical vowels by positive transfer from their first language (L1). This statement prompted us to examine whether the French and Czech languages, differing in the size of their vowel inventories, possess any identical vowels that could thus be omitted from French as a Foreign Language (FFL) phonetic curricula intended for Czech learners. The quantification of the vowels’ phonetic similarity is based on the comparison of their (1) phonetic symbols, (2) formant values (F-patterns), and (3) perceptual characteristics. The combined results show that strictly identical vowels between the two languages do not exist, but some French vowels can be defined as highly similar to some Czech vowels. Different coarticulatory effects of vowels produced in isolation and in labial, dental and palato-velar symmetrical environments point to a very strong influence of phonetic contexts on vowel similarity. Indeed, no French vowel is highly similar to any Czech vowel in all of the contexts studied. The findings suggest that phonetic exercises designed for Czech learners should focus on allophonic variations of all French vowels.
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Hiligsmann, Philippe, Melanie Baelen, Anne Lore Leloup, and Laurent Rasier. "Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving." T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (January 1, 2008): 19–28. http://dx.doi.org/10.1075/ttwia.80.03hil.
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In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.
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El Bakali, Naoufal. "French Language Teaching at the Heart of the Translation Course." Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, no. 103 (September 17, 2021): 276–87. http://dx.doi.org/10.31861/pytlit2021.103.276.
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Language learning is the foundation of any translation business, especially for students admitted to translation courses. In our case, mastering the French language, in order to carry out a translation, requires a perfect knowledge of the linguistic workings, likely to come to the aid of students who are learning translation techniques. In the current state of affairs, learning to translate at the graduate level suggests a perfect mastery of languages, both at the start and at the end. We would like to develop our study from a didactic and linguistic point of view, calling on other interdisciplinary parameters, since the question of learning to translate is at the crossroads of several cogitos. Therefore, teaching the language, in this case French represents a step, sine qua non, for the students of the King Fahd Superior School of Translation of Tangier, knowing that in Morocco, the French language still occupies the place. of the first foreign language. As a result, our students are required to translate from and into the French language alongside Arabic and English. As such, we have chosen to approach the didactics of translation, first of all, by looking over the language teaching which embodies an essential place for the success of the act of translating. All the axes that we develop in this article have a degree of analysis that oscillates between theory and practice, since language and translation are two activities which have two sides of the same coin.
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Ilhem NOUADRI, Samia. "HOW DESCRIPTION ACTS ON THE FUNCTIONING OF THE LITERARY TEXT." International Journal of Humanities and Educational Research 4, no. 6 (December 1, 2022): 140–48. http://dx.doi.org/10.47832/2757-5403.17.11.
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This article focuses on the characteristics of literary texts that serve as the main support for the teaching/learning of a foreign language, in this case French (today FLE). In this study we will use concepts such as literature, literary fact and even literality to indicate the place of descriptive literary texts in the curriculum of French as a foreign language and any return to literary texts as support and pedagogical models/learning of French as a foreign language Essential for Develop the productive and receptive skills of French learners. Key words: Literature, Language, French As A Foreign Language, Description, Literary Text
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Nneka Onoja, Helen. "PARENTAL ATTITUDE AS A PREDICTOR OF STUDENTS MOTIVATION AND INTEREST IN LEARNING FRENCH LANGUAGE." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1055–59. http://dx.doi.org/10.21474/ijar01/13649.
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The increase in economic globalization has created the need for the promotion of foreign languages in Nigeria. As an official second language in Nigeria, the French language has not received the desired attention in the countrys educational system as most students show less motivation and interest in learning the French language. Perhaps, insinuations suggest a widespread negative attitude towards the teaching and learning of the French language in the school system. Thus, the primary objective of the present study was to explore parental attitudes as a factor that could predict the variation in students motivation and interest in learning the French language. The studys participants included adults identified as parents, and they were randomly pooled from different locations in Kogi State, Nigeria. They completed a self-report measure to ascertain their overall attitude towards the French language. A cross-sectional survey design was adopted, and the simple regression analysis revealed that parental attitude significantly predicted students motivation and interest in learning French. The study concluded that parents attitude is an essential determinant of students motivation and interest in learning the French language.
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Kikalo, Anzhelika, and Diana Smuzhanytsya. "TEACHING/LEARNING FRENCH AS A SECOND FOREIGN LANGUAGE AFTER ENGLISH." KELM (Knowledge Education Law Management), no. 6 (2023): 60–65. http://dx.doi.org/10.51647/kelm.2023.6.10.
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Saefullah, Nurul Hikmayaty, Rosaria Mita Amalia, and Savitri Aditiany. "L’interférence des langues étrangères dans des méthodes d’enseignement de français : étude sociopragmatique." Digital Press Social Sciences and Humanities 3 (2019): 00035. http://dx.doi.org/10.29037/digitalpress.43308.
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<p class="MsoNormal" style="text-indent:0in"><span lang="FR">French is the strongest competitor of the English language. The existence
of English is considered to be a threat to French language with the inclusion
of a large English vocabulary in French. The threats come not only from
English, but also from other foreign languages, including the languages of the
countries of immigration living in France and the language of the neighboring
countries. The interaction of French with these languages seems understandable
and accepted in French politics itself. French teaching methods include today of
many vocabularies in foreign languages, which should be free of any foreign
influence. It shows that French began to open up, that learning the language
should also learn about its culture and all things related. The case is now,
not how to stop it, but how to control it and see it as a positive attempt in
human interaction. It is the purpose of this study. Linguistically, it is
interesting to study this problem using sociopragmatic theory, i.e. considering
the practice of the use of foreign languages in the manual of French from the
culture and pragmatism. Using data from French teaching methods, the analysis
was conducted using a descriptive analytical method, with sociolinguistic and
pragmatic as theoretical background. The expected outcome of this study is the <a name="_GoBack">discovery of the positives of the interference of foreign
languages in the teaching of French methods and </a>it does not harm the
reputation of French in the eyes of the international community.</span></p>
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Chateau, Anne, and Nicolas Molle. "Institutionalised autonomisation of language learning in a French language centre." Language Learning in Higher Education 13, no. 1 (May 1, 2023): 231–45. http://dx.doi.org/10.1515/cercles-2023-2013.
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Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.
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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.
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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
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Vynarchyk, MariIa. "THE ROLE OF INNOVATIVE EDUCATIONAL PLATFORMS IN FRENCH LANGUAGE LEARNING." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 7–14. http://dx.doi.org/10.51706/2707-3076-2022-6-2.
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The scientific article explores the essence and functions of innovative educational platforms in the process of French language learning. The publication is the result of the author's research internship in France at the College of Saint-Joseph and the Lycée Pasteur in Besançon. The purpose of the research is to investigate and characterize the role of innovative educational platforms in the study of the French language. The following research methods were used: analysis of scientific publications related to the research problem, methods of systematization and generalization for the description and analysis of innovative educational platforms in the context of learning a foreign (French) language. It is established that during the intensive development of new technologies French teachers tend to actively use them in foreign language teaching, as the degree of perception and assimilation of knowledge by students depends on the correct choice of teaching methods, presentation and explanation of the lesson topic. In today's conditions, domestic teachers also actively use innovative educational platforms in the process of learning foreign languages. French is no exception. There are several objective reasons for this. Particularly important among them is the need to diversify the learning process, enhance the cognitive activity of students and expand their interests. Increasingly, foreign language teachers are moving from traditional to innovative methods to keep up with the times, help students master the material well and get positive results from foreign language activities. The relevance and timeliness of using educational platforms is obvious, as it is highlighted by the problems and challenges that contemporary teachers face. We are talking, first of all, about distance learning of subjects and disciplines. The use of the latest technologies in a foreign language lesson helps to involve students in creative collaboration and creates an environment for activity learning. This makes the learning process interesting and non-standard for students, whereas for teachers the latest technologies offer an endless choice of pedagogical resources that they can use depending on their educational needs.
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Półtorak, Ewa. "Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement- apprentissage des langues vivantes (à l’exemple de manuels de FLE pour grands adolescents et adultes)." Neofilolog, no. 59/2 (December 30, 2022): 43–57. http://dx.doi.org/10.14746/n.2022.59.2.4.
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The aim of the article is to propose some reflections on digital literacy. The concept of digital literacy will be discussed in the context of foreign language teaching-learning process, especially in the context of teaching-learning French as a second/subsequent language at B1 level. The author will propose to analyse some coursebooks for teaching-learning French to adolescents and adults and she will focus her investigations on activities dedicated to develop the digital literacy of students.
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Canakli, Levent Ali, and Sercan Alabay. "“Self-Learning French Coursebooks” as Part of French Education in Post Tanzimat Era of the Ottoman Empire." Journal of Education and Learning 11, no. 2 (March 14, 2022): 104. http://dx.doi.org/10.5539/jel.v11n2p104.
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French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, “self-learning French” books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account.
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Irwandy, M. Oky Fardian Gafari, Malan Lubis, and Muhammad Hafidz Assalam. "French Learning Based on Malay Ecology for High School Students in Medan City." Britain International of Linguistics Arts and Education (BIoLAE) Journal 4, no. 3 (November 29, 2022): 311–17. http://dx.doi.org/10.33258/biolae.v4i3.802.
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Learning French in high school carries an introduction to French culture as a form of cultural acculturation. Learning French is not only about learning the language, but also about culture. Even so, in learning French texts, students still have to negotiate with the foreign culture they are studying. There needs to be an adaptation of the French language into the ecological culture of the learner. So far, French teaching materials have not been sufficient to accommodate the ecological culture of students. Learning French doesn't have to be French. In the cultural context that surrounds students, students must also be able to collaborate between the Basic Competencies that must be achieved with the ecological relevance of using French. Therefore, it is necessary to present teaching materials for French Language Subjects based on Malay Ecology for high school students in the city of Medan. Malay is a culturally strong base in the city of Medan, so that the teaching materials also represent students' needs to survive in the ecological culture that surrounds them. This article presents the results of research that produces products in the form of teaching materials for French language subjects based on Malay ecology for high school students in Medan City. The aims of the research were 1) to produce teaching materials for French language subject based on Malay ecology for high school students in Medan City, 2) to measure the validity of teaching materials for French language subject based on Malay ecology for high school students in Medan City. This research uses the development method with the ADDIE model (Analysis, Design, Develop, Implementation, Evaluation). Validity test involves material and design experts. Based on the validity test, the results obtained were that the teaching materials obtained an average score of 88.75% by two validators in the very feasible category. The follow-up validity test was applied to high school students and teachers in Medan City with an average acquisition of 88.05% in the very decent category. This validation test uses a questionnaire technique to collect data on the feasibility of teaching materials based on the assessment of high school students and teachers in Medan City. Research products will be implemented in schools that are partners in the research.
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Rusnak, D. "Modern Technologies and Educational Tools of Teaching Writing Skills in French to Students of Language Majors." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (July 21, 2023): 50–58. http://dx.doi.org/10.32589/2412-9283.38.2023.284427.
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Introduction. The development of foreign language writing competence in students majoring in linguistics is one of the key tasks in teaching foreign languages and cultures. There is a necessity of improving the educational process, in particular, updating the components of the learning system,which include educational technologies and tools. The purpose of the article is to investigate the use of modern technologies and educational tools in the process of developing students’ foreign language writing competence. Methods. The analytical review of the modern educational technologies involvingvisual learning tools in the educational process. Results. In the context of the communicative approach to teaching foreign languages, our interest is drawn to the technology of using visual supports as one of the modern educational technologies involving visual learning tools in the educational process. The advantage of this technology for teaching foreign language writing is the possibility of integrated development of competence in writing and other language competencies. At the same time, such authentic visual supports as a humorous drawing and an advertising poster provide valuable socio-cultural material, contributing to integrated foreign languages and cultures learning. Three stages of the formation of linguistic competence in writing based on visual aids are proposed: 1) receptive (Découverte), 2) receptive-reproductive (Systématisation), and 3) productive (Production écrite). This methodology is illustrated by a specific example based on humorous drawings. Conclusion. The proposed methodology is based on the basic didactic and methodological principles of teaching and contributes to the effective development of students’ competence in writing. The prospect of further scientific research will be the study of other educational technologies and tools for the development of foreign language communicative competence.
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Shamrai, Olena. "Teaching and learning French as a second foreign language in the ICT environment." Bulletin of Kharkov National Automobile and Highway University 1, no. 102 (January 26, 2024): 125. http://dx.doi.org/10.30977/bul.2219-5548.2023.102.1.125.
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Problem. Abstract. The article deals with general issues relating to the use of electronic educational resources in the teaching and learning of French as a second foreign language in the ICT environment. Attention is drawn to the advantages and disadvantages of computerizing foreign language teaching. A brief description of some electronic educational tools in French is given.
The digital transformation of the educational process is associated not only with the emergence of new educational opportunities, but also with the training of specialists who are highly responsible for the work they do and capable of making independent decisions.
Goal. The aim is to present the main trends and prospects for the use of electronic teaching resources in the teaching and learning of French as a second foreign language, to classify electronic teaching resources by methodological objective, to propose new ways of using them in the digital environment. Methodology. To achieve the defined purpose, a series of research methods were applied: theoretical analysis and synthesis of pedagogical and methodological sources on issues, IT resources and networks for educational purposes, questionnaires, interviews as part of the process of identifying priority areas of application. The aim of creating electronic educational resources is to modernize the learning process. The use of e-learning resources makes it possible to refresh the content of teaching materials. The outbreak of hostilities led to the transfer of the educational process to a distance learning format using information and communication technologies, which required students to work actively with information resources. The increase in the volume and quality of information is contributing to the renewal of forms, methods and means of teaching and learning French as a second foreign language. Originality. The integration of e-learning resources into the process of teaching French as a foreign language includes classroom and independent work, as well as the assessment of students' knowledge and skills. The range of possibilities they offer can be incorporated into the structure of each lesson to introduce and work on new topics, check vocabulary and grammar, etc. Practical value. The possibilities offered by e-learning resources make it possible to diversify courses and increase student motivation. Their use makes the language learning process more focused on students' real skills, more flexible and more creative.
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Meristo, Merilyn. "The French Language Olympiad: Promoting language and culture learning." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 39–52. http://dx.doi.org/10.2478/jolace-2020-0012.
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Abstract The aim of this paper is to shed light on promoting teaching and learning the French language and culture through the Olympiad, initiated by a group of practitioners in a community of practice. What makes this Olympiad rather unique is its main focus on cultural knowledge combining it with linguistic aspects. The Olympiad takes place in four different categories taking into account students’ age and prior experience in learning French (e.g. first or second foreign language). In addition, the regional round is organised in Moodle enabling more participants to take part and the national one in situ, at the University of Tallinn. Since the first Olympiad in 2014, the number of competitors has increased and both, private and municipality funded (public) schools participate. The paper provides a detailed overview of the olympiad process: how it was initiated and how it is annually run as well as a description of challenges faced by the organisers.
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Khoda, А., and I. Chaiun. "Edutainment as a Modern French Language Teaching Technology of Prospective Philologists and Translators." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 38 (July 21, 2023): 59–66. http://dx.doi.org/10.32589/2412-9283.38.2023.284517.
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Introduction. The development of the system of teaching foreign languages and cultures in institutions of higher education requires regular updating of the components of this system, in particular, modern technologies for teaching foreign languages and cultures to the students of various specialties. Among such technologies, the edutainment technology stands out for the formation of foreign language linguistic / linguo-sociocultural competences. Purpose. To present the technology of edutainment on the example of a specific exercise using a support, a poem by the French poet Paul Verlaine, as one of the means of this technology and justify the feasibility of using this means. Methods. Reviewing the studies that have already been conducted, analyzing the feasibility of using this technology on the example of specific exercises. Results. The study showed that the edutainment technology, namely its specific means, a poem, can be used during online and offline classes on learning foreign languages and cultures. This technology will contribute to better assimilation of the material, and will enhance student’ interest and motivation. Conclusion. To sum up, the use of poetry in classes as one of the means of the edutainment technology for teaching the French language and culture contributes to the effective formation of students’ lexical and phonetic components of the French-language communicative competence. Further research involves the study of other means of the edutainment technology for teaching the French language and culture to students – prospective philologists and translators, teachers.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Tylets, Valery G., and Tatyana M. Krasnianskaya. "Personal Meanings of Safety in the Minds of Professional Francophones." RUDN Journal of Psychology and Pedagogics 19, no. 1 (April 1, 2022): 71–85. http://dx.doi.org/10.22363/2313-1683-2022-19-1-71-85.
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Safety, which is currently recognized as the leading condition for the organization of the educational space, remains little studied in relation to language training. Meanwhile, its representation in the minds of subjects of learning a foreign language allows us to predict the vectors of efforts to improve their activities. The aim of the study was to identify personal meanings of safety in the minds of professional francophones. The respondents were teachers and graduate students of the French language. The methods used in the study included: directed statements, content analysis and scaled survey. The study revealed the following semantic groups of the category safety in the educational space of learning the French language: (1) the environmental parameter of the educational process; (2) the characteristics of the interaction of the subjects of the educational process (teacher and students); (3) the internal state of the subjects as a predictor of learning a foreign language; and (4) the expectation of French language proficiency. The situations of its binding by professional francophones to the educational space of learning the French language are established, namely: the organization of the educational space; the construction of methodological approaches to teaching the language; the implementation of educational interaction; and the French language acquisition. Based on the results of the study, the significance of the category of safety for professional francophones was confirmed in three aspects of the organization of the educational space for learning the French language, i.e., general methodological, general linguistic and private linguistic ones. In the process of teaching the French language, it seems appropriate to take into account the safety needs relevant to the modern educational space, to highlight in it the features that are significant in general for the practice of language training as a direction of pedagogical activity, as well as the nuances that are characteristic exclusively for teaching a particular language.
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Crozet, Chantal. "Teaching verbal interaction and culture in the language classroom." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 37–57. http://dx.doi.org/10.1075/aral.19.2.03cro.
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This paper explores a model for teaching communicative performance which integrates the teaching of norms of interaction in French with the teaching of kinesics, prosodies and the grammar of spoken French. Students’ own perceptions of stereotypes were used as an entry point into the discourse practices of the target culture. Students were filmed while they perform role plays in which they try to reproduce the rules of French conversation. The group viewed the filmed performances and feed back was given to students who are encouraged to discuss their response to learning foreign codes of cultural behaviour. The paper looks into the complexities of teaching culture and language as an integrated process.
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Ewa Półtorak. "PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA." Neofilolog, no. 53/2 (December 30, 2019): 263–80. http://dx.doi.org/10.14746/n.2019.53.2.8.
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The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
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Beljaev, Oleg. "Didactic Games in the French Language Classroom." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 425–37. http://dx.doi.org/10.37384/va.2022.17.18.425.
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The growing interest in studying foreign languages in Latvia, including the study of French as a foreign language, is a feature of our time. This indisputable position determines the relevance of the article. All students choosing French for study have very different motivation. At the same time, everyone is aware that a good knowledge of foreign languages is an indispensable precondition for career growth and the key that opens the door for us to enter another culture. French language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. The author of the article shares the opinion that games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. Games also encourage and increase cooperation. They can be used to give practice in all language skills and be used to practice many types of communication. The curriculum for foreign languages emphasizes the importance of learning languages and especially the importance of communication. Because of this fact it is vitally important for teachers to create a positive learning environment, and to try to spark interest among their students both in the foreign language and culture because that is important to a successful language learning process. Games help achieve these goals. The article considers the types of games (research games, certification games and didactic games) and their influence on psycho-physiological state of students. Brief methodical recommendations on the organization of didactic playing activities are also provided. The author describes game-based learning and its impact on intrinsic motivation and performance of students, in particular their speaking skills. The theoretical part includes definitions of main concepts such as intrinsic and extrinsic motivation, and creativity. The practical part is dedicated to certain games and tasks to enhance motivation and speaking skills. In conclusion, the role of games in teaching and learning cannot be denied. However, in order to achieve the most from didactic games in the French classroom, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.
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Murray, Claire, Paul Mathieson, and Francesco Bolstad. "The Impact of Foreign Language Learning on Foreign Language Teaching." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 73. http://dx.doi.org/10.37546/jaltpcp2020-10.
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Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。
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Kim, Jungsug. "Analysis on the Trend and Topics of Researches on French Language Education Based on LDA Topic Modeling." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 47–58. http://dx.doi.org/10.22251/jlcci.2022.22.13.47.
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Objectives The purpose of this study is to examine the current status and problems of researches on French language education, and also to present the future direction of French language education and researches by analyzing the trend and topics of researches on French language education using the topic modeling. Methods Through the LDA-based topic modeling which is the most representative topic modeling that automatically extracts and classifies latent topics as a text mining technique used for the analysis of a large quantity of texts, this study analyzed the network between four topic contents and topics focusing on the keywords of 265 theses on French language education published from January 2002 to February 2021. Results The results of this study were drawn as follows. First, due to the decreased French language education in secondary school and university, the researches on French language education record the low level despite some differences in each year. Second, in the results of examining the appearance frequency of keywords, it was shown in the order of ‘French language education’, ‘Curriculum’, ‘French language’, ‘communication skills’, and ‘French language as a foreign language’. This shows the active performance of researches focusing on the curriculum that becomes the standard of Korean secondary French language education, and communication skills as its important goal, and very limited topics handled in researches on French language education. Third, total four topics were extracted through the topic modeling, and the weight of each topic was shown in the order of ‘college French language education’, ‘secondary French language education’, ‘communicative approach’, and ‘action-oriented approach’. This study also verified that the researches on French language education were concentrated on a specific area or limited to the level or contents of theories or policies. Thus, it would be necessary to perform researches on various teaching/learning methodologies for improving students’ interest or expanding the teaching/learning contents that could be concretely applied to school field. Fourth, in the analysis of network between topics, focusing on French language, the foreign language, curriculum, learning, textbook, communication skills, learner, culture, French language education, education, and France were connected to each other while the French language education, France, culture, and education were forming another network. Conclusions This study verified the necessity of researches on various teaching/learning methods for diversifying and expanding the research field related to French language education, and also motivating and improving interest of learners.
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ÖZÇELİK, Nurten. "TEACHING AND LEARNING GRAMMAR IN FRENCH –AS A FOREIGN LANGUAGE – CLASSES." Ondokuz Mayis Univ. Egitim Fakultesi Volume 31 Issue 1, no. 31 (2012): 175–86. http://dx.doi.org/10.7822/egt100.
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SU, Hang. "A Study of French Language Teaching in Primary Schools in China." International Journal of Linguistics, Literature and Translation 7, no. 3 (March 7, 2024): 59–69. http://dx.doi.org/10.32996/ijllt.2024.7.3.7.
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Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.
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Jaskot, Maciej, Marta Wojakowska, and Wojciech Sosnowski. "Culturally anchored lexical units in modern foreign language teaching." XLinguae 15, no. 3 (June 2022): 114–25. http://dx.doi.org/10.18355/xl.2022.15.03.10.
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The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner’s ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).
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Bendaoud, Mechri Bendaoud. "Which linguistic resources for the teaching / learning of French as a foreign language?" Journal of Science and Knowledge Horizons 3, no. 02 (June 4, 2023): 120–29. http://dx.doi.org/10.34118/jskp.v3i02.3394.
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This study is truly intended to be a contribution inscribed in a scrupulously didactic context, hence the idea of teaching – learning French as a foreign language in an Algerian context. Our attention is mainly vocalized on the attitude of the learner and his previous achievements in terms of FLE in the secondary cycle. However, it is therefore appropriate to specify from any language task, i.e. the written expression considered as the outcome of any learning from a didactic point of view, the exploitation of its achievements according to a theme whose concept of instruction is already present in all the linguistic-didactic elements supposed to allow him to reorganize his thought and give him the very meaning of a methodology as a common thread from which he can easily take action, this will doubly reflect his ability to acquisition and understanding of the linguistic concept initially implemented from the textual approach. In this sense, we question the fact of believing that the appropriation of such a linguistic notion can no longer be confined to its classic formulation: linguistics and didactics of languages, in particular FLE in an Algerian context. Questioning the different parameters likely to make access to knowledge in French as a foreign language a plausible case, this amounts to asking ourselves about the basic knowledge of the learner and the methods that will allow him to carry out a task; either a language production for which it is advisable to define the strategy engaged and the linguistic resources acquired as the main lever of a mediation, hence the idea of the contribution of linguistics to the teaching of French as a foreign language and the methodological orientations which under -tend the comprehension of the relational lexicon as proof of a use that one can judge satisfactory of the entity FLE in the school circles.
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Safae El Gazi and Ahmed Ibrahimi. "Scripting of mediated tasks in the learning of French as a foreign language." World Journal of Advanced Engineering Technology and Sciences 11, no. 1 (February 28, 2024): 402–9. http://dx.doi.org/10.30574/wjaets.2024.11.1.0063.
Full textAbstract:
This article examines how new technologies are increasingly integrated into the teaching of French as a foreign language (FLE). The scripting of mediated tasks, which is based on sequences of structured and multimedia activities, is considered a promising approach. Technologies such as mobile apps and virtual reality offer opportunities to improve learning of French as a foreign language. The article examines the definition of mediated tasks, how new technologies can be used effectively in their design, and how this affects learners' motivation. In short, it helps to understand how learning French as a foreign language has changed in the era of new technologies.
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Mavropoulou, Eleni, and Panagiotis Arvanitis. "Foreign Language Learning via Mobile Devices during a Language Immersion Program." European Journal of Education 4, no. 1 (May 15, 2021): 51. http://dx.doi.org/10.26417/628ltr68s.
Full textAbstract:
The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.
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Bigun, Olga, and Nataliia Yatskiv. "AUTHENTIC MATERIALS IN FRENCH LANGUAGE LEARNING AS A PRACTICE OF INTERCULTURAL COMMUNICATION." Fìlologìčnì traktati 14, no. 1 (2022): 7–15. http://dx.doi.org/10.21272/ftrk.2022.14(1)-1.
Full textAbstract:
The theoretical aspects of the use of authentic materials in the study of foreign languages are mainly focused on the problem of forming the language and speech competence of the methodological provision of separate components of intercultural students' education. However, the context of intercultural communication actualises the question of the functional filling of authentic educational materials for the implementation of linguocultural and socio-cultural aspects in the study of a foreign language. The purpose of the article is to study the effectiveness of authentic educational materials in the formation of foreign communicative competence, which has a complex structure and acts as interaction and interpenetration of linguistic, sociocultural and communicative competences, the level of formation of which allows a student or a future specialist to effectively implement a foreign language, and, therefore, interlingual, intercultural and interpersonal communication. The study uses a wide range of theoretical methods, including discursive analysis, intercultural studies, pragmatic and sociolinguistics approaches, systematisation of scientific research that studies this issue, as well as a survey method, including observation, conversion analysis and a statistical method during the calculation of results. The effectiveness of authentic materials such as authentic textbooks, written and oral texts from the media, video and audio materials, and the advantages of the IT network in the teaching of the French language have been analysed. It has been found that authentic materials in the teaching of Frenchlanguage promote the implementation of intercultural communication