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Kruk, Mariusz, Mirosław Pawlak, Tahereh Taherian, Erkan Yüce, Majid Elahi Shirvan et Elyas Barabadi. « When time matters : Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model ». Studies in Second Language Learning and Teaching 13, no 1 (31 mars 2023) : 39–69. http://dx.doi.org/10.14746/ssllt.37174.
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In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
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Guo, Yi. « The Effect of Foreign Language Enjoyment on Students' Foreign Language Learning ». Lecture Notes in Education Psychology and Public Media 70, no 1 (15 novembre 2024) : 184–89. http://dx.doi.org/10.54254/2753-7048/70/20241021.
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Abstract: Globalization has prompted educators to focus on enhancing students' foreign language proficiency rather than merely improving language test scores. Foreign Language Enjoyment (FLE) is widely recognized as a active motivational factor that can significantly enhance language performance. After integrating Positive Psychology into Language Acquisition, researchers has shown an increasing interest in FLE. Recent studies underscore the role of FLE as a valuable element in the process and outcomes of foreign language learning. This article investigates the impact of FLE on different aspects of foreign language acquisition, the pathways through which FLE influences learning, and the outcomes of such effects. The research method adopted is literature analysis. The findings of this study reveal that FLE impacts the learning process by fostering direct affective motivation, enhancing self-confidence, promoting both cognitive and affective engagement, and facilitating dynamic interactions at both individual and group levels. Additionally, FLE influences learning outcomes by mitigating the interference of negative emotions, improving language proficiency, and establishing mediating variables that connect other psychological factors to foreign language performance. These insights highlight the importance of creating positive learning environments and experiences, which can significantly enhance students' FLE and engagement, thereby improving the effectiveness of foreign learning and overall language performance.
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Shi, Lanyu. « A Review of Research on Foreign Language Enjoyment in Second Language Learning ». Lecture Notes in Education Psychology and Public Media 62, no 1 (1 août 2024) : 57–62. http://dx.doi.org/10.54254/2753-7048/62/20241726.
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Positive psychology (pp) is a branch of human psychology that specialises in the study of methods to evoke positive psychological dispositions in people. It advocates a focus on mental health and emotional experience, and on the well-being of people's lives. Pp was introduced to the field of second language acquisition around 2012. The past decade has seen a surge in research and discussion surrounding the emotions experienced by English language learners. Two of the most prominent emotions are foreign language anxiety and foreign language enjoyment (FLE). This study employs a literature analysis to investigate the influence of FLE on second language acquisition. The findings indicate that the degree of FLE experienced by different research subjects varies and that these emotions are correlated with foreign language anxiety. Finally, this study demonstrates How positive emotions affect the acquisition of foreign language proficiency and performance. The primary focus of the study is the influence of FLE on students' SLA abilities. This is a significant area of research that offers valuable insights for educators seeking to create positive learning environments in the English classroom.
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Khan, Shahzad Dilshad, Lubna Ali Mohammed et Muhammad Mustafa. « How enjoyment affects English acquisition and anxiety for university students : An analytical study ». Journal of Language and Pragmatics Studies 3, no 1 (11 mars 2024) : 43–52. http://dx.doi.org/10.58881/jlps.v3i1.41.
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One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.
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Botes, E’Louise, Jean-Marc Dewaele et Samuel Greiff. « The Power to Improve : Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning ». European Journal of Applied Linguistics 8, no 2 (11 septembre 2020) : 279–306. http://dx.doi.org/10.1515/eujal-2020-0003.
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AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.
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Mierzwa, Ewelina. « THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS ». Journal of Education Culture and Society 9, no 2 (5 septembre 2018) : 117–35. http://dx.doi.org/10.15503/jecs20182.117.135.
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In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
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Kamil SEVİL, Necmettin. « Acquisition De La Competence Semantique En Didactique Du FLE ». Journal of Turkish Studies 8, Volume 8 Issue 10 (1 janvier 2013) : 619. http://dx.doi.org/10.7827/turkishstudies.5203.
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Arévalo Benito, María José, et Leyre Ruiz de Zarobe. « L’acquisition des pronoms personnels par des apprenants de FLE hispanophones ». Çédille, no 25 (2024) : 229–57. http://dx.doi.org/10.25145/j.cedille.2024.25.10.
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"The acquisition of personal pronouns in French as a foreign language (FFL) is one of the key points in the learning of French grammar. In order to study this aspect, we have compiled the written production of Spanish-speaking speakers of FFL. The results show that these speakers acquire the personal pronoun system at different at different stages in the learning process in the following order: firstly, they acquire the subject pronouns, secondly the tonic pronouns, then the atonic pronouns, and lastly the pronouns en/y, these results are in line with the studies carried out on the acquisition of personal pronouns in FLE. In this order of acquisition, linguistic competence is also significant."
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Ruiz de Zarobe, Leyre. « conciencia pragmática en estudiantes avanzados de francés lengua extranjera : un estudio empírico . » Anales de Filología Francesa 28, no 1 (23 octobre 2020) : 599–626. http://dx.doi.org/10.6018/analesff.425141.
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La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´objet de notre étude est de mener une recherche empirique afin d´examiner le niveau de conscience pragmatique d´étudiants espagnols avancés de FLE. Nos résultats montrent que cette conscience ne va de pair avec leur niveau linguistique, ce qui nous conduit à signaler le besoin de renforcer l´enseignement de cette compétence dans l´enseignement du FLE. The importance of pragmatic competence, which is part of communicative competence, has increased in recent years for foreign language learners in order to help them become communicative competent in a globalised and internationalised world. Nevertheless, this competence is not very present in French as a foreign language (FLE) teaching which leads us to question if learners have pragmatic awareness in the foreign language as this pragmatic awareness plays a key role in its acquisition. The aim of this study is to examine the pragmatic awareness of Spanish advanced students in FLE. Our results show that their pragmatic awareness doenot correlate with their linguistic proficiency, which leads us to reinforce the importance of teaching pragmatic competence in FLE.
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Su, Huina. « Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency ». Journal of Language Teaching and Research 13, no 1 (2 janvier 2022) : 101–9. http://dx.doi.org/10.17507/jltr.1301.12.
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Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.
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Chen, Jing, et Hyun-Ju Kim. « The Relationship Between Chinese EFL Learners’ Learning Anxiety and Enjoyment in a Blended Learning Environment ». Journal of Language Teaching and Research 14, no 2 (2 mars 2023) : 340–48. http://dx.doi.org/10.17507/jltr.1402.09.
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For the past two decades, learner psychology in relation to second language acquisition (SLA) has been a hot topic, and negative emotional variables in students’ language learning have attracted a lot of attention. More recently, focus has shifted to a positive emotion, enjoyment, and its relationship with anxiety. The present mixed-method study investigated the levels of FLCA and FLE of 228 Chinese EFL learners, the correlations between the two and the sources evoking these two emotions in a blended learning environment. Considering the questionnaire’s findings, participants reported relatively high levels of FLE (Mean=3.53, SD=.61) and low levels of FLCA (Mean=3.12, SD=.42). There was no significant correlation between FLCA and FLE, according to correlation analysis. Additionally, a qualitative investigation of students’ emotional experiences found that FLCA was more closely tied to learner-internal factors while FLE was to the teacher. The conclusions have pedagogical ramifications for EFL teaching in China’s educational system.
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Cong, Yilin, et Lei Yang. « The Correlation among L2MSS, Foreign Language Enjoyment and Boredom in Online Classes : An Exploratory Study of Chinese English Majors ». English Language Teaching 16, no 8 (17 juillet 2023) : 84. http://dx.doi.org/10.5539/elt.v16n8p84.
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According to the statistical results of questionnaires issued, this research, standing up for positive psychology (PP), analyzed the relationship between second language motivational self system (L2MSS), foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) of Chinese English language students in the post- pandemic era in an e-learning environment. The results show that: (1) Chinese English majors maintain a medium to high level of L2MSS and FLE in their online classes, and a medium level of foreign language learning boredom; (2) FLE has a negative correlation with FLLB; (3) FLE produces a positive predictive trend for ideal L2MSS and learning experience. However, FLLB does not produce a significant predictive trend for either of these categories. The study integrates multiple theories in second language acquisition (SLA), which not only corroborates the applicability of the undoing hypothesis in the online classroom, but also provides a scientific basis for improving language learning outcomes for English majors in China at a theoretical level.
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Kim, You-Ri. « Model development for the acquisition of intercultural competence in German lessons in high schools ». Foreign Languages Education 25, no 3 (30 septembre 2018) : 183–201. http://dx.doi.org/10.15334/fle.2018.25.3.183.
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Song, Mijeong, et Given Lee. « Effects of Two Types of Indirect Written Corrective Feedback on the Acquisition of English Articles ». Foreign Languages Education 24, no 3 (30 septembre 2017) : 1–22. http://dx.doi.org/10.15334/fle.2017.24.3.1.
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Lee, Yunhyun. « Effectiveness of Mobile Assisted Pronunciation Training in the Acquisition of English Vowels, /o/ and /ɔ/ ». Foreign Languages Education 28, no 3 (30 septembre 2021) : 53–76. http://dx.doi.org/10.15334/fle.2021.28.3.53.
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Dewaele, Jean-Marc, et Mateb Alfawzan. « Does the effect of enjoyment outweigh that of anxiety in foreign language performance ? » Studies in Second Language Learning and Teaching 8, no 1 (27 mars 2018) : 21–45. http://dx.doi.org/10.14746/ssllt.2018.8.1.2.
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Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
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Kazlauskienė, Vitalija. « Lexical Collocations and their Acquisition in French as a Foreign Language (FLE) ». Sustainable Multilingualism 20, no 1 (1 juin 2022) : 194–209. http://dx.doi.org/10.2478/sm-2022-0008.
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Summary The importance of stereotypical uses of language is recognized by most didactic studies of the vocabulary (Granger and Paquot, 2008). Collocations are an area of vocabulary which is difficult to master by non-native learners. This type of lexical relation often presents itself as a semi-frozen binary lexical co-occurrence. The meaning of collocations is often transparent in reception, while in production, it requires a special effort on behalf of the learner. In this paper, we have tried to verify this assertion by comparing the corpus of French language and that of learners, and to define the regularities of lexical combinations in the French interlanguage of Lithuanian learners with level B1. Thanks to the corpus at our disposal, we observed that nomino-adjectival collocations at this level are more frequent than verbal collocations. However, in the percentage of total, the number of collocations only represents a contingent part of the corpus. The corpus also reveals that the present combination of words is not always diversified either by its syntax or by its lexical content, which is sometimes atypical of standard French. Learners choose from a fairly limited number of rather free lexical units. The process of interference and hybridization can be seen as an essential contamination of collocations, both lexically and syntactically. The data received makes it possible to note that collocational competence is insufficient. The results of this study also show that the analysis of collocational constructions can reveal the relationships between competence and performance of speakers.
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Wu, Huashan. « Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class ». Language Learning in Higher Education 14, no 1 (1 mai 2024) : 135–54. http://dx.doi.org/10.1515/cercles-2024-2003.
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Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.
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Hwang, Eunkyung, et Sehjae Chun. « Study on the order of acquisition in terms of the English clauses in case of Korean college students ». Foreign Languages Education 24, no 3 (30 septembre 2017) : 101–21. http://dx.doi.org/10.15334/fle.2017.24.3.101.
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Mohammed Zine El Abidine, Amel Nejjari et Mohamed Khaldi. « Didacticizing the use of the adapted film in teaching/learning French as a Foreign Language (FLE) ». Global Journal of Engineering and Technology Advances 19, no 2 (30 mai 2024) : 113–19. http://dx.doi.org/10.30574/gjeta.2024.19.2.0082.
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This essay explores the impact of technological advancements on pedagogical approaches in French as a Foreign Language (FLE) classrooms, emphasizing the necessity of placing the learner at the heart of the learning process of literary texts. In a context marked by increasing challenges in knowledge acquisition, the goal is to cultivate student engagement by providing a stimulating and captivating learning experience. The judicious integration of film supports in FLE classrooms not only merges literature and cinema but also encourages learners to become enlightened consumers of artistic works. Through a range of diversified activities, learners can enhance their linguistic skills and cultural understanding while reigniting their enjoyment for the study of literary texts.
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Park, Sun Hee, et Jin Jeong. « L2 acquisition of Korean wh-embedding clauses by L1 Chinese speakers : Focusing on verbs tutta ‘listen’ and kwunkumhata ‘wonder’ ». Foreign Languages Education 25, no 4 (31 décembre 2018) : 227–45. http://dx.doi.org/10.15334/fle.2018.25.4.227.
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Zheng, Songyun, et Xiang Zhou. « Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment ». International Journal of Environmental Research and Public Health 19, no 19 (2 octobre 2022) : 12604. http://dx.doi.org/10.3390/ijerph191912604.
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This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS). To achieve this goal, 115 Chinese university freshmen (male 47; female 68) aged between 18 to 20 (M = 18.69; SD = 0.65) were invited to complete a questionnaire. Regression analyses revealed a clear three-factor structure determining the FLE of students learning English as a foreign language (EFL), which are ER, PGI that highlights cooperation, and PPS that emphasizes the interpersonal relationship between peers. It also showed that PGI and PPS significantly influence each other while positively and jointly shaping FLE. The findings suggest that university EFL students with higher ER abilities are more likely to obtain enjoyment in the learning process and that positive interdependence and interpersonal support during CL also play an effective role in deciding students’ FLE. The study not only confirms the importance of ER and CL which may lead to high-level learning enjoyment, but also provides practical implications for the realization of an enjoyable second language acquisition (SLA) experience.
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Jung, Ji-Yung. « Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive : An Analysis of Intra-Learner Variation ». Foreign Languages Education 28, no 1 (28 février 2021) : 57–90. http://dx.doi.org/10.15334/fle.2021.28.1.57.
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Jung, Hyun-jung, et Eun-Joo Lee. « The effects of working memory capacity and types of vocabulary learning on Korean middle school students' English multi-word verb acquisition ». Foreign Languages Education 22, no 4 (30 décembre 2015) : 201–25. http://dx.doi.org/10.15334/fle.2015.22.4.201.
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Kim, Ji-Hyun. « Effects of Types of Oral Corrective Feedback and Learner Aptitude on the Acquisition of Explicit and Implicit Knowledge of English Articles ». Foreign Languages Education 24, no 4 (24 décembre 2017) : 1–33. http://dx.doi.org/10.15334/fle.2017.24.4.1.
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Samah, NEZZAR. « L’impact de l'utilisation de la reconnaissance vocale dans l'enseignement du FLE à l'oral dans les classes du secondaire en Algérie ». INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no 2 (8 juillet 2024) : 80–88. http://dx.doi.org/10.48047/intjecse/v16i2.9.
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The objective of this research is to assess the impact of using speech recognition tools to enhance pronunciation in the teaching of French as a Foreign Language (FLE) during an oral session in a secondary school classroom in Algeria. We conducted an experiment to measure the difference in acquisition, interaction, and motivation among students in two different learning situations, integrating ICT (Information and Communication Technology) and tasks to be performed.
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Alrabadi, Elie, et Hiba Harb. « Acquisition of vocabulary in a foreign language classroom : the case of FFL in the minor of French at Qatar University ». XLinguae 16, no 4 (octobre 2023) : 128–46. http://dx.doi.org/10.18355/xl.2023.16.04.10.
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The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in acquiring vocabulary in French as a Foreign Language (FFL). We ended up offering a number of activities to develop vocabulary acquisition in FFL classes. This research has therefore allowed us to observe that the acquisition of vocabulary remains a difficult task, especially in exolingual situations where FL is not used outside the classroom.
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Kakoyianni-Doa, Fryni, Dora Loizidou et Monique Monville-Burston. « Aspects de la complémentation en FLE chez des apprenants hellénophones ». SHS Web of Conferences 46 (2018) : 07004. http://dx.doi.org/10.1051/shsconf/20184607004.
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Dans les grammaires/manuels du FLE, les sections consacrées aux complétives (autres qu’interrogatives) insistent particulièrement sur trois aspects de ce secteur de la grammaire française : l’emploi du mode (indicatif/subjonctif) dans les complétives par que, l’alternance entre ces complétives et les complétives réduites à l’infinitif et le choix de la préposition introductrice de l’infinitif (de, à, ø). Les apprenants hellénophones, comme les autres apprenants du FLE, achoppent sur ces difficultés, mais sont confrontés en outre à d’autres problèmes dont l’une des sources est leur L1. En effet le grec n’a pas d’infinitif et la nature et les usages de la forme dite ‘subjonctif’ diffèrent significativement de ceux du français. Nous rendons compte dans cet article de la troisième étape d’un projet concernant l’apprentissage/acquisition et l’enseignement de cette zone de la grammaire du français. Un test de jugement de grammaticalité a été administré à deux groupes d’étudiants (première année et avancés). Sur la base des résultats obtenus, nous montrons quelles structures sont problématiques et candidates à la fossilisation, nous discutons des raisons possibles/probables des difficultés rencontrées par les apprenants dans leurs jugements et nous concluons en suggérant des pistes pour un enseignement plus efficace des complétives aux hellénophones.
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Nguyen, Van Thang. « STUDENTS' PERCEPTIONS ON POSITIVE PSYCHOLOGY IN ENGLISH LEARNING AT THANH DONG UNIVERSITY ». VNU Journal of Foreign Studies 39, no 6 (31 décembre 2023) : 100–124. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5141.
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The study aims to explore university students’ perceptions of positive psychology (PP) in English language learning, examining the relationships among students’ emotional experience and enjoyment, their anxiety, and their multicultural traits and personal dispositions. The study engaged 63 participants from diverse majors, utilizing Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCAS), and Multicultural Personality Traits (MPQ) questionnaires. Findings revealed that students experienced favorable levels of FLE and MPQ, suggesting a potential positive impact of emotional well-being on intercultural attributes. However, the study also highlighted a moderate level of FLCAS, emphasizing the importance of addressing language-related anxiety within the classroom. In addition, a positive correlation between FLE and MPQ indicated that students experiencing higher enjoyment levels additionally demonstrated more positive multicultural traits. In contrast, a negative correlation between FLCAS and MPQ revealed that students with greater language anxiety tended to possess fewer positive multicultural attributes. These outcomes underscored the complex interplay between emotions, anxiety and intercultural competencies within the language learning context. The results suggested integrating strategies to enhance positive emotions and alleviate anxiety within language classrooms, fostering a conducive environment for intercultural skill development. The study also underscored the need to incorporate multicultural content to harness emotional well-being for improving intercultural competence. Additionally, recommendations encompassed adopting student-centered approaches and supportive resources to ensure holistic language acquisition experiences.
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Ochi, Khaled, et Arij Mohsni. « La bande dessinée dans les manuels scolaires Tunisiens : étude de son rôle dans l’apprentissage linguistico-culturel ». Traduction et Langues 22, no 2 (31 décembre 2023) : 101–26. http://dx.doi.org/10.52919/translang.v22i2.953.
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Comics in Tunisian School Textbooks: Study of its role in linguistic and cultural learning
Comics, also referred to as graphic novels, have enjoyed widespread popularity as a form of entertainment for people of all ages over many years. However, in recent times, they have garnered recognition not only as a source of entertainment but also as an effective tool for teaching and learning foreign languages and cultures. In Tunisia, where French is taught as a foreign language (FLE), school textbooks play a pivotal role in foreign language and cultural education. The content of these textbooks is expected to align with specific pedagogical and cultural standards. Consequently, the inclusion of comics in FLE textbooks in Tunisia prompts inquiries into their appropriateness concerning pedagogical objectives and adherence to Tunisian cultural norms. To address these inquiries, a study was undertaken to scrutinize the role of comics as a tool for linguistic and cultural learning in Tunisian FLE textbooks. The study comprised two main parts. The initial part concentrated on diverse modalities of incorporating comics into foreign language teaching and learning. Previous research has demonstrated that comics serve as effective tools for imparting various language skills and cultural aspects of a foreign language. They facilitate the acquisition of vocabulary, grammar, and syntax, while also aiding in the understanding of cultural facets, such as social interactions, customs, and traditions. Moreover, comics contribute to creating an enjoyable and interactive learning environment, fostering critical thinking skills among learners. The second part of the study delved into the linguistic and cultural messages conveyed by comics in Tunisian FLE textbooks, as well as their reception by learners. The analysis, conducted through an analytical and descriptive approach, sought to address the following questions: How are comics utilized in Tunisian FLE textbooks for linguistic and cultural learning? What cultural messages do they convey, and how are these messages perceived by learners? In conclusion, this study underscores the potential of integrating comics into Tunisian FLE textbooks as a potent tool for teaching foreign languages and cultures. Comics offer an engaging and interactive approach to improving language skills and deepening cultural understanding. Through the incorporation of comics into language education, educators can establish a dynamic learning environment that enhances learners' linguistic proficiency and cultivates a nuanced appreciation of diverse cultures.
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Almutlaq, Sana A. « Buffering the Effects of Students’ Perceived Task Difficulty on Cognitive Engagement in EFL Writing Classrooms : The Role of Foreign Language Enjoyment and Growth Mindset ». Journal of Language Teaching and Research 15, no 5 (1 septembre 2024) : 1478–88. http://dx.doi.org/10.17507/jltr.1505.09.
Texte intégralRésumé :
Submitted Currently, research on second language acquisition (SLA) and psychology of language learning has conceived foreign language learning as a complex system of beliefs, thoughts, emotions, and actions that contribute immensely to shape students’ learning experiences. The significance of such research lies in the fact that they provide a holistic perspective of FL learning by considering the multiple and interrelated interactions of beliefs, emotional and cognitive factors, rather than examining any single variable in isolation. Therefore, this study seeks to provide such insights by examining the interaction between perception of task difficulty and cognitive engagement in an EFL writing classroom, taking into consideration the possible effects of foreign language enjoyment (FLE) and mindset on such relationship. Data were collected from 218 Saudi undergraduate students using a questionnaire. Results revealed that: a) students’ perception of task difficulty is linked to their cognitive engagement; b) FLE acts as a buffer against the negative effects of difficult EFL writing tasks on students’ cognitive engagement; c) growth mindset has no moderating role in the relationship between perceived difficulty and cognitive engagement.
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BENAMMAR-GUENDOUZ, Naima, et Fatna CHERIF HOSNI. « Repenser l’interculturel dans l’enseignement/apprentissage du FLE ». ALTRALANG Journal 1, no 02 (31 décembre 2019) : 52–64. http://dx.doi.org/10.52919/altralang.v1i02.23.
Texte intégralRésumé :
ABSTRACT: Since the existence of school, there are two ways to accede knowledge of languages: the surroundings and school. Acquisition and learning of languages as an instrument for defending cultures require certain knowledge of the culture of its interlocutors.
C. Kramsch (1993) explains that learn a foreign language, is not only learn a new manner of communication, but rather a manner of doing a cultural declaration. This supposes that the French has to be treated as a vehicle of culture, and as a language of representation.
Because of its multi-definitional aspect, the concept of « culture » is an important as well as a controversial topic of study. We wonder upon the reflexion of good usages of cultures at school. The teaching/learning of a foreign language relies on essential parameters: its content, syntax, lexis and its linguistic aspect.
The issue of culture remains a major stake of training of teachers and pupils, mainly in Didactics of languages-cultures. What distinguishes it from didactics of other disciplines is that it makes language a subject of the teaching/learning process including its cultural aspect. The study of culture is essential in teaching languages, whatever is the status of the latter in the sense that it establishes a frame of references outside of it the linguistic production does not make sense; the words of a language refer to meanings inside a given culture by and in a semantic relationship which the learner has to understand.
RÉSUMÉ: Depuis que l’école existe, deux voies d’accès à la connaissance des langues se présentent: le milieu et l’école. L’acquisition et l’apprentissage des langues comme un instrument volontariste de défense des cultures exigent une certaine connaissance de la culture de ses interlocuteurs.
C. Kramsch (1993) explique qu’apprendre une langue étrangère, ce n’est pas seulement apprendre une nouvelle manière de communiquer, mais une manière de faire une déclaration culturelle. Cela suppose que le français doit être appréhendé comme un véhicule de culture, et comme une langue de représentation.
De par son aspect multi-définitionnel, le concept de « culture » est un objet d’étude aussi essentiel que controversé. On s’interroge alors sur la réflexion à conduire sur le bon usage des cultures à l’école. L’enseignement-apprentissage d’une langue étrangère s’appuie sur des paramètres essentiels : son contenu, sa syntaxe, son lexique et son aspect linguistique.
La question de la culture reste un enjeu majeur de la formation des enseignants et des élèves, notamment en didactique des langues -cultures. Ce qui la distingue des autres didactiques c’est qu’elle fait de la langue un objet d’enseignement -apprentissage incluant une dimension culturelle. L’étude de la culture est essentielle au sein de l’enseignement de la langue, quel que soit le statut de cette dernière dans la mesure où elle établit un domaine de références hors duquel la production langagière ne fait pas sens, en ce que, notamment, les mots d’une langue renvoient à des significations à l’intérieur.
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Viana dos Santos, Gabriela, Laurence Buson et et Jean-Pierre Chevrot. « Acquisition et structure des schémas sociolinguistiques en langue étrangère ». SHS Web of Conferences 46 (2018) : 10007. http://dx.doi.org/10.1051/shsconf/20184610007.
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L’une des particularités du processus d’acquisition, sociolinguistique en langue étrangère porte sur la difficulté des apprenants, à intégrer les normes sociolinguistiques de la langue cible. Si dans leur, culture native, les apprenants construisent un réseau d’associations entre, connaissances linguistiques et connaissances sociales, en langue étrangère, ils doivent transposer cette capacité. La question importante est de savoir, comment un apprenant développe cette compétence en langue étrangère, s’il n’a pas les mêmes repères sociaux que les natifs. Les études en langues,étrangères montrent que les apprenants utilisent davantage les variantes, sociolinguistiques formelles si comparés aux natifs. Quelques travaux se, basent sur la théorie des schémas pour expliquer cette différence. Ces,études indiquent que les apprenants possèdent des schémas incomplets en, langue cible. Dans cet article, nous avons mené une étude auprès de 66,étudiants de FLE, 24 anglophones et 42 sinophones à partir du Test de, Répétion Sociolinguistique. Les résultats montrent que, tel que les natifs, les étudiants modifient les variantes sociolinguistiques non compatibles, avec l’énoncé en le rendant homogène. Nous mettons ainsi en évidence, l’existence des schémas sociolinguistiques complets chez les apprenants de, langues étrangères. En outre, notre étude montre une différence dans la, construction des schémas en fonction du pays d’origine des apprenants.
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Bakešová, Václava. « Compétences clés des futurs enseignants de FLE : l’apport des textes littéraires choisis ». Neofilolog, no 59/1 (24 octobre 2022) : 19–34. http://dx.doi.org/10.14746/n.2022.59.1.3.
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Understanding of literary texts and cultural knowledge acquisition are not the only objectives of French or Francophone literature courses that are part of the university program for future FFL teachers. Reading excerpts of literary texts allows students to develop their key skills, especially their cultural awareness and expression, but also their ability to communicate in a foreign language which is the fundamental goal of language teaching. This study presents an example of pedagogical mediation during which various skill sets (global, professional, key, etc.) are being developed through a number of selected literary texts. Pedagogical mediation is understood as a thoughtful process during which students develop the self-awareness in the role of foreign-language and foreign-culture mediator by acquiring the skills necessary for their personal and professional growth, using the full potential of literary texts. At the same time, by deepening the receptive language skills, reading of texts develops also the productive language skills, i.e. speaking and writing, and to the awareness of students’ didactic thinking. Students’ lesson plans show the level at which they are at the moment on their professional skills development path.
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Hourigan, Tríona, et L. Murray. « Investigating the pedagogical environments of paper-based and online media ». TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (17 juillet 2019) : 1–15. http://dx.doi.org/10.35903/teanga.v22i0.148.
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The investigation of both paper-based and virtual pedagogical environments allows us to reflect upon the diverse range of material available to the language learning community today. In this paper, the significance of the cultural component in language learning will be discussed firstly, highlighting its crucial role with regard to the promotion of tolerance and understanding between diverse cultures. Secondly, a number of FLE (Français Langue Erangère) manuals will be analysed in terms of the transmission of cultural data. The study will then conclude with an examination of examples of online environments which reflect an alternative medium for the acquisition of information on the target language and culture.
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Duée, Claude, et Justine Martin. « Apprentissage immersif du FLE : potentiels des applications et scénario ludo-éducatif. » Anales de Filología Francesa, no 29 (24 novembre 2021) : 183–99. http://dx.doi.org/10.6018/analesff.483991.
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Nuestro grupo de investigación, LCF, está interesado en abordar la temática de la realidad virtual bajos sus diferentes formas, como los videojuegos, la realidad aumentada, en la enseñanza de una lengua extranjera, pensando que podría ser la solución para nuestros estudiantes. En efecto, pueden abordar, en nuestro caso, el francés, desde la gamificación y, por tanto, desde la motivación. Además, tiene la ventaja de poder llevar el aprendizaje al terreno de la autonomía y, sobre todo, de la inmersión, concepto que nos parece primordial para alcanzar una adquisición de una lengua y que tenemos que definir en relación con nuestro objetivo. Después, nuestra investigación ha seguido su curso buscando las diferentes aplicaciones interactivas y analizándolas para observar en qué medida conllevan un beneficio para este aprendizaje y, en caso de que no fuera así, qué solución le podemos dar. Our research group, LCF, is interested in addressing the topic of virtual reality under its different forms, such as video games, augmented reality, in the teaching of a foreign language, thinking that it could be the solution for our students. Indeed, they can approach, in our case, French, from gamification and, therefore, from motivation. In addition, it has the advantage of being able to take learning to the field of autonomy and, above all, of immersion, a concept that seems essential to achieve a language acquisition and that we have to define in relation to our objective. Afterwards, our research has continued its course looking for the different interactive applications and analyzing them to observe to what extent they bring a benefit for this learning and, if not, what solution we can give it.
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Tomé Díez, Mario. « Sistema de faltas de pronunciación y corrección fonética en un corpus oral FLE ». Revista de Lingüística y Lenguas Aplicadas 13, no 1 (13 juillet 2018) : 145. http://dx.doi.org/10.4995/rlyla.2018.8783.
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<p>In this article we will discuss the description, organization and operation of the first oral corpus available online on the audiovisual productions of Spanish students of French as a foreign language. This set of sound sequences has allowed us to identify and compile the system of pronunciation errors of the Spanish speakers that was not available until today. The didactic consequences of this system of errors can be decisive for the practice of phonetic correction. For an efficient acquisition of pronunciation it is necessary to attend to the main difficulties and errors of the students and at the same time proceed to a simplification of the normative vowel system of French which had already been suggested by some authors. Numerous examples are proposed, accompanied by the sound files that allow us to understand the context and the process of phonetic correction that characterize the oral productions of the students. Several important improvement factors are noted (vocal warm-up, reinforcement and articulatory effort, autocorrection, collaborative corrections). The pedagogical potential of this corpus is open to the scientific and academic community for its future applications to the teaching and learning of the pronunciation of French.</p>
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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 (4 juin 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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Carras, Catherine. « La compétence linguistique (acquisition et enseignement) dans la formation à l’écriture universitaire en FLE/FLS : étude de cas ». Linx, no 72 (1 septembre 2015) : 73–94. http://dx.doi.org/10.4000/linx.1607.
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Kasaposka-Chandlovska, Milena, et Maja Milevska-Kulevska. « LA GRAMMAIRE DANS LES MANUELS DE FLE UTILISÉS DANS L’ENSEIGNEMENT PRIMAIRE EN MACÉDOINE ». Годишњак Филозофског факултета у Новом Саду 46, no 3 (11 janvier 2022) : 139–53. http://dx.doi.org/10.19090/gff.2021.3.139-153.
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Ayant en vue qu’en Macédoine le nombre d’élèves choisissant le français en primaire ne cesse de diminuer les dernières années et sachant que ce manque d’intérêt a des implications directes sur l’apprentissage du français dans les niveaux supérieurs d’éducation, il est tout à fait légitime de se demander quelles en sont les raisons possibles. Interrogés pourquoi ils ne font pas le choix du français au niveau universitaire, la majorité de ceux l’ayant déjà appris en primaire avancent que le manque d’intérêt pour le français est dû à la complexité de sa grammaire. Le fait même qu’ils résument l’apprentissage du français à l’acquisition de sa grammaire peut indiquer que malgré les approches didactiques modernes recommandées depuis plus de vingt ans par le Cadre européen commun de référence (CECRL), il s’avère possible que la grammaire dans les manuels utilisés en classe de FLE ne soit pas au service des objectifs de communication mais qu’elle soit toujours représentée d’une manière « traditionnelle ». Dans ce sens, l’objectif de cette étude sera de faire une analyse des contenus grammaticaux présents dans deux manuels de FLE actuellement en usage dans l’enseignement primaire en Macédoine, à savoir Le Mag et Vite. En premier lieu, l’analyse nous permettra de voir quelle est la représentation de la grammaire dans ces deux manuels et de vérifier dans quelle mesure elle correspond aux recommandations du CECRL pour le développement des compétences communicatives. En deuxième lieu, nous allons analyser le type d’approche grammaticale dans les manuels ainsi que le type d’exercices proposés pour son acquisition.
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Achab, Djamila. « Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université ». Traduction et Langues 15, no 1 (31 décembre 2016) : 154–59. http://dx.doi.org/10.52919/translang.v15i1.721.
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Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.
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Mierzwa, Ewelina. « Anxiety and Enjoyment in the Foreign Language Classroom ». East-West Cultural Passage 19, no 1 (1 juin 2019) : 107–21. http://dx.doi.org/10.2478/ewcp-2019-0007.
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Abstract To balance the research that has been carried out on negative emotions, the researchers in the field of second language acquisition (SLA) have recently focused on the role of positive academic emotions and their role in the process of acquiring a foreign language (FL). The aim of the present article is to examine the relationships between foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and students’ academic achievement in English in order to prove that these two emotions do not constitute opposite dimensions but may converge and diverge from time to time during the learning process. This article calls for a more dynamic approach to studying emotions and investigating whether and to what extent these two emotions may mutually shape one another and thus affect learners’ achievement in the foreign language classroom.
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LEE, Hsin-I., et Irina MUKHLYNINA. « Étude comparative sur des stratégies métacognitives développées par les étudiants chinois et russes pour la compréhension orale en FLE ». FRANCISOLA 3, no 1 (9 juillet 2018) : 1. http://dx.doi.org/10.17509/francisola.v3i1.11886.
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RÉSUMÉ. Connectée avec les autres aptitudes langagières, l’écoute, la compréhension orale joue un rôle essentiel dans l’acquisition d’une langue. C’est pourquoi les conditions de perception d’un discours sont l’un des aspects les plus importants de l’enseignement d’une langue étrangère car elles développent chez l’auditeur des stratégies d’écoute essentielles. Dans cette étude, nous avons mené une enquête par questionnaire auprès de 21 étudiants chinois et 21 étudiants russes de niveau dit « intermédiaire » en français langue étrangère (FLE). L'analyse des données obtenues montre combien la compréhension orale leur est difficile, et en regard, quelles procédures métacognitives ils mettent en œuvre pour y parvenir. Au terme de cette analyse, nous avons réussi à dégager quelques tendances dans les stratégies usitées, parmi toutes les stratégies possibles.Mots clés : compréhension orale, étudiant chinois, étudiant russe, français langue étrangère, stratégie métacognitive.ABSTRACT. This study attempts to investigate the significance of listening and oral comprehension in a language acquisition among other language skills. That’s why the perception of speech is one of the most important aspects in foreign language teaching and helps essential strategies listener uses when listening. For data collection, questionnaire survey was employed as survey method using 21 Chinese students and 21 Russian students with intermediate-level French as a foreign language (FLE). The findings show how difficult is oral comprehension, and what are the metacognitive processes students apply to have good skills in it. Finally, suggestions for future learning strategies are highlighted to improve oral comprehension in a language learning context. Keywords: Chinese student, French as a foreign language, metacognitive strategy, oral comprehension, Russian student.
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Lindschouw, Jan, et Stephanie Kim Löbl. « Le rapport entre changement et acquisition illustré au moyen du système du futur ». Bergen Language and Linguistics Studies 10, no 1 (7 novembre 2019) : 15. http://dx.doi.org/10.15845/bells.v10i1.1439.
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The future tense system in French has undergone important reorganisations during the period from Middle to Modern French. During this period the synthetic future (parlera ‘will talk’) has changed from a system in which it expressed two semantic values to a system in which it expresses one single value. At the same time, the analytic future (va parler ‘is going to talk’) has undergone the opposite evolution having thus expanded its domain of use and covers nowadays a part of the domain formerly belonging to the synthetic future.
At the same time, it is interesting to observe a parallel between the change of the grammatical forms of the future tenses and their acquisition by learners of FLE. Indeed, the learners seem to master the future tense form in progression (i.e. the analytic future) earlier than the future tense form in the process of reduction (i.e. the synthetic future). Furthermore, they tend to use the analytic future as their default form.
In this contribution, three major factors are proposed as an explanation of this order of acquisition: 1. The frequency of the future tense forms in the oral and written input that the students receive in and outside the classroom; 2. The transfer from the students’ native language (Danish) which only possesses an analytical future form (will + infinitive); 3. The relation between the form and the function of the two future tenses.
Finally, it is discussed to which extent the linguistic forms in the process of reduction should be taught.
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Broutin, Jonathan, et Erdogan Kartal. « Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique ». Traduction et Langues 22, no 2 (31 décembre 2023) : 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.
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Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence
The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.
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Dewey, Dan P., R. Kirk Belnap et Patrick Steffen. « Anxiety : Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan ». Annual Review of Applied Linguistics 38 (septembre 2018) : 140–61. http://dx.doi.org/10.1017/s0267190518000107.
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ABSTRACTAnxiety is among the most frequently studied emotions in second language acquisition (SLA). Study abroad (SA) researchers have examined its effects on SLA in that setting in a number of studies. The current study goes beyond previous SA research by examining how anxiety develops and connects with language proficiency development over SA. Specifically, it uses anxiety-related measures of foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and a physiological manifestation of anxiety (hair cortisol). As far as the classroom is concerned, learners grew more comfortable, experiencing less anxiety and more enjoyment over the period of SA. However, learners showed physiological signs of overall elevated anxiety despite these increasing classroom comfort levels. Two key factors that may have influenced their anxiety levels abroad were tendency toward anxiety prior to SA and language proficiency upon departure for SA. The latter provides support for having students more proficient prior to SA, since doing so may lead to less anxiety during SA.
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CHIALI, Ramzi. « Le texte littéraire comme référentiel préférentiel dans le renforcement de la compétence interculturelle en contexte institutionnel. Réflexion et dynamique didactique. » Revue plurilingue : Études des Langues, Littératures et Cultures 7, no 1 (14 juillet 2023) : 70–78. http://dx.doi.org/10.46325/ellic.v7i1.99.
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Cet article se positionne comme une réflexion quant aux différents aspects de la littérature proposés en classe de FLE. Dans ce sens, notre intérêt n’est point celui de considérer la littérature comme outil d’acquisition linguistique et de performance pédagogique, mais comme objet dans le traitement didactique en situation de renforcement des compétences à mobiliser par ces mêmes apprenants. Considérer la composante culturelle du texte dépend, ainsi, du besoin des apprenants en matière de compétence interculturelle, au-delà des compétences langagières. Force est de constater que l’enseignement des langues, en général, et des langues étrangères, en particulier, nécessiterait inconditionnellement, à des degrés divergents, une connaissance de la culture souche. Le processus d’enseignement/apprentissage, ainsi, focalisera sur un ensemble marqué par les différents aspects de la langue enseignée, ce qui mènerait nécessairement vers une acquisition optimale et efficace de la langue et de son utilisation dans des contextes de globalisation et de mondialisation.
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Klimova, Blanka, Marcel Pikhart, Petra Polakova, Miloslava Cerna, Sule Yayilgan et Sarang Shaikh. « A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level ». Systems 11, no 1 (11 janvier 2023) : 42. http://dx.doi.org/10.3390/systems11010042.
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At present, emerging technologies, such as machine learning, deep learning, or various forms of artificial intelligence are penetrating different fields of education, including foreign language education (FLE). Moreover, the current young generation was born into the technological environment, and they perceive technologies as being an indispensable part of their everyday life. However, they mainly use technologies in their informal learning, but there is not much research into emerging technologies in FLE, namely in teaching and learning English as an applied language. Therefore, the purpose of this systematic review is to identify, bring together, compare and analyze all of the technologies that are currently efficiently employed in foreign language teaching and learning, and based on the findings of the detected experimental studies, we provide specific pedagogical implications on how to use these technologies in the acquisition of English as an applied language at the university level. The methodology followed the PRISMA guidelines for systematic reviews and meta-analyses. The results of the detected experimental studies revealed that there was a serious lack of the latest technologies, such as chatbots or virtual reality (VR) devices, that are being empirically employed in a foreign language (FL) education. Moreover, mobile apps are merely focused on the development of FL vocabulary. The findings also indicate that although the FL teachers might theoretically know about these latest technological devices, such as neural machine translation, they do not know how to practically implement them in their teaching process. Therefore, this research suggests that teachers must be trained and pedagogically guided on how to purposefully implement them in their FL classes to support traditional instruction in order to identify what skills or language structures could be developed through their use. In addition, it is also claimed that more experimental studies are needed to clearly the evidence and its usefulness in teaching a foreign language as an applied language.
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Talbi, Frioui Farida. « Le Manuel Scolaire a-t-il encore sa Place dans l’Enseignement/Apprentissage du FLE ? État des Lieux ». Traduction et Langues 15, no 1 (31 décembre 2016) : 160–65. http://dx.doi.org/10.52919/translang.v15i1.716.
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Does the School Textbook still have its Place in the Teaching/Learning of French as a Foreign Language? A State of Affairs
The textbook is a didactic tool of great importance. Its role is decisive in the learning of French as a foreign language and allows, if it is well used, to effectively take charge of verbal memory and semantic memory, two important parameters for harmonious learning. Verbal and semantic memory: it is this type of memory that the teaching of language acquisition makes use of. In fact, the reader or the interlocutor reminds a given number of words. This verbal capacity permits the learners to utter a discourse the way it takes place in class. According to psycholinguists who are unanimous about the subject, memorizing takes place on a semantic and non-linguistics basis. In classroom environment, memorizing is based on linguistic grounds “the text can only have meaning if it integrates itself after selection, filtering and in the pre-existing structure of the subject. This research showed that the methodological situation attributed to the French language in schools is somewhat paradoxical, as textbooks revealed it. The second generation textbooks promise to present an originality that would make them seem like the product of a new and national pedagogy.If the development of the program and the writing of the textbook do not take into account everything that motivates the pupil, if the content is not varied, diversified according to the needs of the pupils and their cognitive abilities, the teacher must remedy this situation and overcome all these obstacles which constitute the failure of the teaching / learning process. However, it is undeniable that the role of the teacher of French is difficult because he must at the same time teach the language (object) and the means of communicating this object).
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Djallel Sidi Mohamed, Benmedjahed. « La chanson au service de l’apprentissage des langues étrangères : Le cas du FLE au sein de l’école algérienne ». Traduction et Langues 13, no 2 (31 décembre 2014) : 66–77. http://dx.doi.org/10.52919/translang.v13i2.822.
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The song at the service of learning foreign languages: The case of FFL in the Algerian school
It is no secret that Algerians are not champions in foreign languages. To overcome these shortcomings, a new learning method could make our work easier: singing. A scientific study published in the journal Memory & Cognition reveals that learning foreign words by singing them makes it easier to remember them. But also to acquire long-term language and cultural competence. Our research tested participants on French as a foreign language. Particularly difficult to master, the language has a very different structure from ours, which is the Arabic dialect. French is a very difficult language to master and it seems to us that fun activities such as songs could facilitate learning the target language and make it effective. Our participants listened to a series of songs, then sang and repeated them during a three-month training. They were then given a test to note which words were retained. Learners who chose to sing retained twice as many words as their classmates. A result that also applies in the long term. When they were subjected to the same tests many months later, they still had them in their memory. The researcher believes that these results should open the door to a new form of foreign language learning. “Most people regularly remember the words they heard in songs. The whole question is whether the melody provides an additional marker in the learners’ memory”, while specifying that this type of method is already in use among the youngest. The use of singing is already obvious in primary and middle school. For the learner, melodies are a speech facilitator. “The practice of language through songs promotes the acquisition of the musicality of the language. It also makes it possible to identify the sound components of language. The syllabization and the rhymes indicate the internal rhythm of the sentence and help the child to restore the melodic curve of a sentence”, underlined the Ministry of National Education, in a report in 2008.