Littérature scientifique sur le sujet « Étude et enseignement – Locuteurs de l'arabe »
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Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Étude et enseignement – Locuteurs de l'arabe ».
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Articles de revues sur le sujet "Étude et enseignement – Locuteurs de l'arabe"
Heiszenberger, Elisabeth, Marc Chalier, Léa Courdès-Murphy et Elissa Pustka. « David contre Goliath : la liaison chez les élèves de FLE face à celle des présentateurs de télévision ». SHS Web of Conferences 138 (2022) : 08003. http://dx.doi.org/10.1051/shsconf/202213808003.
Texte intégralArthur, Jo. « Language at the margins ». Language Problems and Language Planning 28, no 3 (5 novembre 2004) : 217–40. http://dx.doi.org/10.1075/lplp.28.3.01art.
Texte intégralKrüger, Ann-Birte. « Le discours sur l’enseignement scolaire des langues : une étude de terrain à partir d’entretiens avec des enfants issus de l’immigration turque en Alsace ». Cahiers du plurilinguisme européen, no 4 (29 juillet 2022). http://dx.doi.org/10.57086/cpe.473.
Texte intégralThèses sur le sujet "Étude et enseignement – Locuteurs de l'arabe"
Fesfes, Neirouz. « Problemes de l'apprentissage du francais langue etrangere par des eleves syriens de l'enseignement secondaire ». Toulouse 2, 1994. http://www.theses.fr/1994TOU20014.
Texte intégralThe aim of this thesis is the study of the difficulties encountered by syruan arabic-speakers learning french. To achieve this objective, we have studied in the forth chapter the oral and written output of fifty learners from different syrian secondary institutions. In order to produce an exhaustive research work, chapter two sets the practical persoective : a comparison between arabic and french based on phonetics, phonology, morpoho-syntax, lexical and pragmatics. A questionnaire revealing the well thought out opinions of syrian pupils and teachers with regards to the teaching of french as a foreign language appeared interestin to us since nit reveals the reaction of our informants within the language framework. We have reserved the third chapter for the analysis of thier answers. Finally, we have outlined suggestions with the hope that they help syrian teachers in their work
Wadi, Ahmad Ibrahim. « L'enseignement du français à un public arabophone de Jordanie : réalités et perspectives - étude méthodologique liminaire en vue de la réalisation d'un manuel ». Besançon, 1988. http://www.theses.fr/1988BESA1015.
Texte intégralHbabou, Abdeslam. « L'acquisition et l'utilisation du francais langue etrangere, par des eleves marocains (analyse d'erreurs) ». Toulouse 2, 1994. http://www.theses.fr/1994TOU20004.
Texte intégralThis thesis deals with the linguistic and psycholinguistic aspects of learning french, as a second language, at school. It is about the study of some moroccan pupils' attitudes, who learn french. How do they leave and feel this learning? what are the different psychological attitudes employed so as to learn this language? the answer to this question is founded in the treatment of errors which are considered as an index to present learning. These are the mistakes zwhich help us to acces the transitory grammar of the pupils, clarifying the linguistic difficult ies which involve the pupils in making errors. Teaching methods and programmes had taken phenomenon into consideration. The analysis of errors has shown that the source of the errors is related to the strategies of the pupils while learning the french language. The analysis included the graphic, grammar, phonological and conversational level
Temim, Dalida. « Problemes d'apprentissage du francais langue etrangere par des eleves algeriens de l'ecole fondamentale et du lycee ». Toulouse 2, 1993. http://www.theses.fr/1993TOU20011.
Texte intégralThe coexistence of two competing cultures as is the case in algeria for so many years generates a conflict between the ideologies and patterns conveyed by each culture. Some of them will have to be related to national values, and traditions while others will be directly connected to modern culture or world civilisation. This cross-breeding is caracterised issentilly by a culturel and linguistic interfusion. We have chosen as a contribution to the study of this phenomenon, to examine algeria's case of biculturalism, bilingualism and school performances in this country through various approaches. Our aim is to prove that success or failure at school must be attributed to biculturalism and difficulties due to bilingualism. Trying to solve this problem is equivalent to unravelling the ambiguity between language and culture, school bilingualism and socio-cultural dualism. In fact we will prove that socio-cultural factors are a decisive element in determining social categories and the difficulties linked to the process of learning a language. Thus the main objective of this study is to shed light on the impact of acculturation which bears a direct consequence on learnens, and the difficulties they face in a duel system of limguistic and cultural references. We will also in the course of same study, evaluate their school success or failure in the relation to the type of teaching provided
Saad, Samar. « La manuélisation des langues et des cultures : le Français et l'Arabe en Syrie ». Paris 3, 2008. http://www.theses.fr/2008PA030048.
Texte intégralThe didactic issue of this thesis is to know what role is played by the manualisation of languages and cultures in the teaching/learning of French in Syria. This thesis is divided into three parts, which are made of nine chapters. The first part aims at making out the notion of manual and its evolution through History. It also deals with the linguistic policy that determines the manualisation of Arabic as a native language and French as a foreign language. The descriptive and methodological analysis of French school manuals in high schools constitutes the corpus of this research. The second part deals with the linguistic and theoretical aspects of manualisation: text, culture and grammar. The third part defends the primacy of literary texts as far as manualisation is concerned, given that these texts express a whole culture inside which language carries the societal values. Teaching, starting with denotation, is to be located in the sociocultural context that determines the text’s connotation. Hence comes the importance of literature in the French language, including Arab literature written in French, and notions such as intertextuality and hypertextuality which both refer to linguistic and historical links enhancing the interaction between one text and others. Through intercultural hermeneutics, teaching encourages the pupils to a comparative and constructive reflection. The whole research leads to the elaboration of a didactic unity conceived as a synthesis of theoretical and experimental data exposed throughout our work
Essawy, Dina. « L'autonomie de l'enseignant de français dans les écoles publiques égyptiennes : quel avenir, quelle formation ? » Paris 3, 2002. http://www.theses.fr/2002PA030074.
Texte intégralDuring thet last decade, several factors helped the importance of the concept of teacher autonomy : transition from applied linguistics to didacology of languages-cultures, eclectism, new technologies, ethical dimension of learning language. In this perspective, autonomus teacher has several roles : researcher, creator of pedagogical material. He is also the one who accompagy students to autonomy. The autonomus teacher is also a researcher ; his task consists on permanent questionning of his own practices. The research initiation develops critisism ability and helps teacher to refuse ready made material, he feels able to conceive his own pedagogical material. This material should not simply promote transmission of Knowldge, but developps self-learning. The present thesis studies how to autonomize teachers of french in egyptian schools through a survey with educators, descision makers. Then we will conceive a project of teacher training intended for the futur teachers of french in Egypte. His project has not intend to be neither authoritarian nor exhaustive, it follows the lines of didactology of languages-cultures who is suggesting but not imposing
Abu-Laila, Zaki. « L'enseignement - apprentissage du français langue étrangère dans les universités jordaniennes : analyses didactique et linguistique ». Rouen, 2009. http://www.theses.fr/2009ROUEL020.
Texte intégralJordan is an Arab-speaking country. Arabic is spoken by all the population. English as a very important place in the education system. English is the first foreign language taught in the country. French language is gaining ground in all levels, but it cannot compete with english. Most Jordanian universities wether public or private, have departments of modern languages which offer a specialty in French language and a minor in one of these languages : Spanish, German, Russian and Italian. The student obtains a Bachelor of Arts in modern languages "specialty French language". The study aims - principally - to develop a set of means and propositions for the development and the improvement of the teaching of French language in Jordanian universities. The study also clarifies the problems and the difficulties that Jordanian students encounter during and after learning French language. To attain the objectives of this study, an investigation has been achieved in Jordan with samples that have direct links with the research topic. Semi-structured interviews were realized with French Language teachers, students and other officials who are responsible of developing the teaching of French language in the country
Abu-Hanak, Nisreen. « Enquête sur l'enseignement du français à l'université en Jordanie : pour un programme de formation des futurs enseignants de français ». Paris 3, 2008. http://www.theses.fr/2008PA030043.
Texte intégralThis research is a contribution to set a formation for future french teacher at jordanian schools. It is based on an overview of the formation in the departments of french language at the university in order to study its quality in preparation of future french teacher. The framework of this research is the learning of french language at two universities: the university of Yarmouk and the university of Jordan. The findings of the survey, that is, questionnaire and interview with teachers and students, shows many obstacles in the actual formation to prepare competent teachers. One the one hand, a formation model that promotes lectures of “Liberal Arts” at the expense of lectures in specialization in french language. This model is considered as an obstacle in the progress of students; especially the majority of them are beginners when they start their university education. On the other hand, professional dimensions like courses of didactic of french as a foreign language are little taught in the program. It is also lacking as regards the practice of teaching by the absence of training course in schools that teach french language. A new curriculum was developed to effect an improvement in the quality of this formation to prepare better future teachers of the french language. It aims on the one hand, to strengthen the acquisition of a skill of communication and on the other hand, to strengthen the teaching of language didactics. It focused on four components: content in linguistic and french learning, content in french culture and literature, content in didactic of french as a foreign language and training in french classes
Riachi, Mireille. « Les interactions verbales en classe de français au Liban : analyse des stratégies communicatives d'enseignement et d'apprentissage ». Paris 3, 2007. http://www.theses.fr/2007PA030003.
Texte intégralTo ensure intercomprehension and maximize the acquisition of knowledge and “know-how” by students, teacher use teaching strategies that appears by strategies of facilitation, transfer interlingual, request and evaluation. Also, students, to reach a particular communication objective and to resolve an intercomprehension problem, adopt communicative strategies that appear by avoidance strategy, paraphrase, interlingual transfer and explanation request. For this reason we study those strategies and tactics that teachers and students have respectively resort to adjust efficiently their dialogue in theory unequal. Our research aim to analyze verbal interactions in French classroom in Lebanon and specifically teaching and learning communicative strategies. Our study is based on videotaped lessons in publics High schools in Tripoli (Lebanon). Quantitative analysis of teaching and learning strategy allows to emit discursive specificities of verbal interactions in French classroom in Lebanon and to insist on the strategy that is frequently used by teachers and students in the interaction. The clear elements of this observation allow to open a reflection on the pedagogy to be conceived in Lebanese context
Janssen, Bouassida Maike Antje. « Le tunisien arabophone et la linéarisation de l'énoncé en allemand : une étude didactique ». Paris 4, 1999. http://www.theses.fr/1999PA040165.
Texte intégralLivres sur le sujet "Étude et enseignement – Locuteurs de l'arabe"
Gohard-Radenkovic, Aline, Hélène Knoerr et Alysse Weinberg. L'immersion française à l'université : Politiques et pédagogies. [Ottawa, Ontario] : Les Presses de l'Université d'Ottawa, 2016.
Trouver le texte intégralLachance, Julie. French connections : Progressive French language learning for adult and continuing education students. Montréal : Guérin, 2011.
Trouver le texte intégralNimmo, Claude, et Beata Assaf. Grammaire allemande. Paris : Larousse, 2015.
Trouver le texte intégralNimmo, Claude, et Beata Assaf. Vocabulaire allemand. Paris : Larousse, 2015.
Trouver le texte intégralKanō, Chieko. Intermediate Kanji book : Kanji 1000 plus. 8e éd. Tōkyō : Bonjinsha, 2005.
Trouver le texte intégralChieko, Kano, dir. Intermediate Kanji book = : Kanji 1000plus. Tokyo : Bonjinsha, 2001.
Trouver le texte intégralBeaudrie, Sara M., et Sergio Loza. Heritage Language Teaching : Critical Language Awareness Perspectives for Research and Pedagogy. Taylor & Francis Group, 2021.
Trouver le texte intégralBeaudrie, Sara M., et Sergio Loza. Heritage Language Teaching : Critical Language Awareness Perspectives for Research and Pedagogy. Taylor & Francis Group, 2021.
Trouver le texte intégralBeaudrie, Sara M., et Sergio Loza. Heritage Language Teaching. Taylor & Francis Group, 2021.
Trouver le texte intégralBeaudrie, Sara M., et Sergio Loza. Heritage Language Teaching. Taylor & Francis Group, 2021.
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