Littérature scientifique sur le sujet « FLE didactics »
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Articles de revues sur le sujet "FLE didactics"
Cheikh, Saadia. « L’écriture autobiographique à l’école et son impact sur l’enseignement du FLE ». Traduction et Langues 10, no 1 (31 août 2011) : 71–80. http://dx.doi.org/10.52919/translang.v10i1.488.
Texte intégralILUNGA, Anselmo. « Un dispositif pour les enseignants de FLE des universités angolaises ». FRANCISOLA 3, no 2 (2 mars 2019) : 162. http://dx.doi.org/10.17509/francisola.v3i2.15749.
Texte intégralBendaoud, 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.
Texte intégralTareva, Elena, Elena Porshneva et Indira Abdulmianova. « The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language ». Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no 3 (15 juin 2021) : 241–54. http://dx.doi.org/10.53656/for21.32dida.
Texte intégralBroutin, 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.
Texte intégralDańko, Magdalena, Fabrice Marsac et Witold Ucherek. « Grammaire et méthodes de FLE : enquête sur les constructions infinitives de perception ». Romanica Wratislaviensia 69 (29 novembre 2022) : 207–21. http://dx.doi.org/10.19195/0557-2665.69.18.
Texte intégralBENAMMAR-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 intégralDellalou, Naouèl. « Pourquoi Privilégier Approche Générique des Œuvres Policières en Classe de FLE ». Traduction et Langues 15, no 1 (31 décembre 2016) : 188–200. http://dx.doi.org/10.52919/translang.v15i1.730.
Texte intégralGonzález, Alina, Nadine Núñez et Alfredo Segura. « Expériences techno-créatives pour dé-lire la littérature avec un jeu numérique épistémique, LBH 2.0 ». Çédille, no 25 (2024) : 359–91. http://dx.doi.org/10.25145/j.cedille.2024.25.14.
Texte intégralMOUSSAVI ROZATI, Parissa, Hamid Reza SHAIRI, Parivash SAFA et Roya LETAFATI. « LE NIVEAU DE L’INTERACTION DE LA DIDACTIQUE DE FLE AVEC L’ART ». FRANCISOLA 1, no 2 (1 mars 2017) : 175. http://dx.doi.org/10.17509/francisola.v1i2.5555.
Texte intégralThèses sur le sujet "FLE didactics"
Mariz, Josilene Pinheiro. « O texto literário em aula de Francês Língua Estrangeira (FLE) ». Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05052008-114942/.
Texte intégralThis work discusses the importance of the literary text in the scope of foreign language teaching and, in particular, French as a foreign language (FFL). First, we prepared a historical summary on the evolution of FFL throughout the years plus an analysis of the literary text in FFL textbooks. We perceived that, traditionally, in the same way as the French language learning has been associated with the intellectual elite, literature has always been reserved to learners who have a higher linguistic level, making it something inaccessible to beginners. Aiming at verifying the hypothesis that such practice reproduces itself in the classroom, we conducted a survey among learners and teachers of FFL at Federal Universities in the northeast of Brazil regarding the approach to the literary text (LT) in the French language/literature class. We were able to notice, as a whole, that the classroom reality is still far from a unified treatment between language and literature. As we visualize this profile, we deepen the theoretical background so as to put forward a proposal for an ideal approach to the LT in the FFL classroom for beginners, without enshrining or vulgarizing this kind of narrative. In this second part, too, we highlight notes about literary critique currents which can leave room for other readings. As a sequence for the theoretical background, we present notions about isotopy and intertextuality, and we even place the enunciative scene in the literary context, something which is of great value for a better understanding of such text. In the third and last part of this thesis, we present an example of how the LT can be tackled in a real situation of French language teaching in Brazil. We performed didactic experiments with four groups of beginners in the four-skill course and one group in the graduation course of Letters (French language) at the Federal University of Campina Grande. Our corpus is composed of short-stories, because they enable the contact with the whole work. To serve as tools used in these didactic experiments, we prepared files which contained: an overall comprehension chart; exercises on comprehension, expression and intercultural competencies; necessary information for a better understanding of each short-story, as well as some questions about the relationship between language and literature. After these didactic experiments, it is possible to state that working with the LT in the FFL classroom with beginners it is possible and necessary, not only to make FL learning dynamic but above all contribute to the apprehension / construction of the senses and to get the pleasure of the text.
Vestberg, Francine. « L’interaction comme méthode d’apprentissage du Français langue étrangère (FLE) en Suède ». Thesis, Högskolan Dalarna, Franska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23450.
Texte intégralMy work is inspired by the idea of the Swedish National Agency for Education (Skolverket, 2011) which suggests that "students should have the opportunity to develop the ability of communication skills and comprehension of the language". My thesis begins with a general introduction, continues with an analysis of the educational materials used in the learning of FLE (Français Langue Etrangère) and activities promoting the interaction – reciprocal exchange which can be verbal or nonverbal, to finally ending with a general conclusion. As there is no teaching without appropriate methods, there are textbooks that can be used to facilitate learning through the interaction of the target language. The activities of oral and written communication of a pedagogic nature are essential. Just like it is written in Revue française de pédagogie (1994:133) "The classroom is a complex social system whose parts are in dynamic interaction, actors (teacher and student[s]), situation, material according to social status." In order for me to do my research, I had to focus my attention on the didactic analysis of the textbooks that I have been enabled to consult. It is two supporting textbooks: Mais oui 3 and Escalade Littéraire. Regarding the analysis of educational materials which encourage to interact, these two textbooks offer exercises of reflection depending on the level of the learner. In my work, I focus on the didactical and the linguistic skills of these two textbooks.
Strandelid, Susanna. « La lecture des ouvrages littéraires dans l'enseignement du FLE selon l'approche actionnelle ». Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70794.
Texte intégralEl, Dakak Nachwa. « La formation initiale et continue des futures enseignantes de FLE en contexte saoudien ». Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC008.
Texte intégralThe present thesis fits into the field of the exploratory research on the didactical issues of the initial and continuous training of teachers of French as a foreign language in the Saudi context: between institutional objectives and the teachers’ expectations. The study focuses on the initial and ongoing training of future teachers. Based on the data collected from the different tools used for this purpose, namely questionnaires, interviews and the analysis of the models of the initial training curriculum of 3 prominent Saudi universities, the research highlights the gap that exists between the prescriptive and the description of the training.In this work, we, as a French teacher at the university in Saudi Arabia, are interested in learning French in generalas part of the training of French teachers, and in particular the learning difficulties that meet the students of French Language.In a rapidly changing society, such as Saudi Arabia, there has been a change in initial and continuous training in recent years, impacted by the introduction of information technologies by the effect of globalization, which demands continuous updating of skills. Our goal is to analyze the initial training given to female students in the French department at Saudi universities who will soon be future teachers.It is therefore starting from this problematic related to the need to provide training that is both flexible and continuous and the need to adapt continuing education to the needs of students that we conducted our research in a theoretical and exploratory perspective
Ismaïl, moubarak marzouk Isa. « Le recours à la traduction et son rôle dans l'enseignement/apprentissage du FLE à Bahreïn ». Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958833.
Texte intégralKoenig-Wiśniewska, Anna. « Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs ». Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
Texte intégralThis dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
Soler, Millan Germana. « Pour une approche interculturelle de l'enseignement/apprentissage du FLE en milieu universitaire colombien : contexte, manques, besoins, propositions ». Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30044/document.
Texte intégralThe piece's aim is to describe the teaching and learning of French as a Foreign Language (FLE) in Colombia using the University of Caldas as an example. It is about identifying what is lacking, the needs and proposing what is necessary to remedy the situation. We will first describe the situation of FLE and develop theoretical concepts that guide this work : intercultural, representations, stereotypes, FLE teaching, etc. Furthermore, we describe our methodology based on the study of two fields. The first one is composed of two bodies of work: students and teachers of the University of Caldas. Each data consists of two surveys, a sociolinguistic questionnaire distributed to 258 students and 20 semi-structured interviews; a questionnaire distributed to all the FLE teachers of the university and an interview of all these same teachers. Finally, the body of the second field consists of 6 expatriate Colombian FLE teachers who have settled in France. The quantitative study of the questionnaires, and the lexicometric and content study of the data help us to describe an educational context where the intercultural does not have enough emphasis in the teaching of FLE, where the right material and the right conditions to aid the development of this skill do not exist and where representations of learners and teachers can negatively influence the motivation for learning French. Moreover, the second field confirms that the teaching of FLE in Colombian Universities does not transmit intercultural and pragmatic skills to evolve as one would receive living in France. From these results, we will make didactic and political proposals for improving the teaching/learning of FLE in the Colombian universities and for the development of the status of French in the country
Azimi, Mastoura. « La didactique de l’écrit en FLE dans le contexte afghan : Enjeux et perspectives : Le cas des étudiants afghans de l’université de Kaboul ». Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2003.
Texte intégralThis aim of this research was to study the writing didactics of French as a foreign language (FLE) in the Afghan context. The study was conducted through the written work of Afghan students group from the French Department of Kabul University. The teaching of French language with more than a century antiquity is retaken and practiced at several centres in Kabul as well as in some provinces. Furthermore, at university level, the French Department, which is one of 10 departments of literature faculty of Kabul University, is engaged with teaching of French language for over 50 years to the Afghan students. Indeed, the elements of traditional learning culture with old ideas, and customs all together impact negatively the teaching and learning process. Therefore, the teaching process is significantly suffered from weaknesses. Another concern is the reluctance of students to the new teaching methodology proposals. Considering the students socio-cultural background, linguistic abilities, religious beliefs, ethnic and geographical origin, to name a few, how as a teacher of FLE, we can promote an effective French language teaching approach? How we can participate in the cultural opening of students through our teaching? What are the factors that strongly influence the initial language level of our students? Subsequently, what are the factors that influence their learning? These questions are arising from the following major question: how to improve the teaching / learning of written French in order to maximize students’ benefits of the French Department? In order to address to these issues, we have based our entire study on a detailed observation of learning context, learners 'profile and learners' productions, at all levels of the French Department's curriculum of Kabul University. In addition, we are searching to determine which strategy could we adopt to move forward the Afghan students towards better writing correction?
Nicolaev, Viorica. « L'apprentissage du FLE dans un dispositif vidéographique synchrone : étude des séquences métalinguistiques ». Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2012. http://tel.archives-ouvertes.fr/tel-00793185.
Texte intégralMarcant, Marie-Dominique. « Étude des choix didactiques et des démarches d'enseignement / apprentissage de la littérature dans les cursus universitaires de FLE : le cas de l'université de Birzeit en Palestine ». Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA093/document.
Texte intégralThis research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context
Livres sur le sujet "FLE didactics"
Martin, Tamara. The flea and the ant. New London, CT : Little Red Tree Pub., 2009.
Trouver le texte intégralBusu, Oprea-Valentin. Includerea unor aspecte terapeutice in comunicarea academica profesor-student. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812027.
Texte intégralBusu, Oprea-Valentin. Includerea unor aspecte terapeutice in comunicarea academica profesor-student. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062812027.
Texte intégralSandu, Daniela. Evaluarea elevilor in cadrul activitatilor de invatare prin cooperare. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062811327.
Texte intégralDin, Nicoleta, et Gabriela Iasmina Stan. Proiecte de activitate si scenarii didactice. Invatamant prescolar. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813789.
Texte intégralIzert, Małgorzata, Monika Kostro, Jolanta Sujecka-Zając et Krystyna Szymankiewicz, dir. Au croisement des cultures, des discours et des langues. Cent ans d’études romanes a l’Université de Varsovie (1919–2019). Tome II : Linguistique et Didactique du FLE. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323553021.
Texte intégralIoaneş, Diana. Psihologie. Teste-grila. Bacalaureat, admitere facultate, ed a III-a. Editura Universitara, 2022. http://dx.doi.org/10.5682/9786062814137.
Texte intégralSofronie, Valeriu. LOGICA. Bacalaureat 2021. Ghid complet. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062812348.
Texte intégralHaica, Cristiana. Introducere in psihiatrie. Semiologia psihiatrica pentru psihologi. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813437.
Texte intégralRuncan, Patricia. Călătoria vieții. Volum 1. Editura de Vest, 2022. http://dx.doi.org/10.51820/autentic.2022.vol.1.
Texte intégralChapitres de livres sur le sujet "FLE didactics"
Talaván, Noa, Jennifer Lertola et Alberto Fernández-Costales. « Educational bases of didactic AVT in FLE ». Dans Didactic Audiovisual Translation and Foreign Language Education, 54–77. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003293958-3.
Texte intégralSeel, Olaf Immanuel. « Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence ». Dans Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 215–39. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.12see.
Texte intégralBorghi, Beatrice, et Filippo Galletti. « Researches, Projects, and Experiences in Didactics of History and Heritage From the DiPaSt Center of the University of Bologna, Italy ». Dans Handbook of Research on Citizenship and Heritage Education, 312–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch015.
Texte intégralSavinova, Natalia, et Kateruna Kuterzhynska. « ШЛЯХИ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ-ЛОГОПЕДІВ ДО РОБОТИ В УМОВАХ РОЗВИТКОВОГО ІНКЛЮЗИВНОГО ПРОСТОРУ ». Dans CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 815–38. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-27.
Texte intégralLESCOURRET BORER, Mariana. « Agir professoral ». Dans Distances apprivoisées, 109–16. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4891.
Texte intégralGRABOWSKA, Monika, et Witold UCHEREK. « L’enseignement du FLE à l’Institut d’études romanes de l’Université de Wrocław durant le confinement de 2020 ». Dans Distances apprivoisées, 51–58. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4902.
Texte intégralSharrock, Alison. « Amor Artis : The Daedalus Episode ». Dans Seduction and Repetition in Ovid’s Ars Amatoria 2, 87–196. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198149590.003.0003.
Texte intégralSantos, Petrônio Matias, et Edson Sousa Soares. « The process of teaching learning of french as a foreign language in the light of law 10639 ». Dans CONNECTING EXPERTISE MULTIDISCIPLINARY DEVELOPMENT FOR THE FUTURE. Seven Editora, 2023. http://dx.doi.org/10.56238/connexpemultidisdevolpfut-129.
Texte intégralHeery, Edmund. « The New New Unionism ». Dans Contemporary Industjrial Relations : A Critical Analysis, 175–202. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198773870.003.0008.
Texte intégralTabernero-Rico, Roberto Domingo, Sonia-Francisca Pozo-González et Alberto Prats-Galino. « Mangement of a 3D Visualization Program From Radiological Images in Neuroradiology ». Dans Technological Adoption and Trends in Health Sciences Teaching, Learning, and Practice, 215–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8871-0.ch010.
Texte intégralActes de conférences sur le sujet "FLE didactics"
de Vries, Eti, et Heinrich Wortche. « Remote Labs Didactics ». Dans 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274072.
Texte intégralAkerfeldt, Anna, Susanne Kjallander, Linda Mannila et Fredrik Heintz. « Exploring programming didactics in primary school - a gender perspective ». Dans 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962386.
Texte intégralde Azevedo, Hilton Jose Silva, Adriane Foohs, Gilson Sato et Faimara do Rocio Strauhs. « Pedagogic coherence in virtual didactic authoring communities ». Dans 2009 39th IEEE Frontiers in Education Conference. Imagining and Engineering Future CSET Education (FIE 2009). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350635.
Texte intégralMartinez-Arias, Juan-Carlos, et Gerardo M. Sarria M. « Didactic and interdisciplinary experiences in a Software Engineering course ». Dans 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685148.
Texte intégraldo Nascimento, Isabelle Melo, Wilk Oliveira, Pasqueline Dantas, Luiz Oliveira da Silva Junior, Juho Hamari et José Rocha do Amaral Neto. « UnplugGamify : A Didactic Material to Support Student-Centered Unplugged Gamification ». Dans 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343435.
Texte intégralMiranda, Alexandre, Yolanda Bolea, Antoni Grau et Alberto Sanfeliu. « Work in progress : A constructivist didactic methodology for a humanoid robotics workshop ». Dans 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462226.
Texte intégralde Lemos, Derlain Monteiro, Regina Barwaldt et Carlos Rodrigues Rocha. « Didactic Resources for the Visually Impaired : A Systematic Review of the Literature ». Dans 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343413.
Texte intégralBlock, Brit-Maren, et Paolo Mercorelli. « A new didactic approach in engineering education for conceptual understanding of Euler's Formula ». Dans 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044491.
Texte intégralCorso, Dante, Laura Forno, Gaetano Morrone et Isabella Signorile. « Development of didactic design guidelines for the production of e-courses ». Dans Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322588.
Texte intégralKing. « Structural and didactic methodologies for promoting professional orientation within engineering courses ». Dans Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69382.
Texte intégralRapports d'organisations sur le sujet "FLE didactics"
Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova et Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, janvier 2024. http://dx.doi.org/10.12731/er0770.29012024.
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