Littérature scientifique sur le sujet « Language didactic professional gesturess »
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Articles de revues sur le sujet "Language didactic professional gesturess"
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Zaytseva, O. A., et M. V. Terskikh. « Didactic Potential of News Videos in Russian as a Foreign Language Classes ». Current Issues in Philology and Pedagogical Linguistics, no 2 (25 juin 2023) : 216–28. http://dx.doi.org/10.29025/2079-6021-2023-2-216-228.
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The article is devoted to the study of the didactic potential of authentic journalistic news videos in classes in Russian as a foreign language. By authentic materials, authors mean printed texts, videos and audio recordings that students face in everyday life – outside the classroom; at the same time, the main purpose of such materials is not to teach the language, but to transfer information and organize real communication. This kind of journalistic video material is considered in this study as a means of forming the language and socio-cultural competencies of students of the Russian language as a foreign language. The article emphasizes the specifics of this kind of educational content: the use in a large number of colloquial vocabulary, speech clichés, professional terms, words with emotional coloring, evaluative vocabulary, equivalent vocabulary, phraseological units, metaphors, quotes and reminiscences that imply knowledge of precedent texts, specific gestures, facial expressions, etc. The authors cover various approaches to the problem of using authentic texts in the practice of teaching Russian as a foreign language, determine the main criteria for selecting authentic news video materials for Russian as a foreign language lessons, depending on the level of students. The authors emphasize that it is advisable to use news videos as authentic materials in classes in Russian as a foreign language starting from the B1 level: foreign students who speak Russian at this level are able to perceive by ear and understand monological statements within the framework of current socio-cultural topics. As a practical material, the article presents an algorithm for working with news journalistic content in accordance with the level of proficiency in the Russian language, proposed samples of tasks for use in classes in Russian as a foreign language. The methodological basis of the study was the use of the following methods: a descriptive and analytical method, a method of systematization and classification, a design method, as well as a communicative methodology for teaching a foreign language.
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KERRITA, Abdenbi. « LA DIDACTIQUE DE L’ART CINÉMATOGRAPHIQUE EN CLASSE DE FRANÇAIS LANGUE ÉTRANGÈRE : ENJEUX ET PERSPECTIVES ». FRANCISOLA 2, no 1 (5 juillet 2017) : 58. http://dx.doi.org/10.17509/francisola.v2i1.7527.
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RÉSUMÉ. L’idée de ce travail a commencé à germer après le constat d’une situation apparente de démotivation de la part des professeurs et des élèves en classe de FLE, tout simplement parce qu’il n’y a pas cette part de plaisir. On a essayé donc de proposer cet outil permettant à la fois de motiver les apprenants, changer les méthodes basées sur l’oralité et favoriser l’enseignement du français langue étrangère. En effectuant ce travail, nous avons cherché à comprendre la réalité, la pertinence, les enjeux et les perspectives de l’utilisation du support filmique en classe de langue. De manière plus précise, nous nous sommes intéressés à l’impact de celui-ci en classe de français langue étrangère. A fin de pouvoir réaliser cette recherche, nous avons mené notre enquête auprès d’un public d’enseignants et d’apprenants au niveau des directions provinciales de Meknès et de Sidi-Kacem. Mots-clés : cinéma, compétence linguistique et culturelle, motivation, gestes professionnels, transposition didactique.ABSTRACT. The idea of this work began to germinate after the observation of an apparent situation of demotivation on the part of teachers and pupils in the class of teaching French as a Foreign Language, simply because there is no such great deal of pleasure in learning. Thus, we have attempted to propose cinema as a tool to motivate learners, change methods based on orality, as well as to promote the teaching of French as a foreign language. In carrying out this work, we sought to understand the reality, the pertinence, the challenges and the perspectives of the use of filmic support in language classe. We were, more precisely interested in the impact of the latter one in the class of French as a foreign language. In order to execute this research, we conducted our survey with a public of teachers and learners at the level of Meknès and Sidi-Kacem. Keywords: Cinema, linguistic and cultural competence, motivation, professional gestures, Didactic transposition.
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Loskutov, O. A., Yu I. Markov et V. V. Krasnov. « The role of feedback with listeners-anesthesiologists in the evaluation of the lecturer ». EMERGENCY MEDICINE 17, no 2 (24 mai 2021) : 95–100. http://dx.doi.org/10.22141/2224-0586.17.2.2021.230656.
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In order to increase the level of educational services, the cycles of thematic advanced training and internship of anesthesiologists and intensive care physicians at the Shupyk National Medical Academy of Postgraduate Education in 2019–2020, a sociological survey was conducted (48 people). The answers of the respondents showed that one of them (0.20 %) assessed the acquired knowledge as satisfactory, 22 (45.83 %) — as the level of acquired necessary knowledge and skills. Sixteen (33.33 %) respondents evaluated as the level of implementation of the acquired knowledge in the workplace and 16 (33.33 %) — the level of impact on the outcome of treatment. Respondents indicated priority elements in the skills of the lecturer: the organizer skills of collective and individual trainees’ activities — 11 (22.91 %), the skills of persuasion — 5 (10.41 %), the skills of knowledge transfer and experience modeling — 40 (83.33 %), the skills of teaching technique — 14 (29.16 %). Among the important personal traits of the lecturer, anesthesiologists identified the following: openness — 28 (58.3 %), friendliness — 21 (43.75 %), sense of humor — 22 (45.83 %) and the presence of feedback from him — 35 (72.91 %). Among the important personal characteristics of the teacher, anesthesiologists identified the following: professional values and personal qualities — 26 (54.16 %), professional knowledge — 29 (60.41 %), professional qualities — 11 (22.91 %), professional actions — 15 (31.25 %). Among others, the respondents indicated the most important element of the lecturer’s pedagogical technique: culture of communication with students — 30 (62.5 %), self-regulation of technical activities — 8 (16.66 %), holding the audience attention — 36 (75 %), expressive feelings — 9 (18.75 %), language proficiency — 15 (31.25 %). Respondents indicated the most important requirements for pedagogical tea-ching techniques: the art of dressing — 4 (8.33 %), controlling the body — 4 (8.33 %), facial expressions and gestures — 7 (14.58 %), the formation of speech culture — 19 (39.58 %), the development of optimal style in educational activities — 15 (31.25 %), the ability to skillfully and appropriately perform certain didactic operations — 33 (68.75 %), the ability to manage own mental state and the state of students — 14 (29.16 %). Among the traits of successful lecturers, respondents indicated: the ability to make a pleasant impression and gain the trust of the group — 15 (31.25 %), the ability to state a merit and praise a person if he did something good — 8 (16.66 %), sociability, ability to group people and to formulate mutual respect and trust with students — 34 (70.83 %), the ability to give the opportunity to express themselves to all participants — 22 (45.83 %), the ability to notice the communicative problems of participants — 9 (18.75 %), to be enthusiastic about their work and subject of teaching — 16 (33.33 %), to be flexible to the needs of participants — 15 (31.25 %), to have knowledge on the essence of the subject — 25 (52.08 %). Respondents consider the following to be important characteristics of teaching lecture material: accessibility of teaching material — 26 (54.16 %), illustrativeness — 13 (27.08 %), theoretical orientation — 17 (35.41 %), practical significance — 29 (60.41 %), giving examples from practice — 29 (60.41 %), consistency and sequence of presentation of the material on the topic — 24 (50 %), satisfaction with answers to questions — 8 (16.66 %), the novelty of the material — 15 (31.25 %), the usefulness of the material — 20 (41.66 %), the individuality of the lecturer — 5 (10.41 %), dialogue with students — 21 (43.75 %), ethics of the lecturer’s behavior — 5 (10.41 %). Among the methods of non-verbal contact between the teacher and the trainees, the respondents consider the following as important: the first impression of the lecturer — 14 (29.16 %), constant visual contact of the lecturer with students — 21 (43.75 %), movement in the audience, energy of the lecturer — 14 (29.16 %), does he approaches the listener when answering his questions or making a comment — 4 (8.33 %), does the teacher have movements and gestures that distract the listeners — 5 (10.41 %), the lecturer uses table and chairs limitedly — 2 (4.16 %), enthusiasm of the lecturer — 31 respondents (64.58 %). Feedback from anesthesiology students is important because it allows you to identify trends in lecturer evaluation.
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Horova, Helena. « Acquisition of lexical competence in didactic approaches aimed at specialized communication ». XLinguae 15, no 4 (octobre 2022) : 213–22. http://dx.doi.org/10.18355/xl.2022.15.04.18.
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The main objective of our contribution is to determine the role of the acquisition of lexical competence among the specialized public in the current didactic approaches aiming at specialized communication, thus in the concepts such as French as a professional language, French for Specific Purposes and French for Academic Purposes. Students of all the mentioned didactic approaches use a foreign language as a means of communication in their field of study or activity. The aim of our paper is to define the position of vocabulary teaching in selected didactic approaches that deal with the teaching of the French language as a professional language. For the purpose of our article, we have compiled a corpus consisting of methodological publications dealing with the development of specialized French. The analysis of the corpus will aim at defining the role of vocabulary acquisition in these didactic approaches. The conclusion of the text will summarize the analysis and provide a starting point for teaching vocabulary in professional language courses.
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Parshikova, Olena, et Halyna Melnychuk. « TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL ». Scientific and methodological journal "Foreign Languages", no 2 (13 septembre 2022) : 26–31. http://dx.doi.org/10.32589/1817-8510.2022.2.262687.
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The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.
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Hordiienko, O. « THE USE OF DIDACTIC GAMES IN THE UKRAINIAN LANGUAGE CLASSES UNDER PROFESSIONAL GUIDANCE AS A MEANS OF IMPROVING SPEAKING CULTURE OF FUTURE BACHELORS ». Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no 3(110) (27 octobre 2022) : 145–55. http://dx.doi.org/10.35433/pedagogy.3(110).2022.145-155.
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The question of the formation of the language personality of a student of higher education and increasing interest in learning has always been the focus of psychological-pedagogical and methodical research and remains extremely relevant to this day. The issue of speech culture, which is formed in classes on educational components of the humanitarian direction, among which the leading role belongs to language disciplines, in particular, classes on the Ukrainian language in a professional direction, is of considerable importance for the implementation of professional activities and for solving organizational issues.The article is devoted to the issue of finding such forms and methods of work in Ukrainian language classes for students of higher education institutions, which would promote the activation of students' educational activities, increase their interest in learning, and improve speech culture. The purpose of the article is to highlight the issue of the use of didactic games in Ukrainian language classes for professional orientation as a means of forming the rhetorical competence of future bachelors and improving the level of their speech culture. The article clarifies the role of interesting exercises in the formation of linguistic, communicative, and rhetorical competence of the student of education, and describes the method of organizing classes using didactic games, which will contribute to the development of non-standard thinking, and creativity of students. Features of the use of didactic games in classes are described and concrete examples are given. The results of the study showed that classes using didactic games contribute to the development of the student's creative personality, improvement of the communicative qualities of his speech, improvement of general culture, formation of moral factors, and indifference to the history and language of his native people. The methodical principles of using didactic games in Ukrainian language classes for professional orientation are scientifically substantiated; the method of using such exercises while working on language material was developed and checked, and the proposed method was checked, which contributes to the students' conscious assimilation of the educational material. It can be implemented in the educational process and used to improve programs and textbooks. Prospects for further research in this field are outlined.
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Kravchuk, Oksana. « Didactic Possibilities of Professional Educational Text in Institutions of Higher Education of Medical Profile ». Bulletin of Luhansk Taras Shevchenko National University 1, no 1 (349) (2022) : 66–73. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-66-73.
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The medical profession is closely related to the speech activity, so the doctor must be able to master the word, because it plays a key role in the relationship between doctor and patient. Today, the purpose of learning a language in a non-language institution of higher education is not only to acquire skills of professional communication, but also the formation of language personality in general. The article considers the didactic possibilities of the professional text in the classes on the educational component «Ukrainian language (for professional use)». It is noted that in the medical institution of higher education the professional and language training of the future doctor takes place in parallel. It is emphasized that working with texts provides an opportunity to demonstrate the functioning of language phenomena in the professional sphere, to develop skills in constructing texts in the specialty. The ability to create their own statements is related to the ability to perceive, understand, analyze another person's speech and reproduce it. The author notes that only by working with professional texts, future doctors enrich their vocabulary, perceive the meaning of words, professional terms; explain spelling, lexical, morphological, syntactic, stylistic norms, and this contributes to the formation and improvement of their own speech. The definition of «professional text» is clarified and presented in detail. Texts and tasks to them are offered and expediency of their use for development of communicative abilities and skills in the future professional activity is proved.
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Kozachenko, Oleksiy, Vitaliia Tozhyieva et Liudmyla Yakovenko. « A textbook on the Polish language designed for professionals facing modern challenges ». Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no 4 (145) (28 décembre 2023) : 65–71. http://dx.doi.org/10.24195/2617-6688-2023-4-10.
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The modern didactic process can be supported by appropriate methodological support due to the expansion of educational opportunities for Ukrainian students. The need for textbooks in Polish as a foreign language in a professional context puts the teacher in the task of choosing or creating such an educational book. The relevance of the study lies in the need for the theoretical development of a number of issues related to the structure of the textbook, its orientation to a certain type of program, to the level of user proficiency in the national version of the Polish language. The didactic content of the textbook is also important: texts, the ratio of lexical, grammatical and communicative exercises, creative tasks, tasks for self-control, tests, auxiliary materials, etc. To answer these questions, the article analyzes the available textbooks on the Polish language in a professional direction, identifies the main trends in their creation and attempts to systematize their types. To achieve this goal, methods of analysis, synthesis, and observation of linguistic phenomena were used. Creating a quality textbook on the Polish language in a professional manner is connected to a specific educational need and, accordingly, the training program. Specialized student training involves the balanced use of professional texts, lexical, grammatical, and communicative tasks. Analyzing the didactic content of existing textbooks of professional Polish, you can group them into a single-profile and multidisciplinary; monolingual and oriented to the native language of the user; The presence of structural components that fully provide the educational process (from texts, dialogues, various exercises and tasks to questions for self-control, tests, individual tasks, dictionaries, etc.; those containing elements of interest and motivation; Availability of audio and video materials; by country of publication; adjustment to the current program.
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Kizima, A. A. « MGIMO Educational Standards : Goal and Contents of Professional Language Training of IR Economics Students ». MGIMO Review of International Relations, no 3(42) (28 juin 2015) : 210–16. http://dx.doi.org/10.24833/2071-8160-2015-3-42-210-216.
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The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.
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Kiyko, Svitlana, et Tetiana Rubanets. « LANGUAGE-SENSITIVE LSP TEACHING : CONCEPTS, MODELS AND PLANNING AIDS ». Baltic Journal of Legal and Social Sciences, no 3 (17 octobre 2024) : 124–34. http://dx.doi.org/10.30525/2592-8813-2024-3-12.
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The article deals with language-sensitive LSP teaching from the perspective of academic theory and, using insights from research, proposes methods for acquiring subject-specific language skills in German as an introduction to professional language. Language-sensitive subject teaching is a didactic concept of integrated subject and language learning. Subject-specific content, working methods and ways of thinking are introduced to learners through a language-conscious approach, which pays conscious attention to language in order to facilitate subject-specific learning. The article describes the peculiarities of the German professional language relevant for a better understanding of the professional language, compares the competences for mastering a foreign language and a professional language, presents two approaches to it – affective and defensive, and suggests a methodology for teaching professional knowledge in German.
Thèses sur le sujet "Language didactic professional gesturess"
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Magniant, Véronique. « Des gestes professionnels langagiers didactiques au cours préparatoire, au service de la co-activité langagière de révision de textes écrits et de la construction du sujet dans différentes disciplines ». Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0337.
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Nos travaux s’ancrent dans une perspective doublement historico-culturelle : d’une part, nous considérons l’activité langagière en tant que processus dynamique d’élaboration de concepts scientifiques, de production de discours dans la perspective de l’interactionnisme social et de sémiotisation à l’oral comme à l’écrit. Ces trois activités langagières et cognitives participent, selon la théorie léontievienne à laquelle nous souscrivons, au développement des élèves et à la formation de leur personnalité. D’autre part, nous nous situons dans une approche vygotskienne de l’apprentissage : nous nous intéressons à la manière dont des sujets âgés de cinq à sept ans s’approprient des concepts scientifiques transposés (dont fait partie le langage écrit), dans des contextes socio-discursifs définis par les disciplines scolaires, grâce à la co-activité cognitive et langagière avec l’adulte. Nous nous intéressons en particulier à l’apprentissage de l’activité scripturale en classe de CP et proposons de nous focaliser sur la manière dont langage oral et langage écrit peuvent s’articuler et être enseignés par le biais de l’opération de révision des textes écrits par les élèves, dans différents domaines d’apprentissage disciplinaires. Cette approche de l’enseignement de l’activité langagière trouve ses fondements dans les travaux sur la notion de littératie et inclut les pratiques langagières familiales et scolaires en réfutant toute dichotomie entre activité langagière orale et écrite. Nous décrivons un dispositif de révision collective des écrits d’élèves, produits dans différentes disciplines, et procédons à une triple analyse : à partir d’une analyse épistémique réalisée au préalable, nous cherchons à identifier les apprentissages réalisés par les élèves, perceptibles dans des écrits terminaux. Puis nous tentons de les mettre en lien avec des interactions orales qui ont lieu lors des séances d’évaluation des écrits et caractérisons la nature de ces interactions. Au sein des séances de révision, nous tentons enfin d’identifier des Gestes Professionnels Langagiers Didactiques (GPLD), réalisés par les enseignantes ayant participé à la construction des données et participant à l’appropriation des savoirs langagiers (notamment scripturaux) par les élèves. Nos résultats permettent d’identifier, dans les écrits finaux, des déplacements à la fois sémiotiques, discursifs, culturels et psycho-affectifs. Ces déplacements peuvent être mis en lien avec certaines interactions orales pendant les séances de révision des écrits initiaux. L’analyse fine des interactions orales permet ainsi d’identifier des GPLD spécifiques de l’enseignement de l’activité langagière au CP, tels que : GPLD de catégorisation des situations d’écriture, GPLD de secondarisation des discours, GPLD de densification des schématisations au sujet des objets scientifiques transposés. Plusieurs GPLD mettent en avant le continuum entre oralité et scripturalité, comme les GPLD d’oralisation des textes écrits, ou de scripturalisation des textes oraux. Nous voyons dans certains cas que ces GPLD sont appropriés par les élèves et qu’une certaine réversibilité s’opère dans la co-activité langagière, ce qui met en lumière les liens entre activité intrasubjective et intersubjective. Selon nos résultats, les GPLD permettent à tous les élèves de l’étude de s’instaurer en tant que sujets dans les différentes communautés discursives disciplinaires, d’apprendre à devenir énonciateurs de textes à l’oral comme à l’écrit, dans différentes situations. À la lueur des travaux menés en socio-didactique, et selon nous, les GPLD identifiés pourraient ainsi être des outils pour enseigner l’activité langagière dans toute sa complexité, à tous les élèves, même à ceux les plus éloignés des pratiques langagières scolairesOur work is rooted in a dual historical-cultural perspective: on the one hand, we consider language activity as a dynamic process of elaborating scientific concepts, producing discourse from the perspective of social interactionism, and semiotising both orally and in writing. According to the Leontievian theory to which we subscribe, these three language and cognitive activities contribute to the development of pupils and the formation of their personalities. On the other hand, we take a Vygotskian approach to learning: we are interested in the way in which subjects aged between five and seven appropriate transposed scientific concepts (of which written language is a part), in socio-discursive contexts defined by the school disciplines, thanks to cognitive and linguistic co-activity with the adult. We are particularly interested in learning to write in the first grade and propose to focus on the way in which oral language and written language can be articulated and taught through the process of revising texts written by pupils in different subject areas. This approach to teaching language activity is based on work on the notion of literacy and includes family and school language practices, refuting any dichotomy between oral and written language activity. We describe a system for the collective revision of pupils' writing, produced in different subjects, and carry out a threefold analysis: on the basis of an epistemic analysis carried out beforehand, we seek to identify the learning achieved by the pupils, perceptible in their initial writing. We then attempt to link them to the oral interactions that take place during the writing assessment sessions and characterise the nature of these interactions. Finally, within the revision sessions, we attempt to identify Didactic Language Proficiency Gestures (DLPGs) carried out by the teachers involved in constructing the data and participating in the appropriation of language knowledge (particularly scriptural knowledge) by the pupils. Our results enable us to identify semiotic, discursive, cultural and psycho-affective shifts in the final writings. These shifts can be linked to certain oral interactions during the revision sessions of the initial writings. A detailed analysis of oral interactions makes it possible to identify DLPGs specific to the teaching of language activities in CP, such as: DLPG of categorisation of writing situations, DLPG of secondarisation of discourse, DLPG of densification of schematisations about transposed scientific objects. Several GPLD highlight the continuum between orality and scripturality, such as the DLPG of oralisation of written texts, or scripturalisation of oral texts. In some cases, we see that these DLPGs are appropriated by the pupils and that a certain reversibility occurs in language co-activity, which highlights the links between intrasubjective and intersubjective activity. According to our results, the DLPGs enable all the pupils in the study to establish themselves as subjects in the various disciplinary discourse communities, to learn to become enunciators of texts, both orally and in writing, in different situations. In the light of the work carried out in socio-didactics, and in our view, the DLPGs identified could thus be tools for teaching language activity in all its complexity to all pupils, even those furthest removed from school language practices
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Oliveira, Márcia Andrea Almeida de 1979. « O ensino de língua portuguesa : usos do livro didático, objetos de ensino e gestos profissionais ». [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269649.
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Orientador: Roxane Helena Rodrigues RojoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Essa tese se insere na área de Linguística Aplicada e procura integrar três dimensões essenciais para se compreender o uso do Livro Didático de Língua Portuguesa: os objetos de ensino, as ferramentas do professor e os gestos profissionais. Tem como objetivo descrever, analisar e compreender como as professoras dos 6º e 9º anos apropriam se dos livros didáticos da coleção Tudo é Linguagem, adotada no triênio 2008-2010, em uma escola estadual da cidade de Belém. Neste trabalho, buscou-se (1) examinar as apreciações dos professores a respeito do manual adotado, levando-se em consideração o caráter ideológico do enunciado, o papel da linguagem na constituição social do sujeito (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigar quais gestos didáticos é proposto pelo livro didático e aqueles implementados pelas professoras participantes da pesquisa, tomando-se como referência as reflexões sobre gesto (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); e (3) verificar em que medida o uso do Livro Didático de Língua Portuguesa favorece a reconfiguração dos objetos de ensino em sala de aula (CHEVALLARD, 1991[1985], MARTINAND, 1986; 2001). Além disso, para se analisar os objetos dedetizados, ensinados e avaliados, bem como analisar os gestos didáticos implementados durante a construção do objeto de ensino em aula, recorreu-se à noção de ferramenta/megainstrumento (SCHNEUWLY, 2004 [1994]), às reflexões sobre tarefa (DOLZ et al., 2001), às noções de apropriação tecnológica (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) e à ideia de sedimentação das práticas (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Para se alcançar os objetivos propostos usaram-se a metodologia qualitativa (LÜDKE; ANDRÉ, 1986) de cunho etnográfico (ANDRÉ, 1995) e se seguiu o princípio da triangulação dos dados e uma orientação interpretativista (MOITA-LOPES, 1994). Com base nessa fundamentação, descreveram-se e analisaram-se quatro unidades do livro didático, quatro cadernos de alunos e duas provas dos 6º e 9º anos, além de se descrever e analisar quatro entrevistas com as professoras dos 6º, 7º, 8º e 9º anos e as aulas observadas. A partir da análise desse corpus, verificou-se que o professor, ao ter o livro em mãos, não se depara com um conjunto fechado de atividades escolares e tarefas, mas o ressignifica de acordo com as suas apreciações sobre o material e as necessidades dos alunos. Observou-se também que esse instrumento materializa o objeto de saber por meio de textos e tarefas, ao mesmo tempo em que o elementariza, dirigindo a atenção do professor e do aluno para algumas das dimensões do objeto. Percebeu-se ainda que o livro didático analisado e as aulas de Língua Portuguesa passam por processos de sedimentação e continuidade das práticas de ensino (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Além disso, notou-se que tanto nas práticas de ensino das professoras, quanto no livro há a implementação/proposição reduzida do gesto institucionalização (síntese e explicitação dos saberes didatizados e ensinados), sendo este último quase sempre vinculado aos objetos gramaticais, indicando assim que existe uma necessidade de melhor se explorar e se sistematizar os objetos discursivos e textuais
Abstract: This thesis is inserted in the area of Applied Linguistics and it seeks to integrate three essential dimensions in order to understand the use of Portuguese Language Textbooks: the teaching objects, the teacher's tools and the professional gesture. It aims to describe, analyze and understand how 6th and 9th grade teachers appropriate the collection of textbooks Tudo é Linguagem adopted between 2008 and 2010 in a secondary school in the city of Belém. In this work, we (1) review the teachers' assessments concerning the textbook adopted, taking into consideration the ideological nature of the utterance, the role of language in the social constitution of the subject (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigate which didactic gestures are proposed by the textbook and those implemented by the teachers who participated in the research, having as a reference the reflections about gesture (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); and (3) verify to what extent the use of the Portuguese Language Textbook favors the reconfiguration of teaching objects in the classroom (CHEVALLARD, 1991 [1985]; MARTINAND, 1986; 2001). Furthermore, in order to analyze the didactized, taught, and assessed objects, as well as to analyze the didactic gestures implemented during the construction of the teaching object in the classroom, we used the notion of tools/megatools (SCHNEUWLY, 2004 [1994]), the reflections about task (DOLZ et al., 2001), the notions of technological appropriation (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) and the idea of sedimented practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). As to achieve the proposed objectives, we used the qualitative methodology (LUDKE; ANDRÉ, 1986) through an ethnographic approach (ANDRE, 1995) and we follow the data triangulation principle and the interpretive orientation (MOITA-LOPES, 1994). Based on this methodological and theoretical framework, we described and analyzed four units of the textbook, four notebooks of students and two tests of the 6th and 9th grades, in addition to describing and analyzing four interviews with 6th, 7th, 8th and 9th grade teachers and their classes observed. From the analysis of this corpus we showed that, by having the textbook in their hands, the teachers do not face a closed set of school activities and tasks, but instead they (re)signify them according to their assessment of the material and the needs of students. We also observed that this instrument presents the teaching object through texts and tasks and points the elements of object, directing the attention of the teacher and the student to some of the dimensions of the object. We also realized that the textbook analyzed and the Portuguese language classes undergo processes of sedimentation and continuity of teaching practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). In addition to that, we noted that there is the use/proposition of the institutionalization gesture (synthesis and explicitness of taught and didactized knowledges) both in the teaching practices and in the textbook, which is almost always related to the grammatical object, indicating thus that it is necessary to better explore and systematize the discursive and textual objects
Doutorado
Lingua Materna
Doutora em Lingüística Aplicada
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Billon, Virginie. « Éclairage des modes de parler-penser l’agir professionnel d’enseignant·e·s néotitulaires au travers d’une recherche accompagnante longitudinale ». Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0430.
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Notre recherche, à visée essentiellement compréhensive, s’attache à décrire certaines caractéristiques du développement professionnel d’enseignant·e·s débutant·e·s au cours d’un dispositif accompagnant. Elle s’intéresse à ce que révèlent les mouvements discursifs lors d’interactions langagières entre pairs et entre pairs et chercheur·e·s, interactions centrées sur des éléments de leur pratique ainsi que sur les articulations théorie/pratique. Dans notre étude, l’analyse de pratique est adossée à un scénario didactique portant sur un atelier d’écriture autonome. Les dimensions théoriques mobilisées par les participant·e·s ont trait au modèle du multiagenda (Bucheton, Soulé, 2009) et à la notion de geste (professionnel, didactique, d’ajustement, d’étude et d’apprentissage). À terme, nos résultats doivent nourrir les dispositifs de formation d’enseignant·e·s, en articulant l’analyse de pratiques aux apports des didactiques disciplinaire et professionnelleThe aim of our research, which is essentially comprehensive, is to describe certain features of the professional development of novice teachers during the course of a mentoring scheme. It is interested in what discursive movements reveal during language interactions between peers and between peers and researchers, interactions centred on elements of their practice as well as on the theory/practice links. In our study, the analysis of practice is based on a didactic scenario relating to an independent writing workshop. The theoretical dimensions mobilised by the participants relate to the multiagenda model (Bucheton, Soulé, 2009) and the notion of gesture (professional, didactic, adjustment, study and learning). Ultimately, our results should provide input for teacher training schemes, by linking analysis of practice to contributions from disciplinary and professional didactics
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Roux-Baconnet, Sophie. « Etude critique et longitudinale du co-développement langagier et professionnel de jeunes enseignants stagiaires ». Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30044.
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Ce travail concerne l’étude des gestes professionnels développés par deux enseignants novices du premier degré dans le cadre de leur formation en alternance. L’enjeu de cette recherche est de mieux déterminer sous quelles conditions se joue le processus de professionnalisation des stagiaires en deuxième année de formation. La question du développement professionnel est suffisamment complexe pour mériter qu'on s'arrête momentanément sur des critères qui soient objectivables, repérables, évaluables par la communauté des formateurs dans la discipline concernée, celle de l'enseignement de la langue française. Des savoirs intermédiaires, sortes d'étapes dans le jeu et le rejeu d'un dispositif particulier de recherche-action-formation, l'atelier dirigé d'écriture au CP, sont repérés. Tout au long de l'étude, la dimension langagière de l'agir enseignant fait l’objet d’une analyse visant à rendre explicite la sémiotique d’un métier reposant fortement sur les interactions verbales, notamment en privilégiant une méthode recueillant des données objectives suivie d'entretiens d’autoconfrontation du sujet face à son activité. Les déplacements réalisés par les deux jeunes maîtres dans leurs discours réflexifs font l'objet d'une étude comparative. Les effets de leur énonciation sur les élèves dans le cadre des interactions didactiques sont également examinés. La phase d'évaluation des savoirs travaillés au sein du dispositif fait enfin l'objet d'une exploration. Les résultats autorisent une modélisation de l'agir propre à chaque acteur, justifiant in fine la comparaison de deux processus à l'œuvre dans cette rechercheThis work focuses on the professional actions developed by two trainee primary school teachers during their teacher training. The goal of this thesis is to better understand the conditions in which the process to become a professional teacher during the second year of training takes place. Because of its complexity, the question of the teachers’ professional growth deserves that we take some time to identify measurable, noticeable and valuable criteria used by the teachers’ trainers’ community on the subject concerned; the teaching of French language. Some intermediate knowledge, steps in the play and the replay of a particular mechanism in research-action-training during the coached writing exercise in the first year of primary school are selected. All along the study, the language side of the teaching act is analysed in order to be able to explain the semiotics of a work deeply based on verbal interaction, using mainly a methodology that is based on getting objective data during a lesson followed by self analysis by the trainee of their actions. The analyses by the two trainees of their self evaluation are then compared. The effects of their speeches on the pupils during lesson are also analysed. The evaluation of the skills being taught is also studied. The results allow us to build a model of actions for each new teacher which justify the comparison of the two processes studied in the research
Livres sur le sujet "Language didactic professional gesturess"
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Kovadlo, Lyudmila. Russian language and speech culture. Workshop. ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1014771.
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The textbook is a didactic material for the textbook "Russian language and culture of speech. Theory". Russian Russian vocabulary and stylistics are outlined in the books, which instills the skills of using the norms of Russian speech.
The study of the Russian language in professional educational organizations implementing the educational program of secondary general education has its own characteristics depending on the profile of vocational education, which is expressed through the content of training. When mastering the professions of technical, natural-scientific, socio-economic profiles of vocational education, the Russian language is studied at the basic level of secondary education. When mastering the specialties of secondary vocational education in the humanities, the Russian language is studied in depth as a specialized academic discipline that requires a higher level of language training of students. In this regard, much attention is paid to functional styles of speech, especially the official business style, and the specifics of the use of language units in accordance with the speech situation, which has practical application not only for students of secondary vocational education, but also for a wide range of business people.
The manual contains practical material: tasks of varying complexity; answers to questions and tasks; historical references, as well as historical information on the history of the origin of words related to all parts of speech; entertaining and reference materials that can be useful for reports, abstracts and other independent works.
Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
For students of secondary vocational education, applicants and high school students.
Chapitres de livres sur le sujet "Language didactic professional gesturess"
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Ballarin, Elena. « Insegnare (lessico del)le microlingue : specificità nell’insegnamento e nelle strategie didattiche ». Dans Competenza lessicale e apprendimento dell’Italiano L2, 97–108. Florence : Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.08.
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In the teaching of micro-languages, vocabulary teaching constitutes the main challenge for teachers. The ideal micro-language teacher should be a competent professional both in the discipline of specialization and in the corresponding micro-language. This type of teacher should be a graduate in languages with specialized training also in a different disciplinary sector, or a specialist with language and teacher training. In the Italian educational reality the micro-language teacher is (it is hoped) a graduate in languages - but not necessarily specialized in language teaching. The teacher-learner relationship is vitiated by a sense of imperfection due to the teacher's lack of training in the discipline concerned and the learner's lack of training in the language. This limit can be overcome in the teaching of scientific-professional micro-languages by means of a collaborative teaching model. The challenge becomes more difficult, when teaching disciplinary micro-languages, because learners do not have full mastery of the non-language discipline they are acquiring. This contribution aims to explore the specificities that arise when different didactic realities manifest critical aspects.
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Brescia-Zapata, Marta, et Sarah McDonagh. « Exploring the Potential of Media Accessibility as a Pedagogical Tool : Students as Audio Describers ». Dans Transforming Media Accessibility in Europe, 317–35. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60049-4_18.
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AbstractThere is growing recognition of Media Accessibility as an educational asset in the classroom. More specifically, recent research has demonstrated its potential as a didactic tool for foreign language learning (Bausells-Espín in J Audiovis Transl 5(2):152–75, 2022; Talaván in Int J English Stud 19:21–40, 2019) and developing students’ speaking, intercultural and digital literacy skills (Khanlou et al. in J Dev Phys Dis 33:1–25, 2021). In this chapter, we will focus on the creation of non-professional audio description (AD) by secondary students as part of a workshop carried out at Ítaca campus in Barcelona, Spain. During the workshops, students were asked to design and create an accessible, immersive story using the GreenVerse platform, developed as part of the GreenSCENT project (Smart Citizen Engagement for a Green Future, Nº 101036480). We begin this chapter locating this research within the growing body of work on the use of Media Accessibility as a pedagogical tool (Black in J Audiovis Transl 5:73–93, 2022; Herrero and Escobar in Transl Translanguaging Multilingual Contexts 4:30–54, 2018; Talaván in Int J Engl Stud 19:21–40, 2019), arguing the case for its integration in the classroom. We will then present the workshop methodology, followed by an analysis and comparison of the AD created by students. This analysis will assess where and how the AD aligns with or deviates from established guidelines and best practices, specifically following the ADLAB project recommendations (Remael et al. in ADLAB audio description guidelines, 2014) for English and the UNE 153020 Standard (AENOR, 2005) for Spanish. Our results show that students deviated from established guidelines in the areas of content selection, with students more prone to include evaluative statements in their ADs, owing to the purpose of the task at hand and students’ unfamiliarity with AD norms and conventions.
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Shulgina, Elena. « Teaching Professional Foreign Language Discourse via IT Tools ». Dans Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 267–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch015.
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The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.
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Tryshkova, E. S. « Principles for developing didactic material using Content and Language Integrated Learning ». Dans Professional education : theoretical and applied issues of ; linguodidactics, 57–62. KuzSTU, 2022. http://dx.doi.org/10.26730/lingvo.2022.57-62.
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Pérez-Cabello, Ana María. « The Inductive Approach in the Didactics of Foreign Language Literature in Higher Education ». Dans Using Literature to Teach English as a Second Language, 201–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch010.
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This chapter offers a didactic proposal on part of the degree of English studies syllabus in the University of Seville, the 19th century novel. It presents methodological guidelines underlying the inductive approach and a detailed breakdown of activities illustrating it. It aims to show the possibilities of the proposed approach, especially as regards advantages to replace traditional master session. The inductive approach offers a change in the role of the student within the teaching-learning process. It would also enhance students´ participation in the process of text analysis and, consequently, their learning. This role is developed in two ways: emotionally and cognitively. In order to develop main points, it is necessary, first of all, to consider what actions competent professional university training entails.
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Nikitina, A. V. « TEXT AS A LINGUISTIC DIDACTIC UNIT IN THE PROFESSIONAL TRAINING OF A LANGUAGE AND LITERATURE TEACHER ». Dans ACTUAL PROBLEMS OF PHILOLOGICAL SCIENCES AND METHODS OF TEACHING, 116–33. Liha-Pres, 2021. http://dx.doi.org/10.36059/978-966-397-234-3-7.
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Baten, Lut, Ana Beaven, John Osborne et Jan Van Maele. « WebCEF ». Dans Handbook of Research on Didactic Strategies and Technologies for Education, 559–70. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch048.
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The main outcome of the WebCEF project (2006-2009) is an online collaboration tool for self-, peer-, and expert assessment of oral proficiency in the foreign language using the Common European Framework of Reference (CEFR). One distinctive feature of WebCEF is that it brings together learners and assessors in virtual communities of practice, locally and internationally. Thanks to the use of low-threshold technology, this tool – available freely online – has been used successfully in formal, non-formal, and informal learning. Attesting to its continued relevance, WebCEF was awarded the European Language Label in 2011. In this chapter, the authors discuss an experience involving trainee teachers of English as a Foreign Language (EFL) of the University of Leuven (Belgium), EFL students at the Université de Savoie (France), and language teachers in France. It will be demonstrated how WebCEF can be a powerful platform for professional development through social mediation and a support for learner autonomy through assessment for learning.
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Zachepa, I. M., et V. I. Mykhailova. « SECTION #4. VIRTUAL EDUCATIONAL ENVIRONMENT IN THE SYSTEM OF PROFESSIONAL FOREIGN LANGUAGE TRAINING 4.3 THE POTENTIAL OF MEDIA RESOURCES AND DIDACTIC TEACHING OF AUTHENTIC MATERIALS FOR THE DISCIPLINE "SECOND FOREIGN LANGUAGE (GERMAN)" ». Dans CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052-9.
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The focus of this study is on educational media resources that can be effective and appropriate in classes of the discipline “Second foreign language (German)” and their potential for didactic authentic materials. The work defines what an educational media resource is. Educational media resources for the German language and the potential of their use for the discipline “Second foreign language (German)” were studied. Criteria for the selection of media resources for the discipline “Second foreign language (German)” have been defined. Separate issues of the methodology of using educational media resources in the context of teaching and learning the German language are considered. Ways of integrating certain educational media resources into the process of teaching and learning the German language are described. We focus on media literacy and consider digital applications that can bring authentic texts closer to students. We are interested in Web 2.0 platforms that can be used to create interactive exercises, since the idea is to didactically correctly, creatively, interestingly process authentic materials of a country-study nature, and get positive results in students’ assimilation of educational material. Taking into account the practical experience of using educational media resources of the world-famous educational platforms Goethe-Institut, Deutsche Welle and Klett-Verlag, a concise didactic analysis of their product is presented and recommendations are provided for the use of their content within the educational discipline “Second Foreign Language (German)”.
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Baldo, Gianluca. « Finalizzare le occasioni L’uso delle interviste nella didattica dell’italiano ai calciatori stranieri ». Dans Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice : Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8/026.
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Linguistics can be used to examine aspects pertaining to the world of football and, specifically, to teach Italian as second language to professional footballers. The focus of this paper is on after-match interviews and on the necessity, perceived both by football clubs and players, to be prepared for this relevant communicative event. The research question is whether it is possible to use clubs’ official broadcasts in order to obtain useful linguistic and lexical information to plan immersive and motivating didactic materials. To find a possible answer, a limited number of interviews by players of Udinese football club are analysed using TreeTagger, thereby investigating trends and specificities.
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Popelier, Paul L. A. « On Topological Atoms and Bonds ». Dans Intermolecular Interactions in Crystals : Fundamentals of Crystal Engineering, 147–77. The Royal Society of Chemistry, 2017. http://dx.doi.org/10.1039/bk9781782621737-00147.
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Here we explain elements of the Quantum Theory of Atoms in Molecules (QTAIM) to the novice, both student and interested research professional. In conceptual theoretical chemistry, QTAIM is the first approach to make extensive use the language of dynamical systems, as applied to the electron density, calculated or measured. However, QTAIM is part of a wider methodology called Quantum Chemical Topology (QCT), which houses about ten subfields. In order to enhance the didactic value of this chapter, it is written as a question-answer sequence. This contribution unfolds a “stream of consciousness” highlighting conceptual, mathematical, visual and philosophical aspects of the topological partitioning method, which is ultimately called QCT.
Actes de conférences sur le sujet "Language didactic professional gesturess"
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Savinova, Yuliya, et Svetlana Pozdnyakova. « DIDACTIC CAPACITY OF "WEBQUEST" TECHNOLOGY IN MODERN FOREIGN LANGUAGE EDUCATION ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-234.
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The paper focuses on didactic capacities and perspectives of "WebQuest" technology elaboration in teaching foreign language communication. The establishment of a new educational system, aimed at interacting at international level requires a high level of knowledge and preparation for any life conditions. It means that the learning of several foreign languages rather than one has become one of the educational background conditions, a factor, which has a significant impact on successful advancement in various spheres of activities in a new post-industrial society. Contemporary conditions to higher education have highlighted the need for blended learning application, which combines a methodical variability. In this regard, the "WebQuest" technology in foreign language teaching has proved to be an effective and motivational tool. Based on the project-based learning, it integrates communicative, problem-based learning and research methods, and possesses a number of advantages. Firstly, the "WebQuest" technology improves building creative and motivational capacity of students and enhances the objectivity of assessment. Secondly, learners enlarge their experience in presentation making, business negotiations and the use professional terminology. Thirdly, learners acquire new knowledge, extend multidisciplinary links due to the related subject areas, use authentic materials in foreign languages, which significantly enhances possibilities of professionally oriented foreign language communication. Thus, the use of the educational "WebQuest" technology in teaching foreign languages at HEIs showcased that its effectiveness in the educational process is of polarized nature. This kind of activity fosters positive motivation, which in its turn results in enhancing foreign language competence of students, desire to raise their personal and professional self-esteem and take competitive advantage in society.
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Демкина, Ирина. « Опыт использования методических разработок и дидактических материалов немецкого издательства «Klett» на занятиях со студентами ». Dans Россия — Германия в образовательном, научном и культурном диалоге. Конкорд, 2021. http://dx.doi.org/10.37490/de2021/011.
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This article presents the experience of using in classes with students open didactic materials posted on the platform of the German educational publishing house “Klett”, as well as methodological developments offered by the methodological magazine “Klett Tipps” and regular online seminars and professional development programs on the “Klett” derdiedaf-portal. The additional opportunity for professional communication, advanced training and the use of materials from German-language websites to prepare for classes, which has appeared with the development of the Internet, makes it possible to diversify practical classes with students of both linguistic and non-linguistic specialties. Actual methodological developments and didactic materials can be also offered for discussion and application within the course “Methods of teaching foreign languages”.
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Barysevich, Alena. « Didactization of L2 French variation in a complex context ». Dans EuroCALL 2023 : CALL for all Languages. Editorial Universitat Politécnica de Valéncia : Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16982.
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Even though variation is an inherent element of language and its different aspects have been the subject of numerous studies, its didactization in Second Language classrooms remains, in general, marginal. The context of teaching variation in a French as a Second Language (FSL) classroom in Ontario (Canada) is even more complex. What kind of French to teach: European or Canadian? What is the place of local varieties of Canadian French? This paper investigates the sociolinguistic variation in the speech of first-year FSL students in a Canadian university who have learned their second language primarily in an educational context. A range of social factors that influence sociolinguistic competence are explored. Pedagogical implications of observed results are discussed. Designing didactic materials that value work on varieties of spoken French is emphasized. The role of CEFR-oriented professional development in FSL teaching is highlighted.
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Butova, Anna v., Olesia Kisel et Angelina Dubskikh. « THE PROJECT TECHNOLOGY AS A MEANS OF IMPROVING QUALITY IN FOREIGN LANGUAGE TEACHING ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-129.
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Innovative teaching technologies are becoming popular in education. A good degree of integration of academic and professional education, ensuring the training process taking into account the requirements in a new educational paradigm is the reason. Under the circumstances Nosov Magnitigorsk State Technical University aims to provide the required professional staff for the needs of the regional sphere by updating the target, substantive and technological conditions of the educational process with the introduction of innovative educational technologies. The project technology or the project method is considered to be such an innovative technology. Under the technology of project training, we mean the system of interrelated actions, conditions, requirements for the subjects' pedagogical activity, the central element of which is a project or image for a future result. This method focuses on the student's personal development and significant professionally oriented activities; allows you to choose an individual pace of work on the project; combines all the baggage of knowledge, skills and abilities that a student can apply in various situations, and helps to learn basic knowledge of a foreign language and expand it if necessary. Work on the project is a powerful tool for enhancing students' cognitive activity: they see the final result - a product that they have created themselves - and can assess its practical significance. In addition, such a creative kind of activity stimulates professional self-determination. The project technology is successfully applied at the Foreign Languages in Engineering Department Nosov Magnitogorsk State Technical University. The largest educational project in 2019 was the organization and holding of the international scientific-practical conference <<Modern Engineering Education: Contemporary International Challenges and Perspectives>>, carried out as part of the international project <<Extend>>. Student scientific conference as a kind of project work is a form of interdisciplinary learning, which allows solving a complex of educational and didactic tasks aimed at creating students' creative independence. The purpose of this article is to show that the educational project performs not only a controlling function, but also has a learning and educational focus. The article provides a step-by-step organization of the process in preparing and holding a scientific conference in the course of a foreign language teaching at the Foreign Languages in Engineering Department; identifies skills and abilities, formed in the process of classroom studies and extracurricular activities; analyzes teachers' and students' roles at each stage.
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Nezhyva, Olga. « Ted Talks as a Digital Material in Foreign Language Teaching ». Dans ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.24.
Texte intégralRésumé :
The paper considers the opportunity of practical use of TED Talks as a digital material in the process of foreign language teaching and learning in educational institutions of different types. It has been shown that TED Talks are quite a significant and powerful tool for developing students’ speaking skills. The students improve their communication skills in a foreign language; definitely, it provides further professional opportunities for getting and sharing information, experience, ideas and views. The paper illustrates that the spheres of influence of TED Talks materials, which will be used in the educational process, can be conditionally divided into four groups such as socio-cultural dimension, competence dimension, language dimension and psychological dimension. It is emphasized that TED Talks can be multifunctional, satisfying almost any didactic request. However, the teacher should take into account the certain criteria for choosing a video watching. These criteria are: what video is about, the usefulness of the topic video; the appropriateness of the video to the academic environment and the length of the video. All of these criteria help to create the video to be successful and effective. If the teacher neglects these choosing criteria, the teacher will have a negative result after the video watching and during the discussion of this video among students. The paper also highlights that the use of TED Talks during foreign language teaching helps the teacher to solve a number of problems, in particular, to overcome the negative impact of interlanguage interference, and to increase students’ motivation to learn a foreign language. Furthermore, it helps to make foreign language teaching more interesting and creative.
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Trofin, Roxana anca, et Maria ana Oprescu. « THE INTEGRATION OF DIGITAL TECHNOLOGY IN A LANGUAGE COURSE ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-107.
Texte intégralRésumé :
Concurrently with the advent of new technologies, the content and typology of language courses have changed. The borders between the courses we propose to our students have become more permeable in view of the society demands, educational needs and institutional constraints. In a francophone country such as Romania, where there are French streams receiving students who have French as their mother tongue, or as a second or foreign language, having relatively heterogeneous linguistic and cultural backgrounds, the French for Specific Purposes (FSP -FOS) modules also comprise components of French for Academic Purposes (FAP -FOU) and of French for Professional Communication (FPC -FLP). On the other hand, for future engineers who are very open to new technologies, the use of the digital technology in a mixed FOS-FOU (FSP-FAP) module can contribute to a better acquisition of specific knowledge as well as the development of know-how essential to successful communication and action of the future social actor. I will therefore aim to present digital technologies integration in the language for specific purposes course in the particular context of Bucharest POLITEHNICA University. Starting from a type of course that is not a classical FSP (FOS) one, in Mangiante et Papette’s signification, having one specific objective only, but a mixed type one, I will analyze the pedagogical efficiency of the text treatment software and smart phone use in class. The analysis will be carried out on the following types of activities: information search, language work with a stress on the terminological-lexical and/or intercultural components, as well as on the types of documents that allow digital means of exploitation. I will also approach the role of digital technologies integration from a cognitive perspective, as well as from a didactic and/or intercultural one.
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Shirokikh, Anna Yurievna. « An experimental tailor-made ESP course : experience of teaching English to students of Economics ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
Texte intégralRésumé :
The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Sinitsa, Katherine. « ADDING MOBILITY TO THE ADL LANGUAGE COURSE ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-130.
Texte intégralRésumé :
E-learning becomes a widely used form of educational service provided with or without teacher's support as a pre-study, main course, self-study support, or refreshment. A variety of course development tools, simple and free, or sophisticated and costly, are available for course development. Together with didactic-supported methodology and guidelines for learning content development, these instruments ensure a pedagogical quality of the resulting course. If a course development tool produces a learning content according to the SCORM standard [], it enables its usage as a whole or by some components - learning objects - by a large audience, i.e. those who can access it from a SCORM-compliant learning management system. Reusability, i.e. a capacity of being applied in various contexts, is an important feature for raising efficiency of learning content production and its ROI. So far, SCORM as a technical standard ensured technical side of reusability, whereas a didactically meaningful combination of the learning object was a responsibility of a course designer. Steady growth of users going on-line from their mobile devices - phones, smartphones, tablets, e-books - pushes mobile content development. Mobile learning research matured, growing from small sessions and workshops to an individual trend, resulting in a number of big international conferences. The research in m-learning emphasizes on its innovative and informal aspects, highlighting new learning activities and scenarios, enabling creativity, interaction and collaboration [ ]. Rough summary of m-learning could be visualized as isolated islands of innovative learning experiences, together with early pilots on mobile access to the web-based learning content and studies of basic content features accessible across various mobile platforms. Although some attention has been paid to the "legacy" content and its transfer to the mobile-accessible format, this issue has been addressed solely from a technical viewpoint. Thus, the quality of the resulting mobile learning was not a subject of study, and the differences in e-learning and m-learning environments were not addressed. This study is intended to extend the understanding of the reusability concept beyond technical solutions and emphasize on the value of didactically sound content in a similar way it is done by the Learning Design []. The ultimate goal may be seen in providing some guidelines for transformation of e-learning course to its m-learning version ensuring the preservation didactical quality. The purpose of this paper is to identify differences between e-learning and m-learning environments, and explore factors that may influence the quality of the e-learning content delivered in m-learning environment using a language course as an example. Khan's e-learning framework [ ] was selected as an instrument for the learning environment analysis. The proposed framework comprises eight dimensions, along which factors influencing the quality of the e-learning environment under study are analyzed. Since its introduction, the framework has been applied to various large-scale and small-scale environments. The language learning content is represented by the ELTEC - a self-study language course [ ] which is intended for enhancement of the professional tasks-oriented language skills. The course is highly interactive though some learning activities are preceded by the explanations and illustrations. Comparison of language learning activities within e-learning and m-learning environments led to some guidelines for creation of mobile version of the ELTEC. It was concluded that due to the environment differences and specifics of the mobile devices the course should be re-organized before being transformed to the mobile version, preserving the purpose but re-defining learning objectives.
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Trofin, Roxana anca. « DEVELOPING INTERCULTURAL COMPETENCES BY MEANS OF A TECHNOLOGY-MEDIATED LEARNING MODEL ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-068.
Texte intégralRésumé :
Within technical universities, the language courses role is to teach both linguistic competences, as well as transversal competences, such as the intercultural competences, the discursive competences put in place in the professional communication and textual competences. Similarly, the institutional education context meant for the future engineers is more open to the integration of technologies. The technology-mediated learning model (Guichon) combines two types of thinking patterns, that of the means provided by technologies, and the one of didactic objectives, and it permits to build the training direction by taking into account the psychosocial factors. Our aim in this study is to present a technology-mediated learning model meant to develop the intercultural competences of the future engineers, but equally their discursive and textual competences. Several premises underlie our endeavour; firstly, the fact that the language is an assembly of procedures that express and transmit meanings, secondly, these meanings are built and decoded by the interlocutors according to the cultural grids specific to the collectivity, thirdly, a public having developed technical knowledge permits a better valorization of the psychoaffective aspects of education, and, finally, the current instrumentation for the acquisition of the language that essentially represents an instrument of transaction among individuals allows them to act as social actors. The present study will present the model for the creation and exploitation of authentic documents, the competences driven, the new roles of the actors : teacher ~ learner mediator, due to their technological competences, as well as the activities carried out. It will demonstrate how technologies can be dynamically integrated within a language course in order to teach specific competences.
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Butova, Anna v., Olesia Kisel et Angelina Dubskikh. « ICT AS A MEANS OF DEVELOPING MOTIVATION OF LEARNING ACTIVITY IN THE PERSON-ORIENTED APPROACH ». Dans eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-128.
Texte intégralRésumé :
In the documents on the modernization of higher education, three priority areas of education in the modern information society are clearly identified: informatization of education, foreign languages teaching and mastering socio-economic knowledge. Today, many English teachers consider the person-oriented approach as a system-forming link in foreign languages teaching. Recently, ICTs have been widely used in educational institutions. This phenomenon contributed to the intensive development of educational software, which allows you to solve many problems in the modern educational system: a variety of forms in educational material presentation, access to education, the use of new technologies and methods in education, and many others. The relevance of new ICT application is dictated, first of all, by pedagogical needs to increase the effectiveness of developing learning, in particular, the need to form skills of independent learning activity, a research, creative approach to learning, the formation of critical thinking, and a new culture. The use of new technologies in teaching English is not only determined by the desire for novelty, this learning allows you to implement a person-oriented approach, which is the main conceptual direction in XXI century education. To organize various types of classes, it is necessary to take into account the peculiarities of ICTs. The problem of increasing the effectiveness in educational activities by means of ICTs addresses the issues of using person-oriented software to organize independent learning activities at home. Teachers consider the problem of motivation in the context of person-oriented learning, study the didactic possibilities of using ICTs in the learning process, some ICT software tools for influencing the motivation in learning activities. Today, foreign languages and information technologies are necessary for specialists in any field of professional activity. Of particular importance is the knowledge of a foreign language. Thus, no matter what field of activity today's students are preparing themselves, they need knowledge of a foreign language to become good specialists, able to use modern information technologies and participate in international cooperation.