Thèses sur le sujet « Niveau de français »
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Ingeland, Elisabeth. « La taille du vocabulaire chez des apprenants de français de niveau universitaire : Combien de mots français connaissent des étudiants de différents niveaux ? » Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166838.
Texte intégralAujsatid, Wanee. « Evaluation de productions écrites en français d'étudiants thai͏̈landais de niveau universitaire ». Besançon, 2003. http://www.theses.fr/2003BESA1030.
Texte intégralThe objectives of this thesis are to study and to explicate the evaluation by teachers of french written productions of thai university students. Our comparative case study concerns french teachers and students of two universities. Three investigation instruments were used for each group of subjects : for the students (writing of an argumentative text, questionnaire and interview about their writing activities inside and outside the classroom, attitudes towards their teachers'evaluation) ; for the teachers (evaluation of students'texts, questionnaire and interview about their formation and experience in teaching and evaluation of french written productions, conception of writing skills, attitudes towards students'difficulties in french written expression, characteristics of their evaluation methods). The results of this research contribute to an reflection on diverse aspects in evaluation of french written productions (multidimensional aspect of wrting, evaluation criteria)
Guerroud, Yassine. « Trois essais sur l'éco-innovation au niveau de l'entreprise : le cas français ». Electronic Thesis or Diss., Université Côte d'Azur, 2021. http://www.theses.fr/2021COAZ0015.
Texte intégralThe idea supported in the literature for a long time was that the regulatory framework had a negative impact on the activity of firms, as well as on their prosperity. Starting from the 1990s, this vision started to change progressively and was substituted by a new approach in which the conflict between economic and ecological performance should be approached differently. More concretely, political decisions and researchers' endeavours triggered this new approach according to which neither the regulatory framework nor the reduction of pollution should involve any economic activity harming. According to this context, firms should introduce environmental innovations or eco-innovations which are, as their name suggests, innovations with less environmental negative externalities. The content of this thesis sticks with this context and aims to bring in new elements to the debate, to deepen the extant analysis related to the questions of the introduction of eco-innovation at the firm level, as well as by highlighting the French context.The first chapter of this thesis presents a theoretical and conceptual literature review on eco-innovation. This review is based on a bench of contributions in the field and aims to underline the impact of eco-innovation on firm performance, as well as the different consequences related to its activity. This review suggests that the effects of the introduction of eco-innovation can be decomposed into two separate categories: the internal effects and the external effects. First, internal effects are mainly related to employment and to the ability of firms to create more jobs, also including qualitative substitution effects based on improved qualifications. Second, external effects are related to changes in relationships across firms while complying with the environmental regulation through the transformation of the supply chain. The objective of this chapter is to develop and explain these mechanisms alongside other aspects related to eco-innovation.The second chapter includes a theoretical and an empirical analysis on the determinants of eco-innovation based on French data. Literature on the question is generally quite scarce, particularly regarding France, and almost inexistent concerning eco-organisational and eco-marketing innovations.The analysis along this chapter aims to emphasise these points, in a context marked by an increasing adoption of eco-organisational and eco-marketing innovations by firms. Results reveal a great importance of firm's reputation ahead of the introduction of all types of eco-innovation (product, process, organisation, and marketing), the importance of cost savings as well as the implementation of good environmental practices for the introduction of eco-organisational innovation, and the role of existing governmental aids and the contracts with customers for the introduction of eco-marketing innovation.Finally, the third chapter deals with the question of the impact of eco-innovation on firm growth, considering two growth indicators: employment and turnover, and analysing French data. After the presentation of a literature review, the empirical analysis is developed to analyse the impact of the introduction of eco-innovation (with no distinction in types), on both growth indicators previously explained. Following the very recent literature, multiple quantile regressions are performed given the non-linearity and the heterogeneity of firms' growth. Findings reveal a positive and significant relationship between eco-innovation and turnover growth of the top decile (10%) of the sample. Meanwhile, these results are not confirmed regarding eco-innovation and employment growth. Finally, other variables, namely patenting activity, research and development, and group ownership, are found to be important for firms' growth of the sample whatever the growth indicator used
Dubreuil, Arnaud. « Le niveau de négociation dans les rapports collectifs de travail en droit français ». Paris 2, 1992. http://www.theses.fr/1992PA020024.
Texte intégralRecent changes in the french social law conducted toi a dispute about the value and futurs of the usual centralised bargaining structure. The research studies why the french social law emphazised centralisation and how it tries and manages now to associate the centralised and decentralised models of social negotiation and collective bargaining. The research contests the usual explanation of the implementation of a specific legal gramework for collective agreement because of the limits of civil law. It points out that the sat of social laws (1936-1946-1950) originated a state-oriented and state dominated system of social regulations instead of genuine collective bargaining. Constant changes of the legal system (1982-1986-1987) show that adjustements are still difficult, as far as companies need mors flexibility thay develop new practices and decentralisation is at its maximum, often by using back again civil law instead of social law if it is more convenient; the system characterizes itself now by the maximum of inconsistency and complexity. As a final result, employers, unions and governement have to face, through the crisis of the legal framework of collective bargaining, the so-called crisis of social law
Le, Ninan Claude. « Les temps du passé en français : analyse théorique et propositions didactiques pour leur enseignement au niveau secondaire en Thailande ». Besançon, 1988. http://www.theses.fr/1988BESA1020.
Texte intégralBoughdad, Saadia. « Approche d'une pédagogie de l'enseignement du français, au niveau supérieur au Maroc, suivant des besoins et des objectifs spécifiques ». Paris 3, 1994. http://www.theses.fr/1994PA030171.
Texte intégralIn morrocco the arabisation of scientifique disciplines affect the primary and the secondary. But in the university this discipline are continued to be teaching in french language. To allow to student to continued his studies in university the morroccan institutions which ecole nationale d'agriculture de meknes are install in 1989 a fonctionnal french teaching. And this study try to assess the contribution of this teaching in relation to the needs of this students in this establishment
Nakamura, Atsuko. « Étude d'un contenu langagier et culturel de français langue étrangère à l'intention d'apprenants japonais débutants de niveau universitaire ». Paris 3, 1994. http://www.theses.fr/1994PA030131.
Texte intégralLinguistic and cultural means are hardly available to the japanese students learning french in japan if they want to practice their french in france. They are not able to communicate properly because they lack basic vocabulary, a lack which has consequence on their competence, both linguistic and cultural. This competence is directly linked with the contents of their locally made language books which do not provide them with sufficient communicative tools, and with those of a universal method like le nouveau sans frontieres 1 (widely used by japanese beginners), which does not answer their needs either. Taking into account the part held by lexis in the general competence and the vocabulary deficiencies of japanese students, we suggest a methodological content which insists on words for the linguistic and cultural description and for a learning of basic communicative tools
Nasr, Véra. « Quelle place pour la traduction dans l'enseignement/apprentissage du FLE au niveau avancé en milieu exolingue ? , le cas du Liban ». Paris 3, 2001. http://www.theses.fr/2001PA030137.
Texte intégralThis research aims at reflecting upon the use of one's mother tongue in the learning process of a foreign language, by rehabilitating the one activity which allows a systematic use of mother tongue, translation. However, it's important not to mix up the believes that we entertain in this thesis with assumptions that were those of the traditional methodology of language teaching. We're proposing here a "new" translation, a creative one, a translation as a (re)-creation. . . No more word for word rendering, no more hindering or useless exercices. Only a spontaneous expression of the meaning. The use of bilingual dictionaries is no more enough : a wide panel of documents contributes to the understanding and to the writing processes. .
Wilkinson, Jane. « L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suivi ». Master's thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/22440.
Texte intégralHusseynova, Tarana. « L' enseignement du français langue étrangère au niveau débutant en Azerbaïdjan vise-t-il l'acquisition de la compétence langagière ? » Université Marc Bloch (Strasbourg) (1971-2008), 2007. http://www.theses.fr/2007STR20009.
Texte intégralIn order to understand whether French as a foreign language is taught in Azerbaijan in view of acquisition of language competence, which constitutes nowadays an objective of foreign language teaching, we carried through a research by analysing : - official instructions: the schedule for oral and written skills teaching of French ; - manuals used in traditional and exploratory groups of learners: Manuel de français and Campus 1 ; - teaching of French in a language class: observation and analysis of French courses in traditional and exploratory groups of learners
DELBARRE, Franck. « Les formes verbales du français : constatation d'un certain type d'erreurs dans une classe de niveau supérieur ». 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/14071.
Texte intégralOlenine, Tatiana. « Enseignement des compétences linguistiques et culturelles à des étudiants de niveau perfectionnement en français langue étrangère ». Paris 3, 1997. http://www.theses.fr/1998PA030075.
Texte intégralThis research is based on an experiment over several years carried out on students with a proficient level +in an endolingual situation;, possessing a minimum of six years of practical experience in the french language. This experiment has led us to a major observation: no student feels entirely able to communicate until they have acquired +certain language events>>. Following the formation and analysis of a corpus, it emerged that the needs were of two types: - language: certain language events such as the use or not, of certain neologisms, certain turning of phrases (or palimpsests), play on words, mockery, etc. Still remain inaccessible. - cultural: commonly-held references are lacking, but also a more precise perception of the french society. In other words, the students would like to be able to converse and to debate. To remedy this, we have organised our thinking around four stages-each stage being in competition: 1. Stage 1: neology which is creativity. It is, therefore, through its intervention that the human being shows his adhesion to extra-linguistic reality. 2. Stage 2: the proper nouns that attest, by definition, to the referential, situational, socio-cultural, artistic, political, etc. Human existence. The feature of the proper noun is to identify, to locate, and to reference. 3. Stage 3: the gnomic, non-gnomic phrases and the palimpsests, to wich the study gives access to various sectors, such as the norm, the imaginary, the ideologies, the social organization, etc. And allows the usage analysis and the original and non-original impacts. 4. Stage 4: the satire which is an example and which enables the rediscovery or all these language events. Moreover, it is rich in cultural allusions and in manipulation of images. The students are in search of meaning. According to us, it is by staying in context that they can be confronted with all sorts of cases, from wich they will be abble to extract the more general, but not more superficial facts, and to find the elements still lacking from the mecanism of communication. An open door between the classroom and the outside and the supply of authentic documents will favorise the access to these still unrecognized spheres
Besnard-Lamboley, Christine. « Conception et production de matériels pédagogiques de français langue seconde pour un public universitaire ontarien : niveau intermédiaire ». Nancy 2, 1987. http://www.theses.fr/1987NAN21032.
Texte intégralSanogo, Habibou. « Étude du français parlé des locuteurs «peu lettrés» (scolarisés de niveau 1) de la ville de Ouagadougou (Burkina Faso) : approches linguistique et sociolinguistique ». Besançon, 1995. http://www.theses.fr/1995BESA1035.
Texte intégralLima, Vera Lúcia Strube de. « Contribution à l'étude du traitement des erreurs au niveau lexico-syntaxique dans un texte écrit en français ». Grenoble 1, 1990. http://tel.archives-ouvertes.fr/tel-00337073.
Texte intégralDrouallière, Loïc. « Le niveau de maîtrise orthographique du français chez les étudiants de première année universitaire : évolution, enjeu, remédiation ». Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3006.
Texte intégralAt a time when various studies have confirmed that the spelling ability of secondary school students has fallen, our aim has been to discover whether this phenomenon also affects university students who pursue their studies to a higher level. With its fundamental notions set in both educational, as well as information and communication science, this research-action proposes a three-pronged scientific approach based on plural methodologies. The aim is not only to answer the central question, but also to measure its consequences in terms of employability, and to define the outlines of an educational response. Firstly, diachronic measurements reveal a strong increase in the spelling error rate in marked examination papers during the first year at university. Secondly, in situ experimentation confirms that candidates with faulty spelling can be the victims of discrimination in employment. Thirdly, grammatical remediation is proposed for first-year university students, based on an innovative learning and evaluation instrument: the normalised dictation
Guerreschi, Luc. « Le vécu sportif du corps : étude des représentations sociales du corps d'athlètes de haut niveau français et canadiens ». Bordeaux 2, 2004. http://www.theses.fr/2004BOR21187.
Texte intégralElite sports lead to an extreme use of the body which has disastrous consequences. In order to understand contemporary sporting practices and the way they are experienced, we focussed on the social representations of elite athletes' bodies. For our study, we used the social representations theory (Moscovici, 1961, Doise, 1992). Semi-directive interviews and words associations have been carried out among a population of 70 French and Canadian elite athletes. First, the results' analysis allowed to draw different apprehension modes of the body, of sport and doping experience. Secondly, the organizing principles of the social representations of elite athletes' bodies were revealed. These representations are characterized by two ambivalent notions: a quest for intense body pleasure close to suffering, associated with a search of body limits which is also a search of trauma
Brisson, Marc-André. « Écriture de multitextes et niveau d'atteinte de compétences en littératie médiatique multimodale en classe de français 5e secondaire ». Thèse, Université du Québec à Trois-Rivières, 2013. http://depot-e.uqtr.ca/7291/1/030619155.pdf.
Texte intégralWilkinson, Jane. « L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suvi ». Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27874/27874.pdf.
Texte intégralIonescu, Simona. « Comparaison des représentations religieuses du sport olympique chez les sportifs de haut-niveau roumains et français : Analyse de cas ». Nancy 1, 2005. http://www.theses.fr/2005NAN10192.
Texte intégralThe purpose of this research is locating when and in what circumstances high performance sport can overcome the inherent stage and become a new place in wich faith corroborated with the transcendental can be validated. Even if France turned away from religion and in Romania we are experiencing a return to it, both societies analyzed by us are secular and the beliefs of sportsmen are corrupted. Sport has been defined in our study as a meaning through wich the sportsman is aiming for fulfillment and a change of personality, an undiscovered and unpredictable transformation. The particularity of sport is that it offers not only a view of the world where the holy can become a guide that is bringing together reality to the dream of whatever he is willing and capable to become, but an accomplishement of an unknown mechanism that is bound to arrive
Borgé, Nathalie. « Réception, médiation et expérience esthétiques des oeuvres d'art dans des classes de français comme langue étrangère de niveau avancé ». Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA119.
Texte intégralThis research aims at examining the language mediations stimulated by the introduction of paintings and photographs in a pedagogical environment of French as a foreign language of advanced level and at studying their contributions in language and translanguage terms in light of a transdisciplinary theoretical framework taking into account the works of socioconstructivism, of emergentism and the enactive approach. This research led with four groups of multilingual and multicultural students, within the framework of an action-research, questions the modalities of the aesthetic reception in an academic social context of learning and proposes a multimodal didactic approach which relies on verbal interactions, on continuous oral and written production. It enhances the contextual and situational impact on the body manifestations and on the verbalization of aesthetic reactions, that is to say reactions of aesthesia, emotions and aesthetic appreciation by relying on the tools developed by the disciplinary current of discourse analysis. Last but not least, it examines the role of teacher's and learner's mediation with the artistic object, to show to what extent they are likely to foster the emergence of language abilities for the learner and to promote a language, intercultural and aesthetic experience within the teaching context
Bogliotti, Amelia Maria. « Le théâtre de Marguerite Yourcenar : Approches didactiques pour une classe de Français langue étrangère de niveau supérieur en Argentine ». Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030001/document.
Texte intégralThis thesis work, developed within the frame of the Languages and Cultures Didactics chair, explores the potentialities of the play's text as a pedagogical tool for an advanced course of FFL. The theatrical text, a singular material, characterized by its double aspect – verbal and non verbal, requires a reading effort that we try to clear up. Following "genettian" guidelines about paratext, we cover the surroundinges of the theatrical writing in as many possible routes so as to get closer and into the meaning. To read "yourcenarian" plays, the core of our corpus, we have used the notions of rewriting and intertextuality as support, aiming at providing the FFL student with an itinerary which would allow them to build the meaning of the texts, and to be able to gain insight about the literary and mythical content to which the play refers to, and make it their own. In order to accomplish that, we have drawn on other literary, artistic and media documents, where that initial corpus reflects upon and with which it is redefined and completed. A significant place has been similarly assigned to the distinct expressions of the biographic aspect, to situate the writer in her socio-cultural context. A theatre with words and texts as Marguerite Yourcenar's, undertaken to be read, spoken and represented by foreign students, faces the professor with the challenge of adapting and developing reading routes, as well as specific oral and written production itineraries. To do so, a prior research work is essential. Having accepted such challenge, we leave our trace by means of this thesis work
Fliti, Haïssam. « L'enseignement / apprentissage de l'écrit en terme de compréhension et de production, au 3ème degré de cours annuel (niveau avancé) à partir des textes authentiques tirés de la presse écrite : analyse de questionnaire et analyse des copies ». Université de Franche-Comté, 1997. http://www.theses.fr/1997BESA1004.
Texte intégralSimard, Josée. « Étude de quelques cas de ruptures de cohérence présents dans des écrits d'étudiants en français langue seconde de niveau avancé ». Thèse, Université Laval, 2007. http://constellation.uqac.ca/407/1/030004920.pdf.
Texte intégralYou, Min. « Compétences cognitives et émotionnelles en vue d'une réussite académique chez les étudiants chinois et français de niveau licence en France ». Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC003/document.
Texte intégralIn this thesis, the objective is to understand the relationships between academic success (academic performance) and subjective perceived stress on the one hand, and the influence of individual differences (emotional intelligence, personality traits and chrono-type) on academic success on the other hand, as well as the interactions between these individual differences and subjective perceived stress. 1) Preliminary study is conducted to clarify the relationship between emotional intelligence and coping strategy among Chinese students expatriated in France; 2) our first study aims to understand the different elements related to the expatriation of Chinese students in France: the causes and criteria of subjective expatriation success, the different sources of stress they encountered as well as their strategies to cope during their expatriation are interviewed; 3) With the elements emerging from our first study, we were able to construct a questionnaire on subjective expatriation success for Chinese students in France. The initial idea is to validate this questionnaire by comparing individual differences (emotional intelligence, cultural intelligence, and chrono-type) with other parameters. Unfortunately, the completion of all these questionnaires took a long time, which explains why few participants completed them, which does not allow us to validate this questionnaire of expatriation success. 4) Finally, we try to understand the relationship between academic success and individual differences among the general population, i.e. French students
Altammami, Mohammed. « L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire ». Electronic Thesis or Diss., Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Texte intégralSince the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Chiari-Black, Catherine. « Étude des productions orales d'apprenants L2 de niveau universitaire dans le cadre d'un cours de français d'expression orale par la dramatisation ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25227.pdf.
Texte intégralBriant, Nathalie. « Étude didactique de la reprise de l'algèbre par l'introduction de l'algorithmique au niveau de la classe de seconde du lycée français ». Phd thesis, Université Montpellier II - Sciences et Techniques du Languedoc, 2013. http://tel.archives-ouvertes.fr/tel-00920506.
Texte intégralBelpaire, Nathalie. « Etude didactique de la reprise de l'algèbre par l'introduction de l'algorithmique au niveau de la classe de seconde du lycée français ». Phd thesis, Université Montpellier II - Sciences et Techniques du Languedoc, 2013. http://tel.archives-ouvertes.fr/tel-01002513.
Texte intégralBriant, Nathalie. « Etude didactique de la reprise de l’algèbre par l’introduction de l’algorithmique au niveau de la classe de seconde du lycée français ». Thesis, Montpellier 2, 2013. http://www.theses.fr/2013MON20076/document.
Texte intégralThe recent French schools reform (2009) was accompanied by a change in mathematics curriculum. With respect to the “classe de seconde” (9th-10th Grade in US High School), two subjects question us: first, the new positioning of algebra, now part of the functional domain, giving it a primary role of tool, and on the other hand, the introduction of algorithmic concepts.Through the value of combining these two subjects, this thesis proposes a didactic study of the resumption of elementary algebra in “classe de seconde”, and especially of the objects orbiting around equation concept, objects of which we search to refine the meaning, through the detour of algorithmics. Positioned within the anthropological theory of the didactic by Chevallard, we study the conditions and constraints of this resumption. Through a didactic engineering implementation in collaboration with three high school teachers, we show how the resumption of basic algebra concepts through algorithmics induced for students a gesture of generalization, while achieving some materialization of algebraic objects, manipulating them in a computer program. For teachers, this engineering induces a questioning of their praxeology teaching algebra, generated by non-routine tasks of equations categorization and modeling. Finally, we highlight the challenge of integrating algorithmics domain within mathematics discipline and the need for teachers to be trained, to ensure the viability of this teaching
Essebe-Eckwelgent, Charlotte. « Evaluation du niveau en orthographe française en fin de premier cycle du secondaire au Cameroun. Etudes différentielles dans quatre établissements de Yaoundé et en parallèle avec des enquêtes réalisées en France ». Nantes, 2014. http://www.theses.fr/2014NANT3010.
Texte intégralAsfi, Martha. « La médiation linguistique dans le système de certifications de France Education International en Grèce : Niveau C1 ». Thesis, Université Côte d'Azur, 2020. http://www.theses.fr/2020COAZ2033.
Texte intégralThis work aims to examine the role of linguistic mediation in writing and the possibilities of evaluation of this practice of language activity in the perspective of the development of the plurilingual and pluricultural activity enhancing the intercomprehension.The thesis reflects the path which has been taken from the beginning with a theoretical study of the concepts related to linguistic mediation (evaluation, certifications, mediation, synthesis as a writing task, reformulation, crosslinguistic influence, implicit, acquisition) and continuing with a mixed analysis (quantitative and qualitative) from copies of the writing test (exercise 1: Synthesis) in the exams of DALF C1 of France education international in May 2016 in Greece. During this analysis, the tendencies, factors and variants that determine the of the candidates’ performances on the test of linguistic mediation are studied and determined. At the end of this work, one new evaluation grid is accompanied by conclusions and discussions on the instructions of the synthesis as a writing exam but also on the role of the mediator and the context
Vlad, Monica. « Contribution à l'étude de la lecture scolaire en français langue étrangère au niveau avancé : étude sur un corpus de manuels et de programmes roumains pour le lycée : 1970-2000 ». Paris 3, 2002. http://www.theses.fr/2002PA030096.
Texte intégralThis research tries to bring its contribution to the study of reading in French as a Foreign Language in its educational dimension, by identifying the pertinent analysis categories which provide relevant structures to be used by the educational system trying to teach this particular skill. The first part of this paper is an attempt to better shape the epistemologic status of the concept of reading in French as a Foreign language illustrating this by means of French didactic discourses on reading and by means of related scientific discourses on reading for scientific purposes (linguistics, psycholinguistics and sociology). The two last parts of this research definitely places this paper in the Romanian institutional context (1970-2000) aiming at assigning a suitable analysis frame. As a result of various institutional determinations on the definition of the concept of reading in French as a foreign Language from 1970 to 2000, the starting point being provided by the Romanian research on methodology, by syllabus analysis or textbooks analysis, we have been able to identify six main categories for the analysis, of reading strategies in foreign language for the advanced level : the constitution of a school specific genre of textbook discourse, the types of meaning mediation, the relations vocabulary/reading, the oral transposition, the relations grammar/reading and the didactic transposition of concepts ensuing from text grammar and discourse analysis. Three patterns of evolution by categories of reading strategies are suggested as a result of this multiparametric analysis
Margutti, Eleonora. « Le phénomène des interférences linguistiques entre l'italien et le français - le cas des erreurs récurrentes sur le plan morphosyntaxique au niveau B2 - ». Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16089/.
Texte intégralReolon, Sara. « La grammaire et les interférences linguistiques dans l'apprentissage du français langue étrangère : le cas des apprenants italophones et sinophones de niveau B1 ». Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/7198/.
Texte intégralAltammami, Mohammed. « L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire ». Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Texte intégralSince the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Youssouf, Issa. « Évaluation de la compétence de communication à l'écrit en Union des Comores au lycée et Baccalauréat ». Electronic Thesis or Diss., La Réunion, 2023. http://www.theses.fr/2023LARE0029.
Texte intégralThe written communication skills of high school students and the French baccalaureate assessments constitute a major consideration in our research work. the evaluation criteria, the programs and official instructions for the teaching of French, the notion of communication skills and the different models, the feelings of teachers in relation to the practice and the evaluations according to the prescribed objectives, are the levers of our work.A model of communication competence consisting of linguistic, pragmatic, sociocultural, strategic and interactional competence is used to analyze the programs, the subjects of the baccalaureate, and the speeches of the teachers through a focus group. It appears that the programs include components of communication skills dominated by pragmatics but the subjects of the baccalaureate are not sufficiently oriented towards communications skills. they are dominated by skills linked to school activities which do not allow autonomy in language use in real life situations. Teachers' speeches point out the importance of communication skills but still deplore programs that are less rich in terms of communication skills and assessments in national exams that are devoid of tools and sometimes erroneous. communication skills are theoretically present in the programs. the subjects of the baccalaureate do not reflect an educational alignment but a backwash is felt because it is through the exams that teaching is carried out but not the other way around
Ravet, David. « Didactique du texte de voyage au XXème siècle : dans une perspective interculturelle et transartistique pour des classes de Français Langue Etrangère de niveau supérieur ». Paris 3, 2008. http://www.theses.fr/2008PA030003.
Texte intégralThis thesis constitutes an elaboration of a method for teaching twentieth century travel literature from Apollinaire to Kessel. It is intended for advanced students of French as a Foreign Language. It adopts a cross-cultural and multi-disciplinary approach, ranging from the study of literature and the plastic arts (painting, photography and posters) to cinema and music. The thesis focuses on several themes and genres of travel literature : the travel poetry of Apollinaire and Cendrars ; the representation of New York in French literature and American painting from 1910 to the 1950s ; the anti-colonial texts of Gide, Nizan and Céline (in direct confrontation with the colonialists’ posters) ; and the politically committed reporting of Albert Londres and Kessel. We establish a multi-disciplinary methodology which aims to cast a new light on traditional literary analysis and teaching. In addition, we propose a number of very precise educational syllabuses which will permit students to develop cultural skills to a high level in literature, the plastic arts, and music. This thesis could thus be a basis for the creation of seminars, writing workshops, and cultural programs in the French departments of foreign universities, in French institutes, for the Alliance Française network, or for the F. L. E. (French as a Foreign Language) institutes in France
Veyrunes, Philippe. « Les configurations d'activité : un niveau de description de l'articulation de l'activité de l'enseignant et des élèvesEtude située en mathématiques et en français à l'école primaire ». Phd thesis, Université Paul Valéry - Montpellier III, 2004. http://tel.archives-ouvertes.fr/halshs-00008105.
Texte intégralCette recherche a été menée en collaboration avec deux professeures des écoles débutantes (Titulaires de deuxième année). Trois configurations d'activité ont été décrites et analysées. Deux types de données ont été recueillies : des données d'observation et d'enregistrement vidéo de séances de classe et des données d'autoconfrontation de l'enseignante et de quelques élèves à partir de ces enregistrements. L'analyse des données a été réalisée en référence à la théorie sémiologique du cours d'action. Le cours d'action des enseignantes et de quelques élèves, leur articulation, ainsi que les configurations d'activité ont été décrits.
Les résultats montrent que l'on peut caractériser les configurations d'activité en classe par un ensemble de composants : (a) la nature et l'organisation du travail des élèves, (b) l'utilisation d'artefacts cognitifs, (c) l'organisation de l'espace et du temps de travail, (d) les formes d'interaction, (e) le mode d'institution des actions des élèves. Les configurations d'activité sont également délimitées dans le temps et dans l'espace : elles ont un début et une fin. Elles sont inscrites dans la culture professionnelle des enseignants et dans la culture scolaire des élèves.
Les résultats montrent également que les configurations d'activité remplissent un ensemble de fonctions. Elles rendent possible le travail des enseignants et l'actualisation des préoccupations qui lui sont liées. Elles rendent également possible et viable le métier d'élève et l'actualisation des préoccupations qui sont les leurs en classe. Elles permettent l'articulation de ces préoccupations et l'instauration d'un équilibre plus ou moins stable entre les tensions qui résultent de leurs préoccupations divergentes. Elles permettent ainsi l'émergence d'un ordre, viable pour les acteurs, au sein de la classe.
Les configurations d'activités permettent une description de la classe qui articule le point de vue individuel et collectif. L'apprentissage dans les configurations d'activité est décrit comme un double processus, d'une part de validation des « actions efficaces » et, d'autre part, d'inscription dans une communauté de pratique. Les configurations d'activité dans la classe sont inscrites dans le temps long de l'activité des enseignants et des élèves. Les configurations décrites apparaissent viables pour les acteurs en dépit de leur efficacité relative pour les apprentissages des élèves.
Cette recherche apporte enfin une contribution à la conception d'aide à l'activité des enseignants et à leur formation. Elle propose une ergonomie-formation, articulant les aspects éthiques, épistémologiques et ontologiques de la recherche avec ses visées transformatives et heuristiques.
Veyrunes, Philippe. « Les configurations d'activité : un niveau de description de l'articulation de l'activité de l'enseignant et des élèves : étude située en mathématiques et en français à l'école primaire ». Montpellier 3, 2004. http://www.theses.fr/2004MON30047.
Texte intégralThis research analyzes the articulation between teacher's and students' action in a configuration of activity. Data of observation, recording and self-confrontation interviews were collected and analyzed in reference with the course-of-action theory. Configurations of activity allow actualization of teacher's and students' concerns and establishing of a balance in the classroom. They bring together a set of components which allow the articulation between teacher's and students' concerns and actions. They are delimited in time and space and fits in actors' professional or school culture. Learning is a double process, individual, of effective action's validation and generalization, and collective, of validation of actions admitted in the community. These configurations of activity seems viable for actors in spite of their relative effectiveness
Julien, Catherine. « Relation entre le niveau de développement morphosyntaxique d'enfants négligés âgés de 4 ans et la qualité des interactions dans le groupe en services de garde éducatifs ». Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33968.
Texte intégralCONTEXT. Neglect is the most common form of maltreatment in children under 6 years of age. Given the lack of warm, well-adjusted parent-child interactions that characterizes it, this context of adversity greatly compromises their development, particularly language. Their language difficulties, found in research in an English-speaking context, are manifested mainly in the morphosyntactic component of language. However, the morpshosyntactic development of French-speaking neglected children remains unknown, hence the interest of conducting work in this language. In addition to deepening our understanding of the challenges of developing the morphosyntactic component, it is essential to focus on the educational contexts in which neglected children evolve and that are likely to have a positive influence on their language skills, particularly early childhood educations (ECE) settings. More specifically, the quality of the interactions in the group is the component of ECE that is most strongly associated with language. AIMS. The thesis aims to 1- describe the level of morphosyntactic development of neglected children aged 4 years and compare it to that of non-neglected peers; 2- to quantify the prevalence of morphosyntactic difficulties (MD) in neglected children, approximated by the mean length of utterances in morphemes (MLUm); and 3- to study the relationship between the quality of interactions in the group in ECE settings and the presence of MD in these children. METHODS. A sample of 136 children, including 44 neglected children, was recruted. A spontaneous language sample was collected using semi-structured standardized play to measure the participants' level of morphosyntactic development. The analysis was performed using the Systematic Analysis of Language Transcripts software. A sub-sample of 18 neglected children who attended an ECE setting was then created. The quality of interactions was estimated by the Classroom Assessment Scoring System Pre-K. RESULTS. Neglected children have a level of development of MLUm up to seven times lower than their non-neglected peers. Their MDs also translate into less frequent verbal inflections and more frequent word omissions. The results suggest trends between four dimensions of the quality of interactions in the group and the MLUm of neglected children with MDs, two positive and two negative. CONCLUSION. The results confirm for the first time the great MDs of French-speaking neglected children. The innovative aspect of the thesis is also reflected in the demonstration of a relationship between the quality of interactions in the ECE setting and the morphosyntactic skills of neglected children with MDs. The findings from this study illustrate, particularly through the high prevalence of MD, the high need for individual services in speech-language therapy for neglected children. The results also argue for support to maintain and improve the level of quality of interactions in the ECEs attended by neglected children.
Fioux, Paule. « La visualisation, relais d'apprentissage d'une syntaxe fondamentale du français en production écrite : étude de cas : public scolaire, réunionnais, classes de seconde, niveau faible : recherche d'une rationalité didactique ». Paris 3, 1988. http://www.theses.fr/1989PA030014.
Texte intégralManceau, Delphine. « Rôle des interactions dans la mobilisation de ressources en production d’écrits de français chez les apprenants en formation par alternance de niveau V dans le domaine équin ». Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20039.
Texte intégralThe project of the thesis aims to describe, analyse and understand practices of learners of level V in block release training in the equine domain. Particularly, it is the question of studying deployed resources in transactional situations. These situations will be explored through the lens of complex situations in the equine domain, in which learners need to put together resources promoting the development and acquisition of academic, professional and crosscutting skills. From a heuristic point of view, this work aims at the development of knowledges in the field of the training of young adults in the CFA (vocational training college) and in the socio-cognitive processes of the exploitation of learning resources for the integration of learning. From a pragmatic point of view, this work aims to bring data and empirical elements allowing epistemological advancesin the field of didactics: it confronts two registers of evidence: a statistical register based on the practice of the teacher based on a specific context, thecomplex situation, and a practice-based register leading to the acquisition of anthropological evidence via a clinic of classroom interactions
Beillet, Marie. « Conception d'un test d'évaluation des compétences en langue des étudiants allophones à l'entrée dans l'enseignement supérieur en France ». Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0004.
Texte intégralWhen arriving in France, foreign students must prove their B2 level in French language. At this time, the certifications have not integrated the academic discourses yet. They only offer general French assessments when a specific French language for university does exist. Despite their motivation, the success rate in examinations for foreign students is 40% lower than that of native students. This failure rate is due to a number of factors, some of which are inherent in the fact that they are foreigners. Indeed, the written production in French requires native academic standards implying the mobilization of language skills, specific strategies and methodologies. Given this situation, the University of Mons, in collaboration with the Chamber of Commerce and Industry of Paris Region Ile-de-France has developed a specific assessing test in academic purposes. The test consists in a video of a lecture on which is associated with three written production tasks, such as a summary. The criterion-referenced grid designed to assess the summery to determine the overall average level corresponding to a level established by the CEFR. Thus these results are used to show whether or not- at the time they take this academic test-students have a B2 level. Several experiments were conducted to verify the ecological validity and the predictability of these results as well as the impact of given topics on foreign students. This work presents the different results obtained and the continuation of the research
Castelli, Eric. « Caractérisation acoustique des voyelles nasales du français : mesures, modélisation et simulation temporelle ». Grenoble INPG, 1989. http://www.theses.fr/1989INPG0055.
Texte intégralGraba, Fadhila. « Les étudiants initialement de formation littéraire et l'explication de leur niveau de réussite dans deux disciplines insérées à leur formation, au cycle secondaire, l'arabe et le français (Alger) ». Paris 5, 1988. http://www.theses.fr/1988PA05H020.
Texte intégralVigneault, Sophie. « Effets d'un programme d'enseignement intensif de l'anglais sur la compréhension en lecture de textes informatifs en français, langue maternelle, au niveau des élèves de sixième année du primaire ». Thèse, Université du Québec à Trois-Rivières, 1996. http://depot-e.uqtr.ca/4830/1/000628879.pdf.
Texte intégralLang, Claire. « Etiages et étirements : vers quelle modélisations ? : l'approche conceptuelle et l'analyse statistique en réponse à la diversité spatiale des écoulements en étiage des cours d'eau de l'Est français ». Thesis, Metz, 2007. http://www.theses.fr/2007METZ016L/document.
Texte intégralHydrological drought of the last years, especialty the summer 2003, has clealy shown the vulnerability of human activitie exposed to water scarcity. Public authorities who use to monitor hydrological extermes should provide water resource .assessment and forecasting tools. The work relates to low analysis of rivers located in Rhine and Meuse basins. The contrasted physiographic characteristics are observed in order to be compared. The purpose in to propose a single mode fficient for all basins. Methods and modelling are based on recession analysis because during drought period the discharged of rivers essentially comes from groundwater flow. Finally uncertainties related to conceptual aspects have reduced by statistical and probability approaches
Dufournet, Hélène. « Gouverner sans choisir : entre contrainte morale et réalisme politique : l'engagement français dans le processus d'interdiction des armes à sousmunitions (2003-2008) ». Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2011. http://tel.archives-ouvertes.fr/tel-00621041.
Texte intégralGarletti, Agnès. « Instrumentation du tuteur distant, par l’intermédiaire d’une typologie théorique des habiletés cognitives, afin d’identifier les stratégies cognitives de l’apprenant singulier d’un niveau A2 de français langue étrangère en compréhension écrite au sein d’un dispositif hybride de formation ». Thesis, Le Mans, 2013. http://www.theses.fr/2013LEMA3007/document.
Texte intégralA Given that in his perception activities in university Online teaching and learning environments, the tutor has difficulty in detecting cognitive strategies that cause a blockage and which requires specific instrumentation for visualize the cognitive activity of the learner in his mediated learning path, our research objective is to instrument an On-line tutor for this actor with hybrid training on the UMTICE platform that can identify the cognitive strategies in the individual French as Foreign Language learner’s written comprehension. This research problem gives rise to two research hypotheses, first for the design of a theoretical typology of cognitive abilities in order to name the cognitive strategies that this learner could use when performing written comprehension tasks, and second to qualify the use of our tool by the On-line tutor in his perceptual cognitive identification function during the experiment that took place in a particular course at the CIEF of University Lumière Lyon 2