Littérature scientifique sur le sujet « Textbooks - french language »
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Articles de revues sur le sujet "Textbooks - french language"
Bírová, Jana. « Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool ». Journal of Language and Cultural Education 4, no 1 (1 janvier 2016) : 71–85. http://dx.doi.org/10.1515/jolace-2016-0006.
Texte intégralVandeweerd, Nathan, et Merel Keijzer. « J’ai l’impression que : Lexical Bundles in the Dialogues of Beginner French Textbooks ». Canadian Journal of Applied Linguistics 21, no 2 (15 mars 2019) : 80–101. http://dx.doi.org/10.7202/1057966ar.
Texte intégralKolobkova, Anastasia A. « The educational books on the French language in Russia in the XVIII century ». Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no 5, 2020 (2020) : 163–71. http://dx.doi.org/10.31862/2218-8711-2020-5-163-171.
Texte intégralАнтон Іващук. « CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890) ». Collection of Scientific Papers of Uman State Pedagogical University, no 3 (4 septembre 2020) : 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.
Texte intégralVladeva, Pavlina. « The Revival Textbooks from the Old-fashioned Collection of the Centre Community "Nadejda-1869" ». Cultural and Historical Heritage : Preservation, Representation, Digitalization 5, no 2 (2019) : 208–32. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_019.
Texte intégralWinter, Tatjana, et Elen Le Foll. « Testing the pedagogical norm ». International Journal of Learner Corpus Research 8, no 1 (8 mars 2022) : 31–66. http://dx.doi.org/10.1075/ijlcr.20021.win.
Texte intégralKleszczowa, Krystyna. « Gramatyka historyczna języka polskiego Witolda Mańczaka na tle innych podręczników akademickich ». LingVaria 12, spec (8 février 2019) : 37–43. http://dx.doi.org/10.12797/lv.12.2017.2sp.04.
Texte intégralPark, Byoungdo. « How Religions are Represented in Foreign Language Culture Textbooks in Korean High School : Focusing on the 2015 Revised Curriculum ». Korean Association for the Study of Religious Education 77 (30 juin 2024) : 41–60. http://dx.doi.org/10.58601/kjre.2024.06.30.03.
Texte intégralOgorodov, M. K. « School of French ». MGIMO Review of International Relations, no 5(38) (28 octobre 2014) : 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.
Texte intégralNäf, Anton. « Pour ériger des passerelles entre les terminologies grammaticales française et allemande ». Travaux neuchâtelois de linguistique, no 31 (1 décembre 1999) : 79–93. http://dx.doi.org/10.26034/tranel.1999.2669.
Texte intégralThèses sur le sujet "Textbooks - french language"
Grall, Christophe. « Présentations de la Grammaire et Représentations du Discours Dans les Manuels de Français Publiés aux États-Unis : une Étude Diachronique ». Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28423/.
Texte intégralAskildson, Virginie. « What do Teachers and Students Want from a Foreign Language Textbook ? » Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196025.
Texte intégralVestberg, Francine. « L’interaction comme méthode d’apprentissage du Français langue étrangère (FLE) en Suède ». Thesis, Högskolan Dalarna, Franska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23450.
Texte intégralMy work is inspired by the idea of the Swedish National Agency for Education (Skolverket, 2011) which suggests that "students should have the opportunity to develop the ability of communication skills and comprehension of the language". My thesis begins with a general introduction, continues with an analysis of the educational materials used in the learning of FLE (Français Langue Etrangère) and activities promoting the interaction – reciprocal exchange which can be verbal or nonverbal, to finally ending with a general conclusion. As there is no teaching without appropriate methods, there are textbooks that can be used to facilitate learning through the interaction of the target language. The activities of oral and written communication of a pedagogic nature are essential. Just like it is written in Revue française de pédagogie (1994:133) "The classroom is a complex social system whose parts are in dynamic interaction, actors (teacher and student[s]), situation, material according to social status." In order for me to do my research, I had to focus my attention on the didactic analysis of the textbooks that I have been enabled to consult. It is two supporting textbooks: Mais oui 3 and Escalade Littéraire. Regarding the analysis of educational materials which encourage to interact, these two textbooks offer exercises of reflection depending on the level of the learner. In my work, I focus on the didactical and the linguistic skills of these two textbooks.
Ethèves, Cynthia. « Les enjeux didactiques et culturels des manuels scolaires de français langue non maternelle dans l’espace méditerranéen : l’exemple de l’Italie ». Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30096/document.
Texte intégralAbstractThis thesis is based on an analysis of textbooks, expansion subject of study. However, in Italy, the literature is still limited to simple list of textbooks. We want to go further and question these textbooks of today to understand where Italy is.on European project that put first the multilingualism. What are the aims underlying the design of the French Manual non native language in Italy?
Denimal, Amandine. « Perspectives pour une didactique de l'interculturation : mises en discours des relations intersociétales dans les manuels de français langue étrangère et seconde (Grèce, Liban, Maroc) ». Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00983433.
Texte intégralVesna, Simović. « Теличност као дистинктивно обележје аспектуалног значења у француском и српском језику ». Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101016&source=NDLTD&language=en.
Texte intégralPredmet rada je analiza semantičke kategorije teličnosti kao distinktivnog obeležja aspektualnog značenja u francuskom i srpskom jeziku. Teličnost predstavlja jedno od semantičkih, odnosno inherentnih aspektualnih osobina glagolskih leksema ili sintagmi i označava postojanje krajnje tačke u odvijanju glagolske radnje. U teoriji konceptualne semantike (Jackendoff 1996) teličnost se definiše kao ograničenje Putanje, jedne od osnovnih konceptualnih kategorija, koja zajedno sa kategorijama Događaj i Vreme čini strukturu glagolske situacije.Cilj rada je analiza načina na koje teličnost učestvuje u stvaranju aspektualnog značenja u francuskom i srpskom jeziku. U analizi su posmatrane semantičke klase glagola kretanja, kao i klase glagola izvođenja, stvaranja i trošenja kod kojih važnu ulogu u izražavanju teličnosti ima direktni objekat. Primenjena metoda kontrastivne analize otkriva da između francuskog i srpskog jezika u načinima izražavanja teličnosti najveća sličnost postoji kod glagola kretanja: u francuskom ograničenost ose putanje obeležavaju predlozi à i jusque (+à/en), dok predlog vers ukazuje na neograničenost putanje; u srpskom, ograničenost putanje i dostizanje cilja u toku kretanja izražavaju predloško-padežne konstrukcije sa akuzativom, dok predloško-padežne konstrukcije sa dativom označavaju da cilj u toku kretanja nije dostignut i da je putanja neograničena. U oba jezika uočava se semantička usklađenost između tipa glagolske situacije i predloga u francuskom, odnosno predloško-padežnih konstrukcija i glagolskog vida u srpskom jeziku: uz atelične glagolske situacije u francuskom, odnosno neograničenotrajne glagole u srpskom javljaju se sintagme uvedene predlogom, odnosno predloško-padežnom konstrukcijom koji takođe označavaju neograničenu osu putanje u procesu kretanja (marcher/nager/courir vers – hodati/plivati/trčati prema ka); uz glagole koji označavaju trenutne radnje, u francuskom telične glagolske situacije, a u srpskom glagole svršenog vida, javljaju se sintagme uvedene predlogom, odnosno predloško-padežne konstrukcije koje ukazuju da je osa putanje u toku kretanja ograničena (arriver/venir/entrer à – stići/doći/ući u). Kod semantičkih klasa glagola izvođenja, stvaranja i trošenja u francuskom i srpskom jeziku, međutim, uočava se izvesna razlika u pogledu izražavanja teličnosti. U francuskom jeziku konceptualizacija objekta kao ograničenog ili neograničenog učestvuje u izražavanju teličnosti, te se glagolske situacije u kojima je objekat izražen kao neograničen interpretiraju kao atelične (lire des romans/écrire des lettres/manger des oranges), dok se glagolske situacije koje podrazumevaju postojanje objekta aktualizovanog kao ograničenog, celovitog pojma, posmatraju kao telične (lire les romans/écrire les lettres/manger les oranges). I u srpskom jeziku uočava se uloga direktnog objekta u odnosu na teličnost, ali je ona u vezi sa gradilačkim procesima. Kod semantičkih klasa srpskih glagola izvođenja, stvaranja i trošenja telični karakter glagolske situacije obeležava se nepostojanjem trećeg člana vidske opozicije u onim slučajevima kada perfektivni oblik glagola označava da je radnja u potpunosti protekla kroz objekat, odnosno kada objekat nastane ili nestane u celosti tokom glagolske radnje (čitati – pročitati – *pročitavati / pisati – napisati – *napisavati / trošiti – potrošiti – *potrošivati). Ukoliko je objekat modifikovan ili transformisan, moguće je produžiti radnju i tada postoji treći član vidske opozicije (pisati – upisati – upisivati). U oba jezika, dakle, na konceptualnom nivou uočavaju se istovetne pojmovne kategorije koje se na strukturno-jezičkom planu formalizuju na različite načine.
The subject of this dissertation is the presence,position and role of literary texts in thetextbooks of French as a foreign language.Though in the last few years a lot has beenwritten about the importance of using literarytexts in foreign language teaching and itsadvantages in comparison to other types ofteaching material, French glotodidacticianspoint to the fact that literary texts are used incontemporary communication-orientedtextbooks as any other texts, with the primarypurpose of developing language skills. In orderto prove this hypothesis, the textbooks ofnational and French authors in use inelementary and high schools in Serbia areanalysed. As reading, that is, understanding atext is a prerequisite to any further work on thetext, special attention is given to readingstrategies and models which facilitate students’access to literary texts used in textbooks. Thecomparative approach allows us to gain insightinto similarities and differences in choosingFrench authors and their work represented intextbooks, the position of literary texts inteaching unit, the ways they are presented andthe accompanying activities. These criteria areused in the analysis of all textbooks: the ones byour and French authors both for elementaryschools, and for high schools.
Abdallah, Doualeh Samatar. « Une didactique du français langue seconde pour l'enseignement secondaire à Djibouti : Enjeux et bilan d'une réforme scolaire ». Electronic Thesis or Diss., Montpellier 3, 2023. http://www.theses.fr/2023MON30026.
Texte intégralTheoretical reflection in the field of FSL and the resulting didactic proposals have, for the most part and to date (including the current ELAN-Africa initiative), been confined to the early learning stage, i.e. primary education. With the aim of remedying this situation by focusing on an area of research that has received very little attention to date, this thesis focuses on the Republic of Djibouti, where French is not only a second language from a sociolinguistic point of view, but has also been recognized as such in the school context, in a very official and unprecedented manner (cf. MENSUP circular of July 25, 2009). What, then, are the contours and imperatives of FSL didactics at level 3 (High School) in the Djiboutian context? Answering this question required a plural methodological approach and a heterogeneous corpus: we began by studying the institutional discourse that gave rise to the above-mentioned reform, by subjecting the secondary school curriculum to content analysis. Secondly, we studied French textbooks using an analytical grid, in order to measure the concrete application of curricular prescriptions. Finally, we carried out an ethnographic survey to shed light on teaching practices. Classroom observation and interviews with colleagues, teachers and trainers enabled us to take a critical look at the actual implementation of official recommendations (and the difficulties inherent in it). Our research, which focuses on a major educational reform, ultimately aims to assess the articulation/coherence between institutional orders, the production of teaching materials and practices in the field
Mytaloulis, Konstantinos. « L'enseignement du français et son histoire dans les manuels scolaires en Grèce : aspects culturels ». Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030037.
Texte intégralThis research intends to make a double study of Greek textbooks for French as a foreign language: on the one hand it examines the history of these textbooks in Greece and on the other hand it records and analyses their cultural dimension. This flashback allows us to distinguish more clearly the books’ guidelines, to deduce their constancy, the common elements of the different eras as well as to compare and contrast this data.The textbooks are divided into two categories, the 19th century textbooks and those dating mostly at the first decade of the 21st century, more specifically those published between 1998 and 2008.We would like to point out by studying the birth of the French language teaching in Greece that there is an unbreakable connection between the introduction of French as a taught subject in the curriculum of the Greek public schools and the historical events of that time period. This study allows us to find the origins of disciplinarization of the French language teaching in Greece.The examination of the contemporary textbooks, which is based on the analysis of a selection of more than twenty textbooks used in primary and secondary Greek schools, focuses firstly on the role of image as culture conveyor in the textbooks and secondly on the way we could make the teaching cultural act clearer through the study of dialogues. It refers also to the question of the value of the dialogues we come across often in the textbooks as authentic or fabricated productions as well as to the metalanguage used by them.The recording of the cultural aspects in the textbooks of our selection allows us to develop a chart which analyses and evaluates those which are used in teaching French as a foreign language. This chart serves in comparing and contrasting the textbooks concerning the accuracy of specific points and in demonstrating the rubrics dedicated to cultural elements
Silva, Sergio Luiz Baptista da. « Masculinidades e feminilidades dentro dos manuais do FLE (Francês língua estrangeira) : das visões sexistas às relações de gênero ». Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-25112009-110827/.
Texte intégralThe object of this research was to check how male and female chracteristics are chronologically presented in the FFL (French as a Foreign Language) manuals, through the analysis of sexist views of the difference between genders and their relations. According to Scott (1999), for centuries the sexist point of view was predominant in the analyses of sexual differences. In fact, it was a stactic view of the representation of what was believed to be a man or a woman in the Western civilization. Just after the sexual revolution resulting from the American Liberation Movement of the 1960s did one start to reflect on gender as a result of social and cultural-based concepts between male and female bodies, and to notice that gender identity is built beyond the biological body, thus subjected to time and space variations. For the sake of this research , we selected some manuals which are benchmarks in the history of FFL, more specifically six manuals produced as of 1960, year of the publication of the VIF, which coincides with the start of the Liberation Movement. We proceeded to make a descriptive analysis of the images and texts which fit the research. We hypothesized finding many more sexist views in these manuals than variations of gender identities. We believe that this research is very promising in the Foreign Language Studies domain, specially in FFL, for it may offer FL teachers other elements of analysis and criticism of the textbook and, consequently, of its pedagogic practices.
Rochebois, Christianne. « La diversité culturelle dans les méthodes de FLE utilisées au Brésil : enquête auprès des étudiants de l’Université Fédérale de Viçosa ». Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030020.
Texte intégralThis dissertation highlights the didactics of languages-cultures. It is based on a constitutive problem of our socio-historical moment: living together with an Other a lot closer to Oneself, and recognizing this Other as an Equal. This research work is not but an approach in a specific time and place: it is located in Brazil; it has as a backcloth a society very diversified in all senses, and it has as a scope the process of teaching-learning French as a Foreign Language related to college students in a public university in Minas Gerais state. Among the various vectors that the learner deploys in order to build representations of foreign countries and other cultures, we have chosen to verify the role of the textbooks used in the classroom as basic material to acquire knowledge of the foreign language and recognition of the francophone culture. The research questions we have posed in this regard were the following: - Do the textbooks of French as a Foreign Language go in the direction of building multicultural competence? - Does the French reality exposed in the contents of these textbooks depict France as a country open to other cultures? - Since the space represented is, most of the time, just the Hexagon, what about the francophone countries, where the language is used for historical, cultural or economic reasons? We propose an analysis of the role the actors play in the process of teaching-learning a foreign language. We thus present the textbooks highlighted for this work, notably regarding the cultural contents they encompass, divided into two categories: the diversity of spaces and places, and the social diversity. To render this study feasible, we have conducted surveys using questionnaires, so that we could reveal the content of the representations of the learners using the chosen textbooks
Livres sur le sujet "Textbooks - french language"
Landreneau, Raymond Lee. The Cajun French language. Atlanta, Ga : Chicot Press, 1989.
Trouver le texte intégralAnthony, Lodge R., dir. Exploring the French language. New York : Arnold, 1997.
Trouver le texte intégralLang, Margaret. Interpreting French : Advanced language skills. London : New York, 2001.
Trouver le texte intégralRowlinson, W. French grammar. Oxford : Oxford University Press, 2000.
Trouver le texte intégralRowlinson, W. French grammar. Oxford : Oxford University Press, 1992.
Trouver le texte intégralBattye, Adrian. The French language today. London : Routledge, 1992.
Trouver le texte intégralCalvez, Daniel. French reference grammar : A complete handbook of the French language. Lincolnwood, Ill., USA : National Textbook Co., 1998.
Trouver le texte intégralRodrigues, Isabelle. Streetwise French : Speak and understand everyday French. Chicago, Ill : Passport Books, 2001.
Trouver le texte intégralLazar, Liliane. Living language conversational French. New York : Crown Publishers, 1993.
Trouver le texte intégralGaneri, Anita. French. Chicago, Ill : Heinemann Library, 2012.
Trouver le texte intégralChapitres de livres sur le sujet "Textbooks - french language"
Chapelle, Carol A. « Québec’s Cultural Narrative and French Textbooks ». Dans Teaching Culture in Introductory Foreign Language Textbooks, 37–73. London : Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_2.
Texte intégralSpiegelman, Julia D. « Racism, Colonialism, and the Limits of Diversity : The Racialized “Other” in French Foreign Language Textbooks ». Dans Diversity and Decolonization in French Studies, 51–64. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95357-7_4.
Texte intégralBlock, David, et John Gray. « French Language Textbooks as Ideologically Imbued Cultural Artefacts ». Dans New Directions for Research in Foreign Language Education, 113–31. Routledge, 2017. http://dx.doi.org/10.4324/9781315561561-8.
Texte intégralPosner, Rebecca. « Introduction ». Dans Linguistic Change in French, 1–8. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198240365.003.0001.
Texte intégralAbdeljaouad, Mahdi, et Pierre Ageron. « Sulaymân al-Harâ’irî (1824-1877) : his attempts to reconcile the Islamic civilization with modern science and mathematics education ». Dans “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 177–91. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.14.
Texte intégralSchleicher, Regina. « World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany ». Dans The World of Children, 81–92. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv1dwq1fh.8.
Texte intégralBlattner, Geraldine, Amanda Dalola et Lara Lomicka. « Twitter in Foreign Language Classes ». Dans Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 769–97. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch034.
Texte intégralHaskell, Yasmin Annabel. « Cultivating Science : French ‘Meteorological’ Georgic ». Dans Loyola's Bees. British Academy, 2003. http://dx.doi.org/10.5871/bacad/9780197262849.003.0004.
Texte intégralSpaëth, Valérie. « The “civilization-language-culture” relationship in reading books for teaching in French to allophone schoolchildren (1885–1930) : A window opened to the past ». Dans Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland : Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249_ch7.
Texte intégralSchleicher, Regina. « Chapter 3 World Knowledge in Textbooks for French-Language Teaching in the Nineteenth Century in Germany ». Dans The World of Children, 81–92. Berghahn Books, 2022. http://dx.doi.org/10.1515/9781789202793-006.
Texte intégralActes de conférences sur le sujet "Textbooks - french language"
Yamaguchi, Nami, David Alfter, Kaori Sugiyama et Thomas François. « Towards a Verb Profile : distribution of verbal tenses in FFL textbooks and in learner productions ». Dans 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190013.
Texte intégralSoare, Ioanlaurian, et Mariacristina Munteanubanateanu. « UNIVERSITY CURRICULA, ELEARNING AND LANGUAGE LEARNING PLATFORMS. AN INNOVATIVE WAY TO LEARN LANGUAGES WITH AND WITHOUT A TEXTBOOK ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-141.
Texte intégralRapports d'organisations sur le sujet "Textbooks - french language"
E-textbook of the French language " French ? Love!"(level A1-A2)). OFERNIO, février 2015. http://dx.doi.org/10.12731/ofernio.2015.20799.
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