Articles de revues : « Textbooks - french language »

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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, n^o 1 (1 janvier 2016) : 71–85. http://dx.doi.org/10.1515/jolace-2016-0006.

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Abstract Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.

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Vandeweerd, Nathan, et Merel Keijzer. « J’ai l’impression que : Lexical Bundles in the Dialogues of Beginner French Textbooks ». Canadian Journal of Applied Linguistics 21, n^o 2 (15 mars 2019) : 80–101. http://dx.doi.org/10.7202/1057966ar.

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Formulaic language is notoriously difficult for second language learners of French to master (Edmonds, 2014; Forsberg, 2010). Yet, no study has examined formulaic language in French textbooks despite the fact that in many contexts, textbooks represent a significant proportion of the input that learners receive. The current study addresses this gap. Using a distributional approach (as used in Biber, Conrad, & Cortes, 2004), four-word lexical bundles were extracted from an oral corpus of French. The average number of lexical bundles in oral corpus utterances was compared to the average number of bundles in a corpus of A1-B1 level textbook dialogues. An independent samples t test showed that the average number of lexical bundles per 100,000 words was significantly higher in texts from the oral corpus than the textbook corpus. The average number of stance and referential lexical bundles was also revealed to be higher in the oral corpus. Implications for textbook design are discussed, such as increasing the amount of formulaic language in A2 level textbooks and incorporating more authentic language into textbooks.

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Kolobkova, Anastasia A. « The educational books on the French language in Russia in the XVIII century ». Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), n^o 5, 2020 (2020) : 163–71. http://dx.doi.org/10.31862/2218-8711-2020-5-163-171.

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The article considers the features of the genesis and development of the first textbooks on the French language in the XVIII century in Russia. The most popular and well-known author’s textbooks are analyzed: V. E. Teplov’s translation work “New French grammar...”, based on the German compilation of the French grammar by P. Resto; A. de Lavy’s “the French ABC book”, which combines the norms and rules of a foreign language and the norms of Christian morality; Ya. Sigezbek’s “Instructing what it is in French for...”, which later became the first Soviet textbook of French; the Academy of Sciences’ “French ABC book”, which combined elements of de Lavy’s academic ABC book and secularizing pragmatism of Sigezbek’s “Instructions...”; “New French dictionary” by P. Bogdanovich for self-taught students, “the Leader” by F. Karzhavin, which became an academic manual for mature linguodidactics. The main trends in the development of the first educational books on the French language in the period under study are summarized; their main problem points and advantages are identified.

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Антон Іващук. « CONTENT AND STRUCTURE OF FRENCH TEXTBOOKS USED IN GALICIA (1867–1890) ». Collection of Scientific Papers of Uman State Pedagogical University, n^o 3 (4 septembre 2020) : 73–81. http://dx.doi.org/10.31499/2307-4906.3.2020.219094.

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The article under discussion deals with the textbooks for the French language learning used in the schools and gymnasiums of Galicia (1867–1890). The content and structure of textbooks by Jan Amborsky, August Svitkovsky and Stephanie Wechslerova have been analyzed in detail. Phonetic, grammatical and lexical material contained in the textbooks has been described. The historical and educational prerequisites that directly influenced the development of French language teaching in Galicy have been outlined. After having analyzed the textbooks for the French language learning in Galicia it was determined that during the indicated chronological period, there were three types of textbooks which were used in galician women’s schools, secondary schools and gymnasiums. Namely grammar reference books with or without exercises, readers with adapted or authentic texts and abstracts from well-known French literature and textbooks itself, which contained various texts, passages of literary works and which were used in order to teach grammar, reading, writing and translation. All found textbooks were analyzed according to the criteria created by N. Borysko. It was found that all analyzed textbooks were recommended for use in Galician women’s schools, secondary schools and gymnasiums by the Regional School Board. All the training material contained in the textbooks was in line with the main purpose of foreign language learning and the requirements of the Austro-Hungarian Ministry of Religion and Education. As a result of our research, it has been proved that in the selected period of time for teaching French language they used the grammar-translation method as evidenced by particular attention to the study of grammar theory, a large number of grammar-translation type of exercises and reading literary works in French.

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Vladeva, Pavlina. « The Revival Textbooks from the Old-fashioned Collection of the Centre Community "Nadejda-1869" ». Cultural and Historical Heritage : Preservation, Representation, Digitalization 5, n^o 2 (2019) : 208–32. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_019.

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The subject of the study was 45 textbooks, published from 1835 to 1875 were preserved in the old-fashioned collection of the centre community „Nadejda-1869”. Their authors are 17 teachers who wrote, translated and published first Bulgarian textbooks in the XIX-th century. They are journalists writing the first newspapers and magazines. They lead the struggle for new Bulgarian education, church independence and political freedom. They reform the education and the place of the cell, they build the secular. They are innovators, they introduce the study of new school subjects and languages according to the needs of the time. The text presents first textbooks in Bulgarian language, readings and grammar, arithmetics, geometry and physics. They are textbooks on history, geography, textbooks of natural history. Were preserved textbooks of logic, textbooks of moral and textbooks and dictionaries in French and German, sacred Orthodox catechisms. The article presents the history and development of the curriculum in Bulgarian schools in the ХIX c..2 Keywords: Old-fashioned collection, centre community „Nadejda-1869”, teachers, authors, first Bulgarian textbooks in the XIX-th, new Bulgarian secular education, new school subjects and languages, first textbooks in Bulgarian language, readings, grammar, arithmetics, geometry and physics, history textbooks, geography, textbooks and dictionaries in French and German

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Winter, Tatjana, et Elen Le Foll. « Testing the pedagogical norm ». International Journal of Learner Corpus Research 8, n^o 1 (8 mars 2022) : 31–66. http://dx.doi.org/10.1075/ijlcr.20021.win.

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Abstract English as a foreign language (EFL) textbooks typically present a prescriptive typology of three or four conditional types. We examine the extent to which this long-established English Language Teaching (ELT) typology is reflected in four varieties of English by comparing the forms and functions of four samples of 620 if-conditionals from French school EFL textbooks (TEC-Fr), French L1 Learner English (OpenCLC-Fr), Web English (EnTenTen15-S) and British English (BNC-S). The ELT typology accounts for considerably less than half of if-sentences in the reference data. Even in the EFL textbooks, only 57% of if-conditionals match the typology explicitly taught in their grammar sections. For many formal and functional features, the learner data sits halfway between the distributions of the textbook and reference data. We conclude that the ELT typology needs to be adapted to provide a more representative account of if-conditionals that focuses on L1 and L2 usage and meaning over form.

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Kleszczowa, 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.

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Professor Witold Mańczak authored many academic textbooks, mostly concerning Romance languages, but also a historical grammar of Polish. This textbook focuses on the interpretation of linguistic, phonetic and morphological changes and on their subordination to general laws of language. According to Professor Mańczak, laws apply to all or the majority of languages; regularities observed in a single language can be granted no higher status than that of rules. Mańczak viewed laws as residing on a very high level of generalization, and he believed their verifiability lies in statistical circumstances. He wrote that linguistic problems should be formulated in such a way that they can be solved using statistics; those that cannot be solved using statistics are not worth the consideration. He saw the development of linguistics as tied to the progress in electronics. Professor Mańczak was an individuality in Polish linguistics who did not follow the linguistic fashion; he was never a structuralist and all the more a cognitivist. But it transpires that he was also an individuality in academic teaching. This author inferred his stance by delving into the specificity of the textbooks he authored: an Italian, French, and Spanish textbook, but also historical grammars of French and Polish.

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Park, 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.

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[Objective] The purpose of this study is to investigate the characteristics and limitations of the content related to religion in the Second Language Culture Textbooks of the 2015 revised curriculum in order to demonstrate new aspects of religious education in the secondary school curriculum. [Contents] In order to examine the role of religion in second language cultural education, this study analyzes the content of eight foreign culture textbooks (French, German, Spanish, Russian, Arabic, Chinese, Japanese, and Vietnamese). It categorizes the characteristics of the religious narratives in each textbook and identifies problems with the narratives. [Conclusions] In general, these textbooks can be divided into three types: textbooks that address religion in depth with separate chapters, textbooks that do not set specific chapters but handle religion through annual events and festivals, and textbooks that barely examine religion. The differences in these descriptions are due to the fact that the importance of religion is recognized differently by each textbook author, most of whom are not specialists of cultural studies. In order to rectify these problems, it is important to establish unified direction for cultural education and actively involve experts in cultural studies, including religious studies in the development of textbooks.

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Ogorodov, M. K. « School of French ». MGIMO Review of International Relations, n^o 5(38) (28 octobre 2014) : 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.

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Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance languages were the departments of French and № 1 № 2. At the Department of French № 1 was successfully completed the task of developing a set of textbooks for the initial stage of training French language and created books that have become "classics of the genre".

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Näf, Anton. « Pour ériger des passerelles entre les terminologies grammaticales française et allemande ». Travaux neuchâtelois de linguistique, n^o 31 (1 décembre 1999) : 79–93. http://dx.doi.org/10.26034/tranel.1999.2669.

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This article proposes a new set of criteria intended for the comparison of grammatical terminologies for different languages. Applied to French and German, the mother tongue and the first «foreign» language taught in public schools in the French speaking part of Switzerland, the proposed criteria result in a classification into five subgroups, ranging from simple synonymy (préposition vs Präposition) to the tricky case of the «false friends» (attribut vs Attribut) and the non-existence of certain categories in one of the two languages (passé simple or Genitiv). An examination of the grammatical terminologies used in textbooks for German as a foreign language in French speaking Switzerland, especially in the field of the simple and the complex sentence, shows that these textbooks are in no way based on the terminological foundations laid by grammar classes in the students’ mother tongue. This conclusion holds true even for the newest generation of textbooks currently being introduced in state schools. In view of this unsatisfactory state of affairs, the call made by E. Roulet in 1980 for an integrated methodology of first and the second/foreign languages unfortunately continues to remain an unfulfilled desideratum.

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Talbi, Frioui Farida. « Le Manuel Scolaire a-t-il encore sa Place dans l’Enseignement/Apprentissage du FLE ? État des Lieux ». Traduction et Langues 15, n^o 1 (31 décembre 2016) : 160–65. http://dx.doi.org/10.52919/translang.v15i1.716.

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Does the School Textbook still have its Place in the Teaching/Learning of French as a Foreign Language? A State of Affairs The textbook is a didactic tool of great importance. Its role is decisive in the learning of French as a foreign language and allows, if it is well used, to effectively take charge of verbal memory and semantic memory, two important parameters for harmonious learning. Verbal and semantic memory: it is this type of memory that the teaching of language acquisition makes use of. In fact, the reader or the interlocutor reminds a given number of words. This verbal capacity permits the learners to utter a discourse the way it takes place in class. According to psycholinguists who are unanimous about the subject, memorizing takes place on a semantic and non-linguistics basis. In classroom environment, memorizing is based on linguistic grounds “the text can only have meaning if it integrates itself after selection, filtering and in the pre-existing structure of the subject. This research showed that the methodological situation attributed to the French language in schools is somewhat paradoxical, as textbooks revealed it. The second generation textbooks promise to present an originality that would make them seem like the product of a new and national pedagogy.If the development of the program and the writing of the textbook do not take into account everything that motivates the pupil, if the content is not varied, diversified according to the needs of the pupils and their cognitive abilities, the teacher must remedy this situation and overcome all these obstacles which constitute the failure of the teaching / learning process. However, it is undeniable that the role of the teacher of French is difficult because he must at the same time teach the language (object) and the means of communicating this object).

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Vogl, Ulrike, et Truus De Wilde. « Teachers as foreign Language Makers : on standard language ideology, authenticity and language expertise ». International Journal of the Sociology of Language 2022, n^o 274 (1 mars 2022) : 107–31. http://dx.doi.org/10.1515/ijsl-2021-0015.

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Abstract The aim of this article is twofold: first, we apply the concept of “Language Making” – which is introduced in this thematic issue – to the domain of foreign language learning and teaching. More specifically, we investigate the role of teachers, as well as other social actors in the domain of foreign language education, in the making of foreign languages, i.e., their role in selecting varieties and forms that they deem appropriate to be learned. We assess how they justify their selections and which language ideologies inform their choices. A specific focus is on how these “foreign Language Makers” construe their linguistic expertise: how do they argue for the legitimacy of their “foreign Language Making”? Second, we argue that present day conceptions of the “ideal language teacher” have their roots in the past. Therefore, we include two case studies: our first case study zooms in on the Early Modern period and draws on introductions to foreign language textbooks from the 16th and 17th centuries. Our main sources are the multilingual textbooks of the Colloquia, et dictionariolum as well as the work of Gerard De Vivre, a language teacher and textbook author from Ghent who published French language textbooks for Dutch- and German-speaking learners in the second half of the 16th century. The second case study focuses on present-day teachers who teach Dutch as a foreign language at universities outside of the Dutch-speaking language area. For this analysis, we make use of data from qualitative interviews with 20 teachers, collected in 2015. We analyse, contrast and compare these cases, thereby taking into account the dynamics of socio-political and language ideological changes of the past centuries.

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Labinska, B., et А. Ivashchuk. « IMPLEMENTATION OF THE DIRECT METHOD OF TEACHING FOREIGN LANGUAGES IN FRENCH TEXTBOOKS USED IN GALICIA (THE FIRST HALF OF THE 20TH CENTURY) ». Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 34 (8 juillet 2021) : 30–40. http://dx.doi.org/10.32589/2412-9283.34.2021.236901.

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Abstract. The article under discussion deals with the analysis of French textbooks used at the lessons ofthe French language in Galicia in the first half of the twentieth century. The authors carry out an overview ofthe sources relevant to the issue under study and prove that the topic has never been an object of any scientificresearch before. In the article, we have reviewed five French textbooks and identified the main method of Frenchlanguage teaching implemented in them. The books, which were used, can be divided into three groups – textbooks,readers, and grammar reference books. All the textbooks under analysis were recommended by the educationauthority of Galicia. The textbooks are analyzed according to the criteria proposed by N. Borysko. Thus, the Frenchtextbooks used in Galicia are found to be compiled by means of the direct method of teaching foreign languagesthat is marked with a wide range of phonetic material, the absence of translation exercises, the emphasis ona practical approach to improving foreign language competencies.

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Warmuz, Ewa. « Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents ». Romanica Wratislaviensia 63 (11 octobre 2016) : 175–92. http://dx.doi.org/10.19195/0557-2665/63.13.

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VEAU — VEUX, BAC — BAGUE AND ELLE A PEUR DU FEU : A FEW REMARKS ON FORMS AND USING CORPORA IN PHONETIC ACTIVITIES, PROPOSED IN CURRENT MANUALS FOR FRENCH AS A FOREIGN LANGUAGE FOR ADULTS AND OLDER TEENAGERS In this article, through the analysis of the structure of phonetic activities included in chosen textbooks of French as a foreign language FLE used in Poland, we present the rules according to which the corpora are built and used. We also rate the adequacy to the task-oriented approach. Next, we prove how learners perceive this type of exercises and their usefulness for the correct pronunciation. Conclusions point to a regular presence, in analyzed textbooks, of specific phonetic activities based mainly on contextualized simple sentences, connected grammatically and lexically with the textbook contents. These exercises are evaluated and rated by learners as important for the correct pronunciation, which contributes to successful communication, and as helpful in gaining additional skills and knowledge.

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Mavasoglu, Mustafa, et Serkan Dincer. « Readability and French Language Teaching Texts : An Analysis of French Language Teaching Websites and Textbooks ». Procedia - Social and Behavioral Sciences 116 (février 2014) : 256–59. http://dx.doi.org/10.1016/j.sbspro.2014.01.204.

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Gajewska, Elżbieta. « Préparer à évoluer dans un environnement professionnel multiculturel : l’(inter)culturel dans les manuels de spécialité affaires ». Neofilolog, n^o 61/2 (5 décembre 2023) : 25–38. http://dx.doi.org/10.14746/n.2023.61.2.3.

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The article examines the ways intercultural aspects are dealt with in textbooks for learning business language (in the broad sense) in French, Spanish and Italian. The authors of the textbooks analyzed represent different approaches, both at the level of the declared learning objectives and at the level of the techniques applied. Among the textbooks analyzed there are also those oriented towards the development of intercultural skills. Their goal is not so much to prepare the learner to evolve in a given culture, but to make them aware of the differences between their own and the target culture(s)and to be able to mediate between the representatives of each of them. Although in a textbook for the teaching/learning of a foreign language for specialized purposes, intercultural training preparing for “culture shock” must necessarily be limited, the examples observed show that educators aware of the importance of this issue can offer interesting solutions and proposals.

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Phillips, Elaine M. « Polite Requests : Second Language Textbooks and Learners of French ». Foreign Language Annals 26, n^o 3 (octobre 1993) : 372–81. http://dx.doi.org/10.1111/j.1944-9720.1993.tb02293.x.

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Chmiel-Bożek, Halina. « (Con)texte littéraire dans les manuels de français au niveau secondaire en Pologne ». Neofilolog, n^o 59/1 (24 octobre 2022) : 35–52. http://dx.doi.org/10.14746/n.2022.59.1.4.

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Regardless of the teaching method, literature has always been an element of language learning. The action-oriented approach – proposed more than 20 years ago – does not exclude references to literature in the language classroom. The Companion Volume to the Common European Framework of Reference for Languages, published in 2021, further expands the possibilities for using literary texts in foreign language teaching methodology. This paper will analyse eighteen approved French textbooks from the point of view of the literature-based exercises they contain. The aim is to determine to what extent and with what regularity literature fragments appear in these textbooks and establish the types and objectives of literature-based exercises.

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Oueslati, Béchir, Marie McAndrew et Denise Helly. « Islam and Muslim Cultures in Quebec French-language Textbooks over Three Periods ». Journal of Educational Media, Memory, and Society 3, n^o 1 (1 mars 2011) : 5–24. http://dx.doi.org/10.3167/jemms.2011.030102.

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This article examines the evolution of the representation of Islam and Muslim cultures in textbooks in Quebec. Results indicate signicant improvements in the new secondary school history textbooks, both quantitatively (for they contain more information about pillars, key concepts, and relations with Christianity and Judaism) and qualitatively (on account of their depth of coverage, fewer negative views than in the 1980s, and fewer factual errors than in the 1990s). The positive role played by Muslim scientists in preserving old knowledge and enriching is also recognized. However, textbooks still view Islam as a religion of submission, proscriptions, and forced conversion, failing to recognize the diversity within Islam and Muslim cultures.

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Trobitsch, Julie. « Culture in the French Foreign Language Classroom ». TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (20 septembre 2022) : 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.

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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.

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Franceva, I. S. « School of Economic French ». MGIMO Review of International Relations, n^o 5(38) (28 octobre 2014) : 228–30. http://dx.doi.org/10.24833/2071-8160-2014-5-38-228-230.

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Economic French at MGIMO-University is based on the teaching methods developed by talented Methodist practitioner assistant professor L.L. Potushanskoy. She and her colleagues G.M. Kotova, N. Kolesnikova, I.A. Yudina created well-known in our country methodical complex of three textbooks. This complex is built on clear guidelines to facilitate the natural development of language skills "from simple to complex" and represents the effective approach to language learning: Currently, the department is constantly expanding its boundaries of school teaching economic and business of the French language in accordance with the emerging new special courses on the economics faculties.

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Gibault, Fabien. « Teaching French during the Mussolini dictatorship – a tool for the construction of a fascist identity ? » XLinguae 15, n^o 4 (octobre 2022) : 206–12. http://dx.doi.org/10.18355/xl.2022.15.04.17.

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Textbooks are an important lever in foreign language teaching, especially in the periods before the advent of the internet and new technologies. It is a referent, symbolically and physically in front of the learner, a guide that holds the right and the truth. The fascist dictatorship in Italy (1922-1943) was no exception to this rule. In the context of a regime that revolutionised communication, school textbooks were very important, even those for the French language. This article proposes to illustrate the use of French textbooks for Fascist propaganda purposes around the following axes: the Fascist triptych, the concept of myth and the vision of France in school texts. The aim of this research is to present a concrete case of mind manipulation by a means that is certainly not very common: using language textbooks (which should therefore be open to other cultures) to ethnocentrate the population and train them in the most radical nationalism. Finally, we will try to draw a conclusion on the causes of these choices, and a real problematic, namely whether France was a model for fascism.

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Krasnokutskaya, Nadezhda V. « Implementing the principle of considering native language in Russian language textbooks for foreigners ». Russian Language Studies 18, n^o 3 (15 décembre 2020) : 342–58. http://dx.doi.org/10.22363/2618-8163-2020-18-3-342-358.

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Modern educational trends, including individualization of learning, shifting the focus from the teacher to the student, taking into account the characteristics of the student's personality, including his native language and culture, arouse interest to national-oriented methodology. The objective of this article is to determine the relevance and prospects of this methodological direction in modern teaching of Russian as a foreign language. To realize the objective set out in the article, we used methods of analyzing scientific literature, scientific observation and synthesis of pedagogical experience, conversations with students and teachers. The article is based on scientific research on the methodology of teaching foreign languages, including Russian as a foreign language, textbooks and manuals, both national-oriented and of general type. The article considers the traditions of applying students native language in teaching Russian as a foreign language. We clarify the concepts of native language accounting and reliance on native language, consider the historical formation of the mentioned principle as one of the leading methodological principles, analyze its implementation in textbooks on Russian as a foreign language. The most attention is paid to the analysis of national-oriented manuals. As an example, the textbook Le russe votre rythme. Cours pratique pour francophones by S.A. Khavronina, A.I. Chirotchenskaa, and L. Bron-Tchitchagova is considered. The peculiarities of its orientation to French-speaking audience, ways and means of preventing interlanguage interference and achieving a positive transfer of skills from the native language to the studied one are noted. The prospects for creating such textbooks based on previous experience and methodological traditions are outlined. The scientific novelty of the research consists in the analysis of the results of the national-oriented methodology out of a specific educational situation, limited by certain learning conditions. The theoretical significance of the work consists in generalization and analysis of the accumulated methodological experience in this area. The practical significance is determined by the systematization of methods used in a national-oriented textbook for implementing the principle of native language accounting and identifying the prospects for developing new educational materials of this type.

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Orekhova, Yuliya M. « Didactic Potential of an Electronic Textbook for Improving Speaking Skills at Foreign Language Classes ». Proceedings of Southern Federal University. Philology 2021, n^o 2 (30 juin 2021) : 205–13. http://dx.doi.org/10.18522/1995-0640-2021-2-205-213.

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An important aim of higher education intuitions of our country is creating of electronic educational system. Informatization of education has influenced all subjects, including foreign languages. The integration of digital technologies into the teaching process and production of multimedia electronic textbooks are the principal directions of modernization of language education. The paper aims to prove the high didactic potential of an electronic textbook on the subject “Foreign language” for development students’ communicative competence by means of analyzing of Russian and foreign authors’ scientific researches, development of electronic textbook and its use at foreign language classes. A detailed list of the lesson objective which can be solved by means of an electronic textbook on the subject “Foreign language” is given in the present article. The necessity of inclusion the digital products in the process of teaching foreign languages is also proved. The appropriateness of its use for development students’ communicative skills is justified. The list of speaking skills developed by means of electronic text book is. The examples of tasks for individual and group work are given too. The possibility of using the electronic textbook “French language for adjuncts” for the complex formation of speaking skills in oral and written communication is also shown. The necessity of its inclusion into the program of linguistic education at university is proved.

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Lustyantie, Ninuk, et Evi Rosyani Dewi. « Representation of French Culture as a Foreign Language through Textbooks ». International Journal of Learning, Teaching and Educational Research 19, n^o 3 (26 avril 2020) : 404–21. http://dx.doi.org/10.26803/ijlter.19.3.22.

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Biardzka, Elżbieta. « Les discours de la mémoire en Europe. La représentation de la Seconde Guerre mondiale dans le discours des manuels français et polonais. Causalité et agentivité ». Romanica Wratislaviensia 70 (18 décembre 2023) : 11–29. http://dx.doi.org/10.19195/0557-2665.70.2.

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This paper deals with the educational discourse used in French and Polish history textbooks addressed to adolescents and published in a so-called modern-day model of textbooks. The study falls under the continuity of the French discourse analysis in a contrastive dimension, the object of which is the description of different “discursive cultures” based on their verbal productions. The hypothesis developed in this study is that French and Polish textbooks diff er in their representation of causality and agentivity, which contributes, through discourse infl ections, to the construction of two different memories of the course of events. The two concepts mentioned are, indeed, organizing principles of the educational discourse analysed, since indicating explanatory causes and links between phenomena, anticipating and providing an understanding of consequences are an integral part of the educational activity supported by the popularization discourse we analyse. Our analysis is based on the principles of discourse semantics in a comparative perspective.

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Колобкова, А. А. « The first Russian educational books on the French language, printed word and oral instruction ». Management of Education, n^o 1(41) (23 mai 2021) : 340–48. http://dx.doi.org/10.25726/c8137-3110-7308-t.

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Данная статья посвящена анализу первых учебных книг, заложивших основу для дальнейшего развития учебного книгоиздания по вопросам изучения французского языка в России. Проанализированы наиболее известные первые учебники по французскому языку: «Новая францусская грамматика…» В.Е. Теплова, «Французская азбука» А. де Лави, «Наставление как по-французски…» Я. Сигезбека, «Французская азбука» Академии наук, «Новый французский словарь» П.И. Богдановича и др. Автор приходит к выводу, что все учебники французского языка рассматриваемого периода выступают своеобразным «зеркалом», отражающим прогресс, имевший место в российской педагогической мысли. Важным наблюдением признается тот факт, что многие французские азбуки, целевой аудиторией которых выступали учащиеся гимназий, приобретали популярность среди изучавших французский язык самостоятельно. Иными словами, они переходили в разряд самоучителей, в значительной степени расширяя тем самым их функциональную характеристику. The article is devoted to the analysis of the first educational books that laid the foundation for the further development of educational publishing on the study of the French language in Russia. The most famous first textbooks on the French language are analyzed: «New French grammar ...» by V. Ye. Teplov, «French alphabet» by A. de Lavi, «Manual...» by J. Sigesbek, «French alphabet» by the Academy of Sciences, «New French Dictionary» by PI Bogdanovich, etc. The author comes to the conclusion that all French textbooks of the period under review act as a kind of ‘mirror’ which reflects the progress that took place in Russian pedagogical thought. An important observation is the fact that many French alphabets, aimed for students, gained popularity among those who studied French on their own. In other words, they passed into the category of self-instruction manuals, thereby significantly expanding their functional characteristics.

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Walter, Yepdia Leundjeu. « Entrepreneurship Education in Interactions in English Terminale and Mastering English (High School), Cameroon EFL/ESL Textbooks : A Critical Discourse Analysis ». Journal of Critical Studies in Language and Literature 5, n^o 3 (12 avril 2024) : 19–29. http://dx.doi.org/10.46809/jcsll.v5i3.268.

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Entrepreneurship education in the 21st century has increasingly become an important topic in the field of language teaching. EFL/ESL textbooks, in the process of teaching English, have incorporated, among themes of interest, entrepreneurship, which is helpful to transform students’ environments, improve their socio-economic status, and keep them away from poverty. However, the teaching methodology and the quality of materials selected bear questionable social practices likely to denature textbook designers’ laudable intentions. This paper is a critical discourse analysis of the teaching of entrepreneurship in two selected Cameroon English language textbooks used in the French and English subsystems of education, namely Interactions in English Terminale and Mastering English (High School). It is a sociolinguistic qualitative study which hinges on Fairclough’s (2001) three-dimensional theoretical paradigm, which holds that discourses are not language-bound but encompass internal features that (re)produce social structures, social practices, and power relations, reinforcing social inequalities and hegemonic ideologies. The findings yielded significant findings, showing that both Interactions in English Terminale and Mastering English textbooks are replications of the political, economic, and social institutions of Cameroon society and inadvertently promote gender discrimination in terms of entrepreneurship representation. The textbooks examined are too idealistic in their entrepreneurial discourses and outcomes. They fail to expose students to the realities of entrepreneurial ventures, thereby depriving them of the risks and challenges faced by the prominent entrepreneurs celebrated in their course books. This study is relevant as it contributes to the improvement of entrepreneurship pedagogy in EFL/ESL textbooks used in Cameroon classrooms while adopting realistic overtones.

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Колобкова, А. А., et С. В. Куликова. « About the pedagogical heritage of educational books on the French language published in Russia in the XVIII ‒ first half of the XIX centuries ». Management of Education, n^o 7(53) (30 août 2022) : 300–311. http://dx.doi.org/10.25726/z3765-9935-6970-x.

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В статье дается обзор педагогических идей и методических приемов, нашедших отражение в российских учебных книгах по французскому языку, изданных в XVIII ‒ первой половине XIX вв. Анализируется одно из первых методических пособий для преподавателей иностранного языка. Раскрывается значение для педагогики и методики иноязычного обучения педагогического наследия учебных книг по французскому языку. Проводится параллель между функциями, выполняемыми учебной литературой периода Русского Просвещения и современными учебниками. The article provides an overview of pedagogical ideas and methodological techniques reflected in Russian textbooks on the French language published in the XVIII ‒ first half of the XIX centuries. One of the first methodological manuals for teachers of a foreign language is analyzed. The significance of the pedagogical heritage of educational books on the French language for pedagogy and methods of foreign language teaching is revealed. A parallel is drawn between the functions performed by the educational literature of the period of the Russian Enlightenment and modern textbooks.

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Dvorakova, Milena. « Analysing the Methods of Agrarian-Economic Terminology Lexicon Enrichment in French ». Asian Journal of Humanity, Art and Literature 6, n^o 1 (30 juin 2019) : 67–72. http://dx.doi.org/10.18034/ajhal.v6i1.351.

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The paper deals with one of the principles of term formation in the economic terminology of the French language. When analyzing ways of enriching the French agrarian-economic terminology, a word-formation process of terminologization is discussed in more detail. To determine the degree of agrarian-economic terminologization in the French text, a statistical survey was carried out, based on four types of document - a scientific publication, university textbooks, popular professional publication and scientific paper. It would be necessary to use the results of the statistical analysis in the teaching of i.e., languages because the knowledge of the principle of the term formation is one of the prerequisites for mastering the terminology.

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Колобкова, Анастасия Анатольевна. « Christian culture in the first Russian educational books on the French language ». Management of Education, n^o 5(45) (15 octobre 2021) : 10–18. http://dx.doi.org/10.25726/d5174-4209-4911-i.

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В статье рассмотрено отражение христианского учения в первых российских учебных книгах по французскому языку. Отмечается, что авторы первых учебных пособий по французскому языку (азбуки, буквари, грамматики) уделяли большое внимание религиозно-нравственному воспитанию обучающихся, поэтому включали в свои книги тексты из Библии, молитвы, притчи, поучительные истории из жизни святых. Религиозные тексты ценились, так как они воспитывали в учениках нравственные добродетели: благочестие, милосердие, честность, щедрость, скромность. В учебные книги по французскому языку XVIII в. часто в первый раздел включались учебные материалы, тексты, связанные с религией, богослужением, церковью. С течением времени образование приобретало все более светский характер, религиозные тексты в учебниках уступали место бытовой, обиходной тематике. Интегративная подача иноязычных текстов, относящихся к духовной и повседневной жизни обучающихся характеризует учебные книги по французскому языку конца XVIII века, в связи с чем можно констатировать, что обучение бытовой коммуникации сочеталось с религиозно-нравственным воспитанием. The article considers the reflection of Christian teaching in the first Russian textbooks on the French language. It is noted that the authors of the first textbooks on the French language (ABCs, primers, grammars) paid great attention to the religious and moral education of students, therefore they included texts from the Bible, prayers, parables, instructive stories from the life of saints in their books. Religious texts were valued because they brought up moral virtues in students: piety, charity, honesty, generosity, modesty. In educational books on the French language of the XVIII century. often, the first section included educational materials, texts related to religion, worship, and the church. Over time, education acquired an increasingly secular character, religious texts in textbooks gave way to everyday, everyday topics. The integrative presentation of foreign-language texts related to the spiritual and everyday life of students characterizes the educational books on the French language of the late XVIII century, in connection with which it can be stated that the teaching of everyday communication was combined with religious and moral education.

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Ochi, Khaled, et Arij Mohsni. « La bande dessinée dans les manuels scolaires Tunisiens : étude de son rôle dans l’apprentissage linguistico-culturel ». Traduction et Langues 22, n^o 2 (31 décembre 2023) : 101–26. http://dx.doi.org/10.52919/translang.v22i2.953.

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Comics in Tunisian School Textbooks: Study of its role in linguistic and cultural learning Comics, also referred to as graphic novels, have enjoyed widespread popularity as a form of entertainment for people of all ages over many years. However, in recent times, they have garnered recognition not only as a source of entertainment but also as an effective tool for teaching and learning foreign languages and cultures. In Tunisia, where French is taught as a foreign language (FLE), school textbooks play a pivotal role in foreign language and cultural education. The content of these textbooks is expected to align with specific pedagogical and cultural standards. Consequently, the inclusion of comics in FLE textbooks in Tunisia prompts inquiries into their appropriateness concerning pedagogical objectives and adherence to Tunisian cultural norms. To address these inquiries, a study was undertaken to scrutinize the role of comics as a tool for linguistic and cultural learning in Tunisian FLE textbooks. The study comprised two main parts. The initial part concentrated on diverse modalities of incorporating comics into foreign language teaching and learning. Previous research has demonstrated that comics serve as effective tools for imparting various language skills and cultural aspects of a foreign language. They facilitate the acquisition of vocabulary, grammar, and syntax, while also aiding in the understanding of cultural facets, such as social interactions, customs, and traditions. Moreover, comics contribute to creating an enjoyable and interactive learning environment, fostering critical thinking skills among learners. The second part of the study delved into the linguistic and cultural messages conveyed by comics in Tunisian FLE textbooks, as well as their reception by learners. The analysis, conducted through an analytical and descriptive approach, sought to address the following questions: How are comics utilized in Tunisian FLE textbooks for linguistic and cultural learning? What cultural messages do they convey, and how are these messages perceived by learners? In conclusion, this study underscores the potential of integrating comics into Tunisian FLE textbooks as a potent tool for teaching foreign languages and cultures. Comics offer an engaging and interactive approach to improving language skills and deepening cultural understanding. Through the incorporation of comics into language education, educators can establish a dynamic learning environment that enhances learners' linguistic proficiency and cultivates a nuanced appreciation of diverse cultures.

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Stikić, Biljana. « SAVREMENI FRANKOFONI PISCI U NASTAVI FRANCUSKOG KAO STRANOG JEZIKA : PERIOD IZMEĐU DVA SVETSKA RATA ». Nasledje Kragujevac XIX, n^o 52 (2022) : 101–15. http://dx.doi.org/10.46793/naskg2252.101s.

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The paper examines the problem of representation of contemporary Francophone writers in high school teaching of the French language between the two world wars, which, given the curriculum requirements at the higher cycle of Yugoslav grammar schools and high schools, involved the use of textbooks based on literary texts. Although we find important individu- als from universities, such as Bogdan Popović, among the authors of French textbooks, the texts of Francophone writers were included only in Radoje Knežević’s textbooks. Referring to the results of mostly contemporary literary research and applying the descriptive-analytical method, the issue in the title was studied from the aspect of the importance of writers, the representativeness of selected texts and the degree of their linguistic complexity. Starting from the assumption that Knežević had previously consulted the best known French anthologies, we can state that his selection of Francophone writers truly reflected the reputation they gained in the European literature. Thus, the younger students in the higher cycle were introduced to the creator of comic books, Töpffer, through an excerpt from the story of his uncle, while older students had the opportunity to get acquainted with parts of Amiel’s personal diary, as well as with the poetry of Belgian giants of symbolism Rodenbach, Verhaeren and Maeterlinck. Considering the fact that articles on literary texts in French language teaching were very rarely published during the interwar period, we can only speculate on the approach of teachers in the process of processing. In any case, these were representative texts that were generally not par- ticularly demanding in terms of linguistics, which enabled a quality reception. The representa- tion of the mentioned Francophone writers represented a deviation from the traditional choice of French literary classics and a partial orientation towards contemporary literature written in French, which is a significant didactic and pedagogical and literary novelty.

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Parker, Jerry. « Challenging the Supported Curriculum : Faculty Members’ Attitudes toward Caribbean and Louisiana Content in Undergraduate French and Spanish Textbooks ». Journal of Ethnic and Cultural Studies 10, n^o 4 (25 septembre 2023) : 193–212. http://dx.doi.org/10.29333/ejecs/1645.

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Guided by a theoretical framework underpinned by Critical Multicultural Education (Banks, 2019), this study aimed to understand university faculty members’ attitudes toward the presentation of Caribbean and Louisiana-themed content in French and Spanish textbooks and their associated teaching practices. A Likert-Scale survey was employed, and it was discovered that faculty members felt textbook content about the Caribbean was more or less accurate, but content about Louisiana was inaccurate. Likewise, they had to adjust their teaching practices to be more intentional about how these areas are presented in their teaching and represented in novice and intermediate French and Spanish courses. The findings of this study help to inform curriculum design in higher education World Language courses and assist in curriculum development efforts that align with frameworks that center on Diversity, Equity, and Inclusion as the core of course design.

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Henderson, Alice, et Anna Jarosz. « Desperately Seeking a Communicative Approach : English Pronunciation in a Sample of French and Polish Secondary School Textbooks ». Research in Language 12, n^o 3 (30 septembre 2014) : 261–78. http://dx.doi.org/10.2478/rela-2014-0015.

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This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with the potential to alleviate a lack of extensive pedagogical training. The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.

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Iwuchukwu, Matthew O. « LANGUAGE EDUCATION IN NIGERIA : CONTEMPORARY ISSUES AND WAY FORWARD ». Cognizance Journal of Multidisciplinary Studies 1, n^o 2 (28 février 2021) : 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.

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Nigeria is a highly multiethnic and multilingual African country that speaks over 500 indigenous languages and two official languages, English and French, some of which are taught and learned at the primary, secondary and tertiary levels of education. This descriptive study has attempted to discuss the state of language education and related issues in the education sector, involving the mother tongue, English, French and Arabic languages. The paper elucidates a few omissions in the National Policy on Education (NPE) and other factors that militate against effective implementation of the language curriculum such as negative perception, inadequate teaching staff and instructional resources, falling students' enrolment and performance, year abroad challenges, lack of funds and controversies generated by debates on a good lingua franca, etc. Based on the findings and their implications for achieving the objectives of the NPE, some recommendations have also been made for a way forward, for example, the need to review the existing NPE and language curriculum, implement trilingual education, compulsory and free basic education, provide sufficient funds, constitute internal quality assurance committees, carry out research and publish standard textbooks for pupils and students, and create umbrella associations of language teachers at the primary, secondary and tertiary levels of education.

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Igartua, José E. « The Genealogy of Stereotypes : French Canadians in Two English-language Canadian History Textbooks ». Journal of Canadian Studies 42, n^o 3 (août 2008) : 106–32. http://dx.doi.org/10.3138/jcs.42.3.106.

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Katabe, Isidore M., et Eustard R. Tibategeza. « Language-in-Education Policy and Practice in the Democratic Republic of Congo ». European Journal of Language and Culture Studies 2, n^o 1 (17 janvier 2023) : 4–12. http://dx.doi.org/10.24018/ejlang.2023.2.1.58.

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This paper concentrates on the language-in-education policy and practice in the Democratic Republic of Congo (DRC) particularly in Kalemie region. It intends to examine the practicality of language-in-education policy in schools and to examine the challenges pertaining to the implementation of the language of education policy. Data collection was done in four schools, two primary and two secondary schools in Kalemie region. The study employed a qualitative approach and the data were gathered through interviews, focus group discussions, observation and documentary review. Simple random sampling was used to get standard six pupils, form one students and teachers. The study employed the Proficiency Theory as a theory of bilingual education developed by Cummins. The study reveals that teachers from secondary schools use French language as a medium of instruction. It also indicates that language competence of the students is very weak. This is due to the transition from the national language, Kiswahili to French. The study notes that students are not comfortable with the medium of instruction, in this case French. It was discovered that, teachers face serious challenges on implementing the policy, such as students not being comfortable with the medium of instruction in the class, absence of teaching and learning materials, inadequate textbooks in schools, and lack of an organized library. However, the students indicated that, even if they have problems with French, they still prefer it to Kiswahili, since it is a language for their future job opportunities. The study recommends that there is a need for a political will to ensure the existence and growth of African languages and their position particularly in education.

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NAVE, Eric. « Le rapport identité/altérité dans trois méthodes de FLE à destination de publics adultes débutants des années 1980 à nos jours ». Revue plurilingue : Études des Langues, Littératures et Cultures 5, n^o 1 (14 décembre 2021) : 13–25. http://dx.doi.org/10.46325/ellic.v5i1.57.

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Abstract : In this paper, we examine the evolution of the relationship between identity and alterity as portrayed in the "universal" French as a foreign language (FFL) textbooks for adult beginners (A1) since the 1980s to date. For this purpose, three French textbooks covering this period are compared and analyzed. This study is therefore diachronic and comparative. We look at the ideological aspect of FFL textbooks published in France, which reflect and give specific repre-sentations of the world and cultures in each period. In our analysis, we rely on the concept of interculturality which makes it possible to grasp the dynamic relationship between cultures and subcultures coexisting (Abdallah-Pretceille&Porcher, 1996) and on studies which look at the place of the Other in language teaching and learning (Abdallah-Pretceille, 2008; Spaëth, 2014), specifically in French textbooks (Auger, 2003, 2007; Buchart, 2020). With the rise of globalization, the figure of alterity has changed, including in FFL textbooks. We try to show how these changes take placein these books, and what it entails. Résumé : Cette contribution s’intéresse à l’évolution du rapport identité/altérité tel qu’il apparait dans des manuels de FLE « universels » destinés à des adultes de niveau débutant (A1) depuis les années 80 jusqu’à nos jours. Pour ce faire, trois manuels de français couvrant cette période sont comparés et analysés. Il s’agit donc d’une étude comparative diachronique qui s’intéresse à l’aspect idéologique des manuels de FLE publiés en France, lesquels reflètent et donnent à chaque époque des représentations spécifiques du monde et des cultures. Nous nous appuyons dans le cadre de notre analyse sur le concept d’interculturel (également nommé parfois interculturalité) qui permet de saisir le rapport dynamique entre des cultures (au sens large du terme) qui se côtoient (Abdallah-Pretceille & Porcher, 1996) et sur des études qui s’intéressent à la place de l’Autre en didactique des langues (Abdallah-Pretceille, 2008 ; Spaëth, 2014), plus particulièrement dans les manuels de français (Auger, 2003, 2007 ; Buchart, 2020). Avec l’essor de la mondialisation, la figure de l’altérité est modifiée, dans les manuels de FLE y compris. Nous essayons de montrer comment ces modifications s’y concrétisent, et ce que cela implique.

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Pégram, Scooter. « Adieu ! What once was, no longer is : The time has come for French as a second language educators (FLE) to decolonise their curricula and diversify their classroom lessons ». Journal of Language Teaching 4, n^o 2 (27 mai 2024) : 1–11. http://dx.doi.org/10.54475/jlt.2024.010.

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For decades, France has been at the cultural centre of teaching French, even though the majority of the language’s speakers reside elsewhere. Despite its multicontinental global reach, this mischaracterisation is further perpetuated in French as a second language (FLE) textbooks whose curricular materials often focus on outmoded tropes that minimise or marginalise the world’s other Francophone regions. Because educators rely on these materials and since they are the primary ambassadors of French, this pedagogical bias influences how students, administrators, and outsiders consume the language. To counteract these curricular deficiencies in FLE classrooms, a more realistic approach to teaching French is needed. In this paper, we make the case that educators at all levels should liberate and decolonise the French language from France. In doing so, we offer some pedagogical suggestions how French can be taught more realistically. A more pragmatic presentation of the language also has additional potential benefits. As learners and the public become more mindful of the French language’s increasingly growing footprint across the Global South (the area of the world that it is the home to most of its speakers), this can increase interest and present French as a vernacular of the future in terms of employment and success. An approach such as this is especially important at a time when administrative decisions in educational facilities continue to threaten the survival of FLE programmes across the United States and beyond.

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Черкашина, Елена Ивановна. « MODEL FOR DESIGNING A TEXTBOOK IN A FOREIGN LANGUAGE FOR SPECIFIC PURPOSES IN THE SYSTEM OF PROFESSIONAL EDUCATION ». Tomsk state pedagogical university bulletin, n^o 5(217) (3 septembre 2021) : 37–45. http://dx.doi.org/10.23951/1609-624x-2021-5-37-45.

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Введение. Востребованность персонала, владеющего лингвопрофессиональной компетенцией в сфере сервиса и производства, ставит перед педагогическим сообществом задачу разработки новых учебных курсов и программ по иностранному языку специальности, важным компонентом которых является овладение языком профессиональной сферы. Создаются учебные пособия и учебники по языку специальности. Однако остается открытым вопрос создания учебных пособий для узкопрофильных специалистов, для которых иностранный язык – это инструмент для осуществления своей профессиональной деятельности на конкретном участке производства. Цель – конструирование модели учебного пособия по иностранному языку для специальных целей в сфере туризма. Научная новизна исследования заключается в разработке и применении новых моделей учебного обеспечения языковой подготовки узкопрофильных специалистов. Материал и методы. Материалом исследования послужили теоретические труды отечественных и зарубежных ученых, работающих в системе профессиональной подготовки кадров для сферы производства и услуг. Применялись следующие методы: анализ научно-методической литературы, научное наблюдение, обобщение опыта, анализ и синтез, сравнение, моделирование, экстраполирование. Эмпирическая база включала в себя результаты практического применения компетентностного подхода и коммуникативного метода при обучении французскому языку персонала в сфере туризма. Результаты и обсуждение. Многолетний опыт подготовки кадров для сферы туризма показал результативность компетентностного подхода в обучении французскому языку для специальных целей, эффективность программы «Французский язык в сфере туризма» и выявил необходимость построения учебного пособия по французскому языку для специальных целей. Предлагаемая авторская модель учебного пособия «Французский язык в сфере туризма» предназначена для студентов языковых вузов, факультетов туристского профиля, персонала гостиниц и турагентств. Структура учебного пособия включает следующие компоненты: модульность курса, специальную лексику (термины и профессионализмы), перечень профессиональных навыков и коммуникативных ситуаций делового общения, методические приемы, позволяющие сформировать у обучающихся готовность к профессиональной деятельности на иностранном языке. Заключение. Разработанные и апробированные курсы французского языка в сфере туризма следуют базовому принципу языка для специальных целей – использование аутентичных материалов: гидов, каталогов, туристических брошюр, путеводителей, а также сайтов гостиниц, туроператоров, регионов Франции. Однако обучающиеся нуждаются в учебном пособии предложенного курса – пособии, в котором будут системно представлены модули, задачи освоения каждого модуля, специфика упражнений/тестов и требования к заданиям модуля. Данная модель учебного пособия может быть экстраполирована на другие языки и профиль подготовки специалистов. Introduction. The problem of training competent specialists in the sphere of service and production has remained relevant over the past decade. The demand for personnel with professional linguistic competence sets a problem for the teaching community to develop new training courses and programs in a foreign language of a specialty, an important component of which is mastering the language of the professional sphere. Teaching aids and textbooks on the language of the specialty are being created. However, the question of creating textbooks for single-subject specialists, for whom a foreign language is a tool for carrying out their professional activities, remains open. Aim and objectives. The aim is to create a model of a textbook on a foreign language for specific purposes in the sphere of tourism. The scientific novelty of the research lies in the development and application of new models of language training for narrow-profile specialists. Material and methods. The material of the research is based on the theoretical works of national and foreign scientists working in the system of professional training for the sphere of production and services. The methods used at the empirical and theoretical levels are in close interaction: analysis of scientific and methodological literature, scientific observation, generalization of experience, analysis and synthesis, comparison, modeling, extrapolation. The empirical basis of the research is the results of the practical application of the competence-based approach and the communicative method in teaching French to personnel in the field of tourism. Results and discussion. Many years of experience in training personnel for the tourism sector showed the effectiveness of the competence-based approach in teaching French for specific purposes, the effectiveness of the program “French in the sphere of tourism” and revealed the necessity to design a textbook on French for specific purposes. The proposed author’s model of the textbook «French in the sphere of tourism» is intended for students of linguistic universities, faculties of tourism, staff of hotels and travel agencies. The structure of the textbook includes the following components: course modularity, special vocabulary (terms and professional jargon), a list of professional skills and communicative situations of business communication, methodological techniques that allow students to form a readiness for professional activity using a foreign language. Conclusion. The developed and tested French language courses in the sphere of tourism follow the main/basic principle of the language for specific purposes – the use of authentic materials: guides, catalogs, travel brochures, travel guides, as well as websites of hotels, tour operators, and regions of France. However, learners need a teaching aid for the proposed course. A textbook is needed, which will systematically present the modules, the tasks of mastering each module, the specifics of exercises/tests and the requirements for the tasks of the module. The author’s model of the textbook “French in the sphere of tourism” is focused on specialization in three sectors: hotel and restaurant business, tourism as an industry/service sector, where the realia of industrial, organizational and managerial culture are of great importance. The emphasis is on the formation of appropriate psychological attitudes of service personnel in accordance with the requirements of European service standards. This textbook model can be extrapolated to other languages and training profile.

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Chmiel-Bożek, Halina. « Mediacja komunikacji w podręcznikach do nauki języka francuskiego dla szkół ponadpodstawowych ». Applied Linguistics Papers 4/2022, n^o 26 (17 décembre 2022) : 9–24. http://dx.doi.org/10.32612/uw.25449354.2022.4.pp.9-24.

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The concept of mediation in language teaching and learning, which has been functioning for more than 20 years in glottodidactic discourse, was only clarified in 2018 with the publication of the Companion volume to the Common European Framework of Reference for Languages, which has not yet been translated into Polish. This article is devoted to the ‘mediating communication’, which is part of the mediation activities defined in the companion volume to the CEFR. The first part of the article is devoted to theoretical considerations on the mediation and mediating communication in foreign language teaching, while the second part presents examples of specific exercises aimed at improving the competences in the mediating communication, which were identified as a result of the analysis of eighteen textbooks for French language teaching for secondary schools.

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Folorunsho, Mikail Adebisi, et Rabiu Olayinka Iyanda. « Challenges and Strategies of Teaching Arabic and French Literature in Nigeria ». TRANS-KATA : Journal of Language, Literature, Culture and Education 2, n^o 2 (30 mai 2022) : 84–92. http://dx.doi.org/10.54923/transkata.v2i2.45.

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The issue of appropriate methodology for suitable teaching of literature of Arabic and French in Nigerian schools has continued to receive attention from educationists on how to make it more beneficial to society. Literature is to be for life’s sake; therefore, its teaching should be able to assist in solving day-to-day problems. This paper discovered and discussed the obstacles militating against effective Arabic and French language literature teaching. It discovered the prominent obstacles confronting effective teaching of the literature of these languages to be the shortage of competent teachers, non-availability of suitable textbooks, lukewarm attitude to the languages on the parts of the learners, and the parents and acute dearth of suitable instructional materials. The paper is survey research, deriving its sources from an extensive consultation of relevant literature and interaction with the stakeholders. While it should be stated that each language has its peculiarities, they have some common grounds. One of such common grounds is the application of the same methodology to some aspects of the two languages. It suggested a possible methodology to perfect the teaching and make the learners achieve the desired goals. Of the three genres of literature (prose, drama, and poetry), drama and prose were treated because they share numerous similarities. Teaching and understanding Arabic and French literature in Anglophone nations like Nigeria with a workable methodology yielded desired outcomes.

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Blattner, Géraldine, Amanda Dalola et Stéphanie Roulon. « I spy something #invisible : Using Instagram to help learners understand second language invisible culture ». Journal of Digital Educational Technology 4, n^o 2 (14 juin 2024) : ep2415. http://dx.doi.org/10.30935/jdet/14724.

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French-language textbooks have long faced criticism for their limited use of authentic resources and their failure to meaningfully incorporate cultural elements into language teaching, letting foreign language learners struggle to grasp the non-literal aspects of language, known as the “invisible culture.” These hidden cultural components encompass beliefs, values, social norms, and non-verbal cues, influencing communication and language use. Experienced language users may take these elements for granted, making them challenging for learners to grasp without adequate exposure to French. Understanding these hidden cultural elements is essential for successful language acquisition and cross-cultural communication, enabling learners to genuinely and authentically interpret and express themselves. Without positive evidence of a concept’s culturally specific values, learners must rely on cultural knowledge from their first language/culture, which results in the direct transfer of cultural assumptions which hinders their ability to make authentic sense of the target language. Taking inspiration from the Cultura project, this study uses the multiliteracies framework to bridge the gap between first and second-language intercultural representations, helping learners develop semantic aspects of cross-cultural literacy through visualization tasks using Instagram, a photo-based social media platform. Intermediate-level French students provided written impressions of three culturally specific word pairs: snack/goûter, suburb/banlieue, and freedom/liberté. They searched for these concepts on Instagram, selected images that best represented their understanding, and created e-posters. Participants then analyzed and compared these e-posters across languages, refining their definitions during discussions. This approach successfully developed certain semantic aspects of the invisible culture within the target language, highlighting the benefits of exposing learners to diverse text types.

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Cuevas, Manuel Bruña. « Comment présenter un phonème moribond ». Historiographia Linguistica 30, n^o 1-2 (16 septembre 2003) : 45–98. http://dx.doi.org/10.1075/hl.30.1.03cue.

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Summary During the 19th century the old palatal l of French (in, e.g., travailler, travail, fille) definitively gave way to /j/. During about the same period Spanish underwent a similar evolution, but the process of substitution of /j/ for /ʎ/ found itself in a less advanced stage than in French; indeed, certain varieties of present-day Spanish still maintain these two phonemes. Taking all the works together which during the 19th and the first half of the 20th century were addressed to the teaching of French to speakers of Spanish, the author concentrates his attention on the difficulties that the authors encountered when presenting this dying or already deceased phoneme (namely, the palatal l of French) to an audience which, although it still possessed this phoneme in their own language, had begun to find it difficult to distinguish the diverse phonetic realizations that the Spanish /j/ was acquiring. As is shown in this study, the time difference in the evolution of this phenomenon of dephonologization in French and, with some delay, also in Spanish led the authors of these textbooks to misunderstandings and errors in the treatment of the disappearing or vanished former palatal l of French.

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Dular, Anja. « Classical Authors on the Bookshelves of Carniolan Nobility ». Keria : Studia Latina et Graeca 20, n^o 1 (30 octobre 2018) : 131–44. http://dx.doi.org/10.4312/keria.20.1.131-144.

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Works by classical authors had a significant share in the aristocratic libraries of the Slovenian lands. While the selection of authors varied, there were some mainstays: Cicero, Horace, Ovid, Homer. The language of the books was either original or a German or French translation. All publications were furnished with commentaries and introductory chapters containing the authors’ biographies, often even with glossaries and grammar exercises. These additions, however, were considerably reduced in the 19th century. All library owners preserved classical language textbooks as well.

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Balestrieri, Anna. « A „Polytropos" Zionist : The life and literary production of Zakharia Klyuchevich Mayani ». Iudaica Russica, n^o 2(9) (29 décembre 2022) : 1–43. http://dx.doi.org/10.31261/ir.2022.09.01.

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The kaleidoscope of pseudonyms behind which he hid himself on the pages of the Russian- Jewish weekly Rassvet is a reflection of the multifaceted personality of Zakharia Klyuchevich. Historian, archaeologist, linguist, teacher, political activist, journalist, caricaturist, painter, poet, screenwriter, biologist, it is difficult to find an area into which he did not venture. The spectrum of languages he mastered, or tried as an author, is equally colorful: from his native Russian to quasi-native French, through English, Hebrew, German, Yiddish, Polish, Ancient Greek, Turkish, up to Albanian and Etruscan, two languages he tried to link by identifying the latter as a protolanguage of the former. The amount of material left behind by this polyhedric author is voluminous. Correspondence in various languages (Italian, Russian, English, and French), diaries, theater screenplays (Hebrew, English), essays (French), poetry (French, Russian, and Hebrew), authored language textbooks (French-Hebrew, Russian-Hebrew), sketches, paintings, and newspaper clippings are preserved at the Jabotinsky Institute in Tel Aviv. Through a thorough analysis of this material, we will try to draw the portrait of this ish eshkolot, this Renaissance type of intellectual, who has been forgotten in their treatises by historians of literature, Zionism, art and archeology, perhaps precisely because of the difficulty in tracing his movements and activities, the excessive chameleon-like nature of his occupations and cryptonyms.

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I Nengah Sudipa, Ita Fitriana, Ni Luh Sutjiati Beratha, I. Wayan Pastika,. « JAPANESE ONOMATOPOEIC SEMANTIC STRUCTURES A NATURAL SEMANTIC METALANGUAGE APPROACH ». Psychology and Education Journal 58, n^o 2 (10 février 2021) : 4711–20. http://dx.doi.org/10.17762/pae.v58i2.2858.

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Onomatopoeia is a product of language and culture. Although almost all languages have an onomatopoeia, they are different in application. Japanese onomatopoeia is more like French onomatopoeia in that it not only imitates the sound that is heard, but also that which the senses do not hear. This research aims to describe the original meaning of Japanese onomatopoeic verbs into a simple one so that they are easily understood by the cross-language community. The method used is the technique of observing and recording data obtained from written media such as textbooks and websites. The findings obtained from this study are that several semantic structures show similarities and differences, namely the differences of intention and desire from state verbs, process verbs and action verbs.

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Levenson, Erica P. « ‘Theatre as a Nursery of Language’ : Learning French through Vaudeville Tunes in Eighteenth-Century England ». Eighteenth Century Music 20, n^o 1 (8 février 2023) : 13–31. http://dx.doi.org/10.1017/s1478570622000343.

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AbstractThis article examines how French vaudeville tunes circulated in England through both theatrical performances and French-language textbooks (or ‘grammars’). My central concern is to consider how audiences in London – who had little exposure to the rich satirical and cultural connotations that these tunes had acquired over years of performance in Paris – might have been able to grasp their significance within staged works performed by visiting Parisian troupes between the years 1718 and 1735. I suggest that in tracing the transmission of tunes from France to England, scholars should consider a wider range of print sources, since vaudevilles had a social life extending beyond the plays in which they were performed. To this end, I focus on analysing vaudevilles found in French ‘grammars’. The pedagogical nature of these sources explicitly puts on display how French culture was translated for an English readership. By comparing the tunes found in grammars with plays that used the same tunes, I reveal both how Londoners could have become acquainted with the Parisian understanding of French tunes and how the grammar books could have shifted the meanings of these tunes for English readers and audiences. Ultimately, the circulation of French tunes abroad through grammars directs our attention to the material and cultural practices undergirding the mobility of eighteenth-century musical culture.

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Колобкова, А. А. « The first educational books on the French language in Russian education : the formation of lexical competence ». Management of Education 13, n^o 12-1(72) (15 décembre 2023) : 246–54. http://dx.doi.org/10.25726/l3270-7127-7828-l.

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В статье представлены результаты исследования направленности первых учебных книг по французскому языку на формирование лексической компетенции обучающихся. Рассматривается толкование понятия «лексическая компетенция», основные компоненты лексической компетенции и способы их формирования с помощью франкоязычных учебников. Приводимые примеры из источников периода 1774–1824 гг.. свидетельствуют о том, что уже в эпоху Русского Просвещения составители учебных пособий учитывали практическую направленность изучения иностранного языка, подбирали для заучивания и перевода фразы и тексты, способствующие эффективной коммуникации (как деловой, так и бытовой), обучали учащихся этикетным формулам, значительное внимание уделяли составлению словарей, формируя их по тематическому принципу. The article presents the results of a study of the orientation of the first educational books on the French language on the formation of students' lexical competence. The interpretation of the concept of "lexical competence", the main components of lexical competence and ways of their formation with the help of French-language textbooks are considered. The examples given are from sources from the period 1774-1824.. evidence suggests that already in the era of the Russian Enlightenment, the compilers of textbooks took into account the practical orientation of learning a foreign language, selected phrases and texts for memorization and translation that promote effective communication (both business and household), taught students etiquette formulas, paid considerable attention to the compilation of dictionaries, forming them according to the thematic principle.

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