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Elidrissi, Mokdad Ahmed. "L'interrogation dans le discours pédagogique". Paris 7, 1988. http://www.theses.fr/1988PA070083.
Pełny tekst źródłaA language teacher is led to encourage his her students to speak during classes. In this purpose, he uses questions as didactic tools, intending to bring students to have discursive initiatives in the context of pedagogical act. Bearing the role of the informant during this act, his her questions are but a means to impose the professorial discourse during the class. In order to do this, the teacher selects certain interrogative structures which are not used in everyday conversation, and rejects others which he she thinks may hinder encoding to by the students. He also reformulates certain questions in order to give more coherence to his her own discourse. As a result, the interrogative situation turns into a questioning situation, and students' language behaviour turns out to be very far from the principles. Advocated by the defenders of the interrogative method
Moulin, Jean-François. "La vidéocorrespondance scolaire : un nouveau rituel pédagogique". Paris 8, 1995. http://www.theses.fr/1995PA081040.
Pełny tekst źródłaCorresponding via video letters is an innovating practice within school environment. Further than its pedagogical function which is to favour communication between classes, videocorrespondence fulfils a more fundamental purpose : the introduction of new social values into the educational institution. This attempt as to face contradictons : some being specific to any innovation within the school system, opposing tradition to modernity and others more strictly related to videocorrespondence originating in a clash between the cultural environment of school and that of the media. Indeed, the video letter belongs neither to usual school products, nor to videographic products. In order to settle these conflicts, video letters tend to be ritualized. Analysing them, one can find ritual not only in the choice of topics but also in the forms of expression. This ritualization of the genre allows a definition of the videoletter as a specific videographic object stamped, at the same time, by the epistoary genr, the school tradition and by patterns popularized through the media from which it borrows its essential features, particularly a confusion between facts and fiction. Its builds up an image of the pupil and of the school which does not correspond to reality but it thus contributes to the elaboration of a new imaginary educative institution and so doing takes part in the process of its evolution
Ziarko, Hélène. "Les actes de langage dans le discours pédagogique de 1ère année de l'enseignement primaire". Master's thesis, Université Laval, 1986. http://hdl.handle.net/20.500.11794/29146.
Pełny tekst źródłaPrieto, Guzman Juan Pablo. "Analyse sémantique et discursive de représentations sur l'identité dans la réception du discours pédagogique". Nantes, 2015. http://www.theses.fr/2015NANT3032.
Pełny tekst źródłaOur study focuses on the way individual, collective and social representations of social actors are constructed as a discursive phenomenon. The study allows us, via the theoretical model of the semantics of argumentative possibilities (SAP) and a perspective that integrates interdiscursivity into the analysis, model, to take into account the lexical meaning of the Spanish word "identidad" (identity). The thematic is focused on the issue of identity within the meaning of the identitarian. We provide a historical background of the discursive formation of the notion of identity. We study the etymology of this word and conduct a diachronic and synchronic study of the language dictionary's articles at the interface of historical seamntics and lexical and argumentative semantics. The corpus in which the argumentative deployments (AD) are studied is a heterogeneous one : the discourse of the Constitution, of the General Educational Law, of the Education directives, etc.
Texier, François. "L'utilisation pédagogique de l'informatique à l'école : entre volontarisme de praticiens et rigueur des sciences de l'éducation. Ebauche d'une archéologie des idées pédagogiques à partir des discours". Phd thesis, Université de Nantes, 2002. http://tel.archives-ouvertes.fr/tel-00011530.
Pełny tekst źródłaEn prenant appuie sur ces définitions, nous avons voulu faire ressortir quelques éléments-clé qui semblaient caractéristiques des discours. Dans cet objectif, nous avons déterminé un corpus constitué de documents officiels, d'ouvrages, de documents scientifiques, de numéros de la revue E.P.I et d'entretiens. En nous inspirant de Michel Foucault ("l'archéologie du savoir"), nous avons tenté de mettre en évidence, sur ce corpus, les différentes strates noosphèriques qui semblaient les constituer. C'est un travail exploratoire sur l'évolution et l'organisation des idées pédagogiques que nous avons conduit à travers cette démarche critique et compréhensive.
Si la recherche reste focalisée sur un corpus réduit, elle dégage néanmoins des pistes pour comprendre la nature des discours sur l'informatique. Au-delà, elle réinterroge le schéma durkhémien de l'évolution rationnelle, longitudinale et positive de la pédagogie.
Mots clés : Informatique, Statut épistémologique de la pédagogie, archéologie des idées, évolution pédagogique
Martinez, de Jimenez Maria Cristina. "Analyse du discours pédagogique des manuels scolaires de sciences en Colombie : la sémantique du social et la sémantique de la nature : un écodiscours". Paris 13, 1991. http://www.theses.fr/1991PA131003.
Pełny tekst źródłaThis study focuses on mediatic role of language in comprehension and interiorization of events. The object is to demonstrate that 'cognitive' and 'situational' semantic frames (fillmore) are discursive constructions arising from a common comprehension unit: verbal exchange. Our work is based on bakhtine's explication concerning the semantic of speech in which the social situation (the context) is inextricably fused. Following vygotsky's work on dialogical comprehension and semiot cal mediation of sociocultural factors, we suggest three types of 'discursive frames'necessary for comprehension: 'event related', interpersonal and cultural. The event prototypes of action, action-process, process state and phenomena are proposed as holistic, evolutive, discursive spaces. They are the product of a generalization process arising from the action-process structure implied in verbal exchange. These prototypes are also found in texts, we call them 'science prototexts'. An analysis model ot pedagogical discourse is derived from theory and three discursive spaces are proposed as a re-contextualising principle (bernstein charaudeau) : insitutional, interpersonal and informational. The model is used to recognize the gradual differences between the
Barrial, Katia. "Quel(s) rapport(s) les enseignants d'école primaire entretiennent-ils avec la "pédagogie" ?" Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1253.
Pełny tekst źródłaAfter tracing the stages of my interest in pedagogy, through my own teaching career in vocational animation, sports, Montessori education and the French national education system as a school teacher, I have come to the following conclusion: no two teachers teach in the same way, despite the common training they have received. My starting point is that "each teacher bases his or her teaching on concrete facts, a certain analysis of the public and the environment, as well as his or her personal perception of the profession, its role and its limits, and his or her knowledge of books, theory or science".I have chosen to develop a methodological approach that meets the theoretical and academic needs of a research project, but also the realities of a primary school teacher in the field. I am therefore using a corpus of interviews with primary school teachers (nursery and primary) in private and public schools to find out what relationship(s) they have with what they call 'pedagogy'.The qualitative approach, which aims to give an account of the everyday life of the sixteen teachers who make up the population of this research, is a form of socio-anthropology tinged with philosophical reflection, contributed by the work of Everett Hughes (1996) on the study of work and that of Philippe Meirieu (1995) with pedagogical discourse.The data, collected using the semi-structured interview technique, is supplemented by a personal questionnaire. This process enables the teachers to adopt the posture of a reflexive practitioner, who, in the light of what they have filmed, evokes their daily professional practice while constructing an objective reflection.The aim of this thesis is to understand how primary school teachers define, appropriate and construct pedagogy for use in the classroom. To do this, I am attempting to uncover the 'processes of entry into pedagogy', which are closely linked to the 'process of teacher professionalisation'
Texier, François. "L' utilisation pédagogique de l'informatique à l'école : entre volontarisme de praticiens et rigueur des sciences de l'Education : ébauche d'une archéologie des idées pédagogiques à partir de discours". Nantes, 2002. http://www.theses.fr/2002NANT3017.
Pełny tekst źródłaComputers equip school for twenty years, many teacher practises have appeared with it. But, computer in school, it's not only practise, there are many contribute in books and reviews. The great inflation of the documentation on this subject has questioned us on the nature of these different speeches. What is the nature of these speeches? Taking the reflection on the scientific status of pedagogy, we have opted for the Durkheim's theory: the "practice theory", before developing actual researches
Mangenot, Danielle. "Les dessins "Vater und Sohn" (Erich Ohser / E. O. Plauen) et leur exploitation pédagogique". Nancy 2, 1986. http://www.theses.fr/1986NAN21021.
Pełny tekst źródłaIntroduction : from comic strips in general to "Bildgeschiochte". E. O. Plauen (i. E. Erich Ohser)'s "Vater und Sohn" cartoon series. (pages 13-18). Part one : for a better comprehension of Erich Ohser (1903-1944) and "Vater und Sohn" (Father and son). A brief account of the author's life and work throwing light on how he came to creating the cartoon series which has met with enormous success in Germany and throughout the world since the nineteenthirties (pages 19-71). Part two : "Vater und Sohn" and the teaching of foreign languages. A critical examination of a few text-books or teaching methods based on picture stories by E. O. Plauen, especially G. Klingemann's (1950) and G. Reinhard's (1960) in Sweden, or W. Neuse's American method "Vom Bild zum Wort" (1958), and, above all, Philips A. A. C. 's Swiss multi-lingual one (1983 edition) worked out by H. W. Hunziker. A digression has been embarked on about P. Bischoff's retroprojected transparencies (pages 72-158). Part three : of my personal experiments in the teaching of German as a second foreign language to 16 17-year-old students in the French overseas departement of The Ile de la Réunion (Indian ocean) using "Vater und Sohn" as an aid to fostering a communicative competence in the people of that small french-speaking island (pages 159-290). Part four : reflections on how an experimentation of Ohser's comic strips may lead one to discover the communicative competence notion. An attempt to summarize that constantly evolving notion and the limits there of in a class situation (pages 291-347). Conclusion. . . To my experimentations. Tribute to the author (pages 348-352)
Benoit, Hervé. "Les impasses actuelles du pédagogique et les enjeux de l'accessibilité face au défi éthique de l'inclusion sociale". Phd thesis, Université Paul Valéry - Montpellier III, 2014. http://tel.archives-ouvertes.fr/tel-00958867.
Pełny tekst źródłaHabib, Ali. "Analyse du discours pédagogique en classe de F. L. E. : repères linguistiques et discursifs dans l'interactivité langagière orale " Enseignant / Apprenant(s) "". Besançon, 2004. http://www.theses.fr/2004BESA1006.
Pełny tekst źródłaIn an attempt to analyze the teaching speech in French foreign language class, we chose a linguistic study which tries to approach the complex problem of the interaction teacher-learners while answering certain questions of a primarily discursive nature, but also teaching. In the light of the recent theories of the analysis of the speech, the pragmatic interactionnelle one and the didactic one of the foreign languages / seconds, the verbal interactions are studied in situation and of the linguistic and discursive traces are required through the analysis which made it possible to release from the general and particular characteristics of each speech of the corpus of analysis, but especially to stress the basically significant role of the meta-speech in the class, like on strategies frequently used by the teachers and the learners
Cherrad, Sonia. "La littérature éducative au miroir des Lumières : étude du discours pédagogique féminin de la seconde moitié du XVIIIe siècle (1756-1801)". Rennes 2, 2009. http://www.theses.fr/2009REN20010.
Pełny tekst źródłaThe objective of this study is to look at feminine pedagogical literature during the Age of Enlightenment in a new way. Up to now, it has been considered as childish, feminine and pedagogical literature on the whole. Moreover, it has never been the subject of a comprehensive study. Using a corpus of fictitious and reflexive texts by female authors of the second half of the 18th century, well-known or not so well-known and completed by several texts from the same period, we have found that this literature participated fully during the 18th century in questioning education theories and practices. As well, fictional texts offer a reflection about society, politics and economy and establish models for what could be desirable governments. These authors had the ambitious project of offering a new approach to the public about the ways to regenerate society through improved education on one hand and through forms of virtuous governements on the other. Finally, beyond the diversity in forms and the religious, philosophical and political convictions of the authors, we have found that there are converging pedagogical, social and political ideas among these Age of Enlightenment female writers
Rey, Bernard. "Les compétences transversales : illusion ou utopie ? : étude sur la pertinence de l'usage de la notion de compétence transversale dans le discours pédagogique contemporain". Lyon 2, 1994. http://www.theses.fr/1994LYO20015.
Pełny tekst źródłaSchool makes pupils acquire competences peculiar to educational subjects, but expects that through them, more general and useful competences will be developped for everyday life. The analysis of educational failure also encourages to do the hypothesis of general competences, and success at school would depend on their mastery. There are several ways of considering such "transversal competences". Under the influence of piaget's theories, they can be seen as perfect commands of logical structures. Now, contemporary psychological research shows that someone who can carry out a logical process suitable for a problem, can't always apply it to another situation which would, however, require it. Because having the cognitive competence suitable for a problem, is not enough for someone to make use of it in order to solve that problem. First, it's necessary that the meaning he gives to the situation, i-e the intention he has towards it, makes him perceive it as possible object of application of this competence. Therefore, at school, it would rather be necessary to build transversal intentions. Among these intentions, there could be particularly the scriptural intention which consists in an objectifying pprehension of human statements, and the rational intention which is the intention of understanding the world and which involves a certain form of relationships with other people
Modard, Daniel. "Interaction et entraînement à la construction du discours écrit en français langue maternelle et en français langue étrangère : l'apport des nouveaux outils logiciels à l'innovation pédagogique". Rouen, 1991. http://www.theses.fr/1991ROUEL123.
Pełny tekst źródłaIn mother tongue French, as in foreign language French, to help the learners to construct a written speech is a necessity. Can the software new tools promote the beginning of a cooperation negociation interpretation processus, both in producing a written statement and in understanding it ? That is the question this research is trying to answer. The purpose of the first section is to recapitulate about a few recent experiments in mother tongue French. The second section proposes, starting from an analysis of twelve software products chosen for their representative quality, a general sampling likely to being used in the written speech construction practise field. The third section produces several written expression and communication situations, in foreign language French courses within a computer assisted practise of the French language. Meeting point between three scopes (sciences of language, didactic and pedagogic information processing), this thesis first intends to be a consideration around the following problematic : educational software for which type of communication competence and for which language activity in written work ?
Bourdages-Sylvain, Marie-Pierre. "La mobilisation dans la littérature pédagogique managériale : une analyse de contenu de manuels de formation". Thesis, Université Laval, 2014. http://www.theses.fr/2014PA05H025/document.
Pełny tekst źródłaSince 1980, workplace sociology studies have taken an interest in subjectivity in the workplace as a mean of understanding social issues. In a similar fashion, this thesis deals with the way in which the educational management approach promotes engagement, and more particularly engagement as part of a regime based on the mobilization of subjectivities. It is generally conceded that employee mobilization is the classic realm of human resources management (HRM). But is this also true in other fields of organization? Is mobilization valued as highly elsewhere? The assumption is made by Tremblay et al. (2005) who propose a model of analysis based on four organizational fields 1) practices in HRM; 2) work organization; 3) leadership and; 4) vision, mission, objectives and values as so many levers to spur employee mobilization. The main objective of this thesis is to analyze HRM training manuals to establish whether the Tremblay et al. (2005) model is used widely in educational management literature without, however, assuming that this is reflected in concrete work situations. This thesis makes a triple contribution. It shows that employee mobilization and aspects related to it (enablement, motivation, sense of belonging and commitment) are portrayed as central to the new HRM practices by educational management literature in the areas of practices, work organization, leadership, vision, mission, objectives and values. Moreover, it reveals that mobilization is viewed as a source of emancipation – insofar as it is described as a vector of self-realization for the employee and, parallel to this, a path towards profitability for the business. Lastly, the thesis shows that beyond this vast attempt to mobilize subjectivity, educational management literature is the medium of a true work ethos that encourages the strong centrality of professional activity, experience as an end in itself and work relations based on a subjective transaction between both parties. In short, this ethos follows the principles of contemporary management norms. The thesis concludes with an examination of a set of reflections on the individual and social consequences of subjectivity engagement norms disseminated by contemporary management discourse
Béziat, Jacques. "Technologies informatiques à l'école primaire : de la modernité réformatrice à l'intégration pédagogique innovante : contribution à l'étude des modes d'inflexion, de soutien, d'accompagnement de l'innovation". Phd thesis, Université René Descartes - Paris V, 2003. http://tel.archives-ouvertes.fr/tel-00437088.
Pełny tekst źródłaMessai-Farkh, Sonia. "Analyse et exploitation des discours didactiques des enseignants de mathématiques bilingues dans les établissements scolaires libanais". Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0010.
Pełny tekst źródłaIn the current context of reforms of French language programs at the Lebanese University, the Franco-Lebanese institutions reposition themselves to improve the training of public school teachers. In this context, this research aims to offer a linguistic program designed from an educational engineering French for Specific Purposes type. It aims to improve the level of language of bilingual mathematics teachers in order to offer for public Basic Education (primary school) teachers that are able to communicate effectively in French therefore helping to improve the students' level of French. As such, the first phase of this study is to define the political and institutional issues related to the implementation of customized program. Then, through the analysis of the language needs on one hand, and analyzing a corpus that is filmed, transcribed and enriched of observations on the other hand, we will study the language practices and will examine the functions of teaching discourse. This study convenes the conceptual tools of discourse analysis and linguistic pragmatics. A fresh perspective on an analysis has identified specific learning objectives enshrined in an interventionist perspective. The main didactic proposals advocates a didactization of code switching and targets professional priority tasks as exposing an approach to calculate, animating a French mathematics course and using textbooks in the teaching / learning of this discipline. Finally, a complete training offer and a customized assessment are designed and must be integrated into an in-service training provided to the Education Faculty of the Lebanese University
Faheina, Evelyn Fernandes Azevedo. "O discurso sobre o nexo pedagógico entre o cinema e a educação". Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8507.
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Avec la Réforme d’enseignement interposée par Fernando de Azevedo, en 1928, l’énoncé sur le cinéma pédagogique s’est élevé au niveau de la catégorie normative, néanmois, depuis alors, que l’État brésilien a assumé l’engagement politique de créer des conditions favorables pour accomplir la pratique du cinéma educatif dans le pays. Auparavant, aucune prononciation de la part de l’État a été gagné le status politique-mormatif. Car, au point de vu discursif, cette recherche suppose l’émergence d’énoncés antérieurs à la Reforme, qui montrent l’État brésilien comme principal interventionniste de la pratique du cinéma dans le pays. En face à ces événements, cette recherche a pour objet le discours sur la liaison pédagogique parmi le cinéma et l’éducation dans le Brésil. L’appui théorique-méthodologique adopté a été l’Analyse Archéologique du Discours (AAD) de Michel Foucault (2013). Le discours a été pris comme um ensemble d’énoncés pour lequels les séries de signes font les rélations spécifiques (caractère discusif). Pour mener l’analyse, le corpus initial a été choisi un ensemble de textes écrits, spécifiquent quelques thèses, publiés parmi des années 2000 et 2012, sur le site de la CAPES qui présentaient des rélations thématiques avec la question du cinéma pédagogique dans le Brésil. Après la cartographie de ces travaux, on a fait l’analyse de quelques documents, parmi lesquels, lois et textes publiés dans livres, journaux et revues pendant des années 1910-1930. À ce moment a été initié le travail archeólogique de la cartographie des possibles sources du discours recherché. Le processus de la fouille, l’analyse et la description des énoncés ont montré une significative production et foison discursive sur le cinéma pédagogique au Brésil dans le contexte des trois prèmieres décennies du XXème siècle, à l’exemple du discours politique, juridique et éducationnel. Pour ça il a été possible d’étudier la formation du discours sur la liaison pédagogique parmi le cinéma et l’éducation entre ces trois ordres énonciatifs. La constatation sur le mode matérial d’existence que les énoncés prenaient dans les documents analysés a collaboré avec la formulation de la thèse, qui affirme que dans le domaine du language par rapport aux différentes modalités discursives (la politique, la juridique et l’educationnelle), il y a un réseau d’énoncés tissé par une série de signes et déterminées relations qui fonctionnent comme des conditions de possibilités par l’émergence du cinéma pédagogique, dans l’ordre du discours recherché, comme l'objet sur lequel sont dites certaines choses, sont formulés déterminés énoncés, et sont construits des façons spécifiques pour aborder et questioner. On conclut que, dans le demaine discursif le cinéma pédagogique a atteint au status d’objet du discours politique, quand il a été actionné pour une valeur (un intérêt publique) produit dans différents secteurs sociaux (l’église, la presse, la police) dans le cadre de la société civile organisée; quand actionnée dans et pour le régime de matière juridique, sur la forme des normes, décrets (décret nº 2.940/1928; décret nº 21.240/1932); et quand agregé au discours éducationnel, en gagnant visibilité et effectivement dans le cadre des conditions sociales concrètes.
Com a Reforma de Ensino interposta por Fernando de Azevedo, em 1928, o enunciado do uso pedagógico do cinema ascendeu ao estatuto de categoria normativa, porquanto, desde então, o Estado brasileiro assumiu o comprometimento político de viabilizar as condições necessárias à efetivação da prática pedagógica com o uso do cinema no país. Antes disso nenhum pronunciamento da parte do Estado ganhou status político-normativo. Contudo, do ponto de vista discursivo, esta investigação sugere o aparecimento de indícios enunciativos, anteriores ao advento da Reforma, que apontam o Estado brasileiro como principal interventor da prática pedagógica com o uso do cinema no país. Em face disso, constituiu objeto de investigação deste trabalho o discurso sobre o nexo pedagógico entre o cinema e a educação no Brasil. A abordagem teórico-metodológica adotada foi a Análise Arqueológica do Discurso (AAD), amparada em Michael Foucault (2012). O discurso foi tomado como um conjunto de enunciados, para os quais as séries de signos estabelecem entre si relações muito específicas (de caráter discursivo). Como estratégia de análise, optou-se por restringir o corpus inicial da pesquisa ao conjunto de textos escritos, especificamente as teses, publicadas entre os anos 2000 e 2012, disponibilizadas no site da CAPES, que apresentavam algum tipo de relação temática com a questão do uso pedagógico do cinema no Brasil. Após o mapeamento desses trabalhos, a pesquisa foi remetida a fazer à análise de alguns documentos, dentre os quais leis e textos publicados em livros, jornais e revistas, situados no intercurso de 1910 a fins dos anos 1930. A partir daí, iniciou-se o trabalho arqueológico de mapeamento das possíveis fontes promotoras do discurso investigado. O processo de escavação, análise e descrição dos achados enunciativos indicou uma significativa produção e proliferação discursiva sobre o uso pedagógico do cinema no Brasil, no contexto das três primeiras décadas do século XX, a exemplo do discurso político, do jurídico e do educacional. Isso assegurou a possibilidade de estudar a formação do discurso sobre o nexo pedagógico entre o cinema e a educação no seio dessas três ordens discursivas. A constatação sobre o modo material de existência que os enunciados ocupavam nos documentos analisados colaborou com a formulação da tese de que, no terreno da linguagem, nas diferentes modalidades discursivas (a política, a jurídica e a educacional) encontra-se uma rede de enunciados tecida por uma série de signos e determinadas relações, estabelecidas entre elas, que funcionam como condições de possibilidade para o aparecimento do uso pedagógico do cinema, na ordem do discurso investigado, como objeto sobre o qual são ditas certas coisas, formulam-se determinadas enunciados, constroem-se estratégias específicas no modo de abordá-lo e problematizá-lo. Assim, pode-se concluir que, no campo discursivo, o uso pedagógico do cinema atingiu o status de objeto do discurso político, quando acionado por um valor (um interesse público) produzido no seio de diferentes instâncias sociais (na igreja, na imprensa, na polícia) no âmbito da sociedade civil organizada; quando ativado no e pelo regime de matéria jurídica, materializado em normas, decretos (Decreto nº. 2.940/1928; Decreto nº. 21.240/1932); e quando incorporado ao discurso educacional, ganhando visibilidade e efetividade no âmbito das condições sociais concretas.
Pannier, Arnaud. "Le projet francophone. De Bucarest (2006) à Québec (2008) : de l’analyse du discours à l’impact stratégique réel". Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030157.
Pełny tekst źródłaThis work at the intersection of three fields of study—language sciences, discourse analysis, and training course design—interrogates the notion of the Francophone project in its institutional context at the beginning of this century. Is it possible to unite around a collective project the sizeable political community belonging to the International Francophone Organization (l’Organisation Internationale de la Francophonie—the OIF)? To answer this question, this thesis analyzes speeches given by heads of state and government during the international summit meetings of the OIF. More specifically the thesis focuses on the speeches made at the summits hosted in Bucharest (2006) and Quebec (2008), a pivotal moment in which the OIF has the necessary legitimacy to initiate a new Francophone dynamic. The work proceeds in three distinct phases. First, it attempts to articulate the notions of “Francophonie”, discourse, and project by placing them in the conceptual fields outlined in the relevant literature. Second, the thesis identifies four axes, sources of legitimacy that allow the specification of the Francophone project. The notions of governance, citizenship, the employment of new technologies, and the affirmation of a project of living together allow for the definition of an expected horizon contributing to the characterization of the Francophone dynamic. Finally, in the third phase, the work attempts to analyze the connections between the framework political discourse that initiates the project and the conditions of its execution. In this regard the work insists on the role of French teachers, the essential link in fostering dialogue between populations and institutions, and who thus have a particular responsibility. In the end this thesis tries to demonstrate that today Francophone project must be constructed through a constantly renewed dialogue between the needs voiced in the field and the political authorities capable of establishing a space of feasibility for the project
Beuve, Francois xavier. "Problématisation, investigations et apprentissages dans les sciences de la vie. : Etude didactico-pédagogique des conditions de possibilité pour des investigations empiriques problématisantes, dans deux domaines biologiques : nutrition et reproduction végétales". Thesis, Normandie, 2017. http://www.theses.fr/2017NORMC010/document.
Pełny tekst źródłaFor several years now, and with reference to the rationalist epistemology of Bachelard, Canguilhem and Popper, the relationship between problem, scientific knowledge and learning is the focus of extensive educational research. Language holds a first choice place at the heart of this interaction, which explains more particularly the importance given to scientific debate, and whose representation of the outcome, in terms of problematizing activity, is enabled by creating “spaces of constraints and needs”, which build on the fundamental distinction of an empirical thesaurus and the thesaurus of the model [or the models], and also on the equally fundamental distinction of the apodictic and assertoric, that is what is the contingency and the necessary. Furthermore, though the scientific debate seems centered around the construction of the problem at stake, another question is raised, within the conceptual framework of problematization that we mobilize, the very function of empirical investigations, according to their own structure : are still involved in the construction of the problem at stake and, where appropriate, under what conditions ? Based on these recent findings, this research work aims at the conceptualization, the implementation and the analysis of two teaching-learning science sequence, in a class of year 9 and 10, so as to highlight some elements which may participate in the scientific case of problematization to be surveyed, more particularly in the articulation of the construction to solve the problem at stake
Vourzay, Marie-Hélène. "Cinq discours sur la rédaction (1870-1989) : essai d'historicisation de discours prescriptifs sur la rédaction scolaire". Lyon 2, 1996. http://www.theses.fr/1996LYO20041.
Pełny tekst źródłaHere are studied five patterns of recommendations on how to teach essay-writing in french schools, over the last century. 1. The first pattern, which appeared about 1870-1880, recommended that pupils "reproduced" from memory a text which had been studied before. This pattern is characteristic of primary school teaching methods till about 1960, and is representative of a submission to the teacher's word and of a formal mode of knowledge. 2. The second pattern demanded faithful observation of reality, through a systematic use of the five senses. The description of things only rested on the observation of reality, but, at the same time, the pupils were to show that they had a personal vision of what they observed. This pattern, which appeared in treatrises written about 1900, has prevailed in secondary schools until today. 3. In the 1920's, a "heretical" school-master, Célestin Freinet, promoted what he called "free-text". This pattern is studied here from the texts written by Freinet, in the light of his political engagements and social views. 4. In 1970, a committee set up by the french Ministry of Education worked out a "plan to reform the teaching of french in elementary schools". This plan recommended a process conceived "dialectically" as an alternation of "freeing" and "structuring". An experiment was carried out in some schools, and the results were published in a review, reperes. 5. In 1974, a small group of secondary school teachers launched a review, pratiques, in which new activities of essay-writing were described. These activities were based upon recent linguistic theories of textual grammar and upon literary theories borrowed from the nouveau roman. The authors of pratiques soon became university professors and the review has become a sprinboard of what is called the didactics of french as mother tongue
Raynal-Astier, Corinne. "Réflexions autour de l’intégration du numérique dans les formations universitaires de Français Langue étrangère ou de didactique du Français Langue Étrangère. Des usages et des normes". Thesis, La Réunion, 2019. http://www.theses.fr/2019LARE0026.
Pełny tekst źródłaThis doctoral research examines the learning pathways of students enrolled in two online dis-tance learning programmes of the University of Tours (France) and the University of Cape Town (South Africa) departments of Didactics of French as a Foreign Language (FFL). While learning platforms are regularly studied from an interactionist, cognitivist or socioconstructiv-ist perspective together with questions relating to the learning process and ways to improve the latter, they are rarely considered as spaces imposing a certain vision of higher education. However, they propose a structured architecture in order to favour certain aspects considered important in the teaching-learning process. Seen as metaphors of political or scientific texts, they can be read as an institutional, scientific and didactic project that learners must adopt. In this research and through a reading of Michel de Certeau’s work, we analyse student learning pathways, from the expected or even imposed use of platforms to alternative usage. We ques-tion the reasons for their online presence or absence, highlighting, on the one hand, their dis-cursive contradictions, with which they comply in order to meet the expected platform usage or to be heard, read, recognised by the institution and, on the other hand, their off-platform "learning elsewhere" persona. Some form of online teaching and learning “standard” emerges from their negotiation between what is "imposed" and what the alternative, “re-directed” us-age. This “standard” resembles another one: the language standard. This study has made it clear that the LMS (Learning Management System) architecture reproduces the system to which it belongs thereby prescribing learner homogeneity and consequently side-lining diversi-ty. This study, which is qualitative hermeneutical in nature, was made possible thanks to in-depth interviews with French and international students enrolled in the above-mentioned distance education programmes, ethnographic notes, participant observations and analysis of online interactions. It also draws on discourse analysis to question political and scientific texts
Hadi-Denoueix, Mandana. "Étude des caractéristiques discursives et sociales de l'écrit numérique : de la communication écrite médiée à la co-construction interactive de l'écrit socio-numérique". Phd thesis, Aix-Marseille Université, 2014. http://tel.archives-ouvertes.fr/tel-00955599.
Pełny tekst źródłaMarafico, Rémy. "Lacan pédagogue : le sixiè́me discours ou les fondements d'une éthique de la pédagogie". Montpellier 3, 2001. http://www.theses.fr/2001MON30006.
Pełny tekst źródłaBordo, Widiane. "Le dispositif intégré DNL en français/cours de FOS et de FOU dans les FUF bi-plurilingues pour la réussite des étudiants allophones". Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0015/document.
Pełny tekst źródłaThe economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities
Riondet, Xavier. "La question de l'autorité chez les novateurs de la revue "Les Cahiers pédagogiques" de 1957 à 1989 : contribution foucaldienne à une histoire des discours des enseignants militants". Thesis, Nancy 2, 2010. http://www.theses.fr/2010NAN21012/document.
Pełny tekst źródłaOver the past few years, a new form of discourse has emerged : the fact that the movement of pedagogical renovation has had a bad influence on education, and that the 68 movement has provoked authority to disappear. Under the pressure of injunctions asking for "renoving authority", this historical interpretation tends to become more pregnant in people's mind. This piece of work questions those pieces or "evidence", proposing to answer three major concerns: what does the Innovative literature say about authority, under which conditions those ideas are made possible? Why does the authority emerge as a concern at some point? Which kind of authority is thought? To answer those questions, we chose to focus on a militating journal "Les Cahiers pédagogiques". The reference to Michel Foucault allows us to build a theoretical paradigm to answer those crucial questions. Starting from three case studies from the 1957-89 period, we reconstituted different discursive formations setting three kinds of discourse on authority : discourse on discipline, on authority of the future, and on the authority of inequalities. The evolution of those discursive forms is related to the emergence of an egalitarian hypothesis of emancipation against a crisis, then related to the erasement of this attempt to build a new society. From this piece of work, we are now able to give different points of view on nowadays "evidence" and the problematic of authority
Mancovsky, Viviana. "Les manifestations de l'évaluation informelle dans l'interaction de classe : étude descriptive et compréhensive du discours de l'enseignant". Paris 10, 2003. http://www.theses.fr/2003PA100005.
Pełny tekst źródłaYelnik, Catherine. "Discours de professeurs sur le groupe : une approche clinique du rapport au groupe". Paris 10, 2003. http://www.theses.fr/2003PA100127.
Pełny tekst źródłaStarting from the observation that teachers in secondary schools usually have problems with groups of pupils, the object of this thesis is to understand how they think, imagine, groups, what constitutes their relation to groups. Studies about groups are first presented in the light of pedagogy and psychoanalysis. The method of research consists in clinical interviews (unstructured), entirely recorded and transcribed. The thesis presents the analysis of the singular discourse of ten teachers, with reference to psychoanalysis as a theory of the psyche. The last chapter puts to light some dimensions of the way the teachers who were interviewed relate to groups and on some dimensions of the way the teachers who were interviewed relate to groups and on some specific aspects of classes as groups in the school world
Machado, key Yolibeth. "Le français langue étrangère dans la formation linguistique des apprentis guides touristiques vénézuéliens : pistes pédagogiques à partir de l'analyse du discours". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2012. http://tel.archives-ouvertes.fr/tel-00833264.
Pełny tekst źródłaMachado, Key Yolibeth. "Le français langue étrangère dans la formation linguistique des apprentis guides touristiques vénézuéliens : pistes pédagogiques à partir de l'analyse du discours". Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20052/document.
Pełny tekst źródłaThe present study pertains to studies in research on language didactics. Its main objective was to make pedagogical proposals for the teaching of French as a foreign language as part of training for tourist guides apprentices in Venezuela.In order to do this, we recorded the field work of four professional guides (two French and two Venezuelans). The text corpus was transcribed using the ICOR standards (ICAR Laboratory, Lyon 2). In order to conduct a comparative analysis we employed tools such as: the use of conversational analysis, linguistic enunciation analysis and textual linguistic analyses. Such tools allowed us to determine discursive similarities and differences in the tour guides at the pragmatic, enunciative, syntactic and semantic levels.Analyses showed that the guides from the two cultural groups use the same speech acts in guided tours and use the same linguistic processes specific to oral discourse (even if written language traces are present). However, the guides use different deictics as cultural and enunciative marks. With these observations, we present models of pedagogical activities targeting the mastery of linguistic knowledge, the development of communicative skills and knowledge necessary to the tourist guide profession. These training activities include intercultural dimensions which have emerged from our analysis of interactions
Caruso, Régis. "Édition critique d’un recueil anonyme proto-byzantin de figures du discours. La pédagogie du style aux Ve-VIe siècles". Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0053.
Pełny tekst źródłaThe current thesis consists in the scholarly edition of a collection of anonymous proto-Byzantine stylistic devices, dated from the fifth and sixth centuries. It is entitled De figurisorationis (Rhetores Graeci, III, L. Spengel ed., Leipzig, Teubner, 1856, 110-160). Theirauthor, a Professor convinced of Hermogenes excellence, intended the inventory of theHermogenian devices for a student. These same devices can also be found in the Corpusrhetoricum (Corpus rhetoricum, M. Patillon ed., Paris, Les Belles Lettres, 2008-2014), bothin the treatise devoted to invention (De inuentione (C. rhet. III1)) by the Pseudo-Hermogenesand Hermogenes treatise dedicated to the stylistic categories of the discourse (De ideis (C.rhet. IV)). That collection was then expanded by a census of unusual devices found in theIliad scholia, to which were added some other kind of figures and additional observations.Gloses can also be found in various passages of the text, some of Christian inspiration.The current edition includes:I. 1) A reminder of various opinions on the text; 2) the dating of the text; 3) anexamination of its unity; 4) a study about the main theoretical orientations in the field ofstylistic devices; 5) an analysis of the theoretical and practical position of the author; 6) astudy of the manuscript tradition; 7) an investigation of the links between the text, theDemosthenean corpus and the Demosthenes Scholia; 8) an elucidation of the principlesguiding the current edition; 9) a few observations on prior editions;II. 1) The text established and reviewed, with footnotes (lectures, witnesses, sources); 2)a French translation; 3) a commentary
Weisser, Marc. "Le rôle de l'implicite dans l'apprentissage". Université Louis Pasteur (Strasbourg) (1971-2008), 1995. http://www.theses.fr/1995STR20062.
Pełny tekst źródłaCerqua, Anthony. "Les orientations pédagogiques des organisations internationales en matière de formation à l'enseignement : analyse des discours de l'UNESCO, de l'OCDE et de la Banque mondiale". Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/26210.
Pełny tekst źródłaThis dissertation follows from a body of work that examines the use of scientific research evidence in national education policy making. Its originality lies in the fact that it tackles this issue at a level yet to be explored, i.e., the global level. At that level, international organizations play the role of intermediaries between knowledge production and decision-making arenas. The nature and foundations of their recommendations therefore need to be examined carefully. More specifically, and given that improving the quality of teachers has become an “absolute priority” in national and international policies (UNESCO, 2014), this doctoral research describes and analyzes the nature and foundations of the pedagogical orientations put forward by three of the most influential international organizations in the education sector: UNESCO, the Organization for economic cooperation and development (OECD), and the World Bank. Two types of data were exploited to this end. The first and main type consists of reports published by these organizations on improving teacher quality and teacher education (N = 117). The second type of data was generated through structured interviews with individuals (N = 15) working for the three organizations and involved in programs or projects targeting teachers and their training. The results of the analyses show that UNESCO, OECD and the World Bank seldom us scientific research evidence on teaching effectiveness. Instead, they produce a basic pedagogic discourse in favor of “(socio)-constructivist”, also called learner-centered, approaches. They are thus caught between the desire to improve teacher quality and the principles of a pedagogic stance that rejects the existence of exemplary practices; and, as a result, find themselves in an impasse.
Scheepers, Caroline. "Le travail de fin d'études, un discours en quête d'auteur. Pratiques langagières réflexives en formation initiale d'enseignants". Doctoral thesis, Paris 8, 2010. http://www.theses.fr/2010PA083278.
Pełny tekst źródłaThe aim of the PHD is to find what are the reflective practices in training diaries and thesis written by future teachers
Gharnaouti, Badria. "Politiques linguistiques éducatives en Algérie de 1962 à 2009 : vers un plurilinguisme ?" Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030043.
Pełny tekst źródłaIn the subject of politic linguistic and educational, the Algeria was confronted with the problems of orientation choices. With one part, the educational system was found to face different political and ideological problems and with other side, the different communities were searched to assert themselves in a favorable international trade company and hostile to certain practices that reduce threatening to languages, cultures while inducing new social behaviors. To account for its problems, two questions were asked: “How the successive governments have managed the diversity of languages in the educational system? What were their ideologies?” To answer these questions an overview of the linguistic landscape within and outside the educational system, notably under the impetus of the work of the Europe council has been developed. To identify the public opinion, a quantitative study conducted by us focuses on attitudes and the social representations that respondents in multilingualism. This will allow a glimpse of the real and concrete perspective for a multicultural multilingual education in the future
Le, Bras Jocelyne. "Les manuels d'espagnol et l'enseignement de la civilisation (1986-1995) : discours et savoirs scolaires dans le second cycle". Rennes 2, 1999. http://www.theses.fr/1999REN20002.
Pełny tekst źródłaThe general introduction gives a survey of the research in the field of the teaching of Spanish civilisation up to 1986 and examines the important points regarding official instructions for the 1986 - 1995 decade the first part corresponds to the quantitative analyses of the different material contained in the textbooks devoted to the teaching of Spanish in secondary education published between 1986 and 1985. The new types of documents (videos, advertisements and the increasingly present visual documents) combine with the more traditional ones (texts from 20th century writers above all and extracts from the press). The textbooks give equal importance to Spain and Hispanic America. The second part focuses on the study of the content of the textbooks. Their main feature is the evolution of the Hispanic world in the course of the 20th century from an historical, social and economic point of view not to forget the political and cultural angles. The elements of the past which have been included have a link with the present and occupy a limited space. Finally, the last part enables us to bring to light the prevailing ideology of these 26 textbooks. A relationship of trust is established between the teacher and the learner. Pupils are encouraged to adapt to s000ociety and to benefit from the advantages of the modern world yet the dangers and damaging effects of the consumer society are not hidden from them. Generosity, altruism and freedom of thought are the principal values of this human and humanistic educational method
Adegboku, Dele. "Les apprenants nigérians face aux temps verbaux passés du français : une analyse des aspects et des temps grammaticaux des langues française et yoruba en vue d'applications pédagogiques". Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1043/document.
Pełny tekst źródłaNigerian learners of French as a Foreign Language are generally faced with difficulties while using French Past Tenses in producing written composition. In this thesis, we are particularly interested in the case of the Yoruba learners of French language. The analysis of their written composition copies reveals that most of the errors committed originate from the mother tongue, Yoruba which does not know the tense-markedness of French language with her conjugation and complicated verb endings. This specifically means that there are problems closely related to the French Language herself. Actually, Yoruba learners find it particularly difficult to use French temporal adverbs and shifters in their written composition copies. On the other hand, through our analysis of copies of two objective tests in which students were to produce the missing verb forms, we also found that the learners lack some theoretical linguistic knowledge which is important in understanding French past tenses : for instance, Benveniste's “Discours & récit” and Weinrich's “Premier plan / Arrière-plan”. In addition, our analysis of the tempo-aspectual systems of both languages shows that contrary to French language, Yoruba aspects and tenses do not function separately.We believe that students would better understand the use of French past tenses if they have a good grasp of the “grammatical aspect” notion and if this linguistic notion is taken into account while teaching the topic. We brought the research to a close with different suggestions on how to improve the teaching / learning of the French tenses concerned here. On the whole, placing oneself on the didactic perspective, we are of the opinion that all these information put together can help develop a Methodology for the teaching and learning of French past tenses; and by so doing, advance the more the cause of the teaching and learning of French in Nigeria
Ben, Abdelkrim Amine. "L'essai entre théorie et pratique : de l'enseignement de l'argumentation à la pédagogie de la citoyenneté dans le système éducatif tunisien". Paris 3, 2005. http://www.theses.fr/2005PA030015.
Pełny tekst źródłaAs a scholarly genre, the literary essay is still not enough or badly exploited. The heterogeneity of the genre as well as its large practice by essayists, starting by Montaigne and continuing up to the late centuries, may certainly give an explanation to the difficulty in theorizing it, and implementing its didactics. This is not a justification of the negative values as concerns the refractory character in terms of classification. The fact that such a genre is provided, since the reform of the Tunisian educational system in 1991, be it for lecture of for written expression at the secondary cycle level of education, and most particularly at the highest level, is in itself a great progress. This work of research will be dealing with the Essay, not only in relation to the Official Programs and manuals of the French language, issued from the Reform Act of 1991 concerning the highest level, but also in relation to the extra scholarly context, as far as the readjustment of the curricula has coincided with the interest shown by the people responsible of the educational policy in Tunisia, and also the teaching of argumentation, the issues related to intercultural subjects. If such an interest can be explained by a will to stop the sharp increase of the Islamic political surge in the 1980's, it certainly shows an aim to continue in reforming traditionally and focusing on the promotion of the notion of ‘'tunisianity''. Between the reform of the educational system and the reform of the society, the Essay is not only a scholarly genre but a civil genre, we may say
Pépiot, Nathalie. "Dynamiques plurilingues et interculturelles dans l’enseignement secondaire : le cas des langues arabe et française en partage, regards croisés sur des discours et des expériences pédagogiques en France et à l’étranger". Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30041.
Pełny tekst źródłaHow does Multilingual and Intercultural Dynamic, initiated by research and encouraged by International and European bodies, develop in Educational Field? We looked at the case of The Shared Arabic and French languages in multilingual and intercultural projects within the French Education. For this study, we looked at the discourses of educational institutions and the pedagogical experiences of the experimental sections of Mediterranean languages and cultures in secondary education in France, from one perspective, and the multilingual classes of a high school in the network of French educational institutions in abroad, on the other viewpoint. In the methodological and theoretical frame of the didactic of culture and languages and sociolinguistics, we engaged in a comparative approach to these multilingual and multicultural educational contexts and questioned the discourses and representations of the actors in these complex situations
Derfoufi, Mourad. "Capacités linguistiques et compétence textuelle chez les élèves marocains du second cycle". Paris 5, 1987. http://www.theses.fr/1987PA05H033.
Pełny tekst źródłaKiki, Abdulrahman. "Le traitement de l’imaginaire ethnosocioculturel français dans la formation des traducteurs saoudiens". Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL045.pdf.
Pełny tekst źródłaIn line with discussions highlighting the cultural dimension of translators' language training, this study is based on an observation: the constant failure of many applicants to pass the entrance exams to Europe's leading translation schools and offers to seek solutions to the problem. Several professional trainers identified the lack of awareness of cultural mediation during the language training for the candidates, as the key reason for the issue, however they did not indicate how to introduce the cultural mediation in the teaching of foreign languages and translation. It was therefore necessary to conduct a series of empirical studies in order to provide answers to the question. This study defends the idea that the development of the performance of cultural mediation, now required of future translators, is inconceivable without taking into account a specific treatment of the foreign ethno-socio-cultural imaginary. It presents a typology of the various ways in which this imaginary spontaneously and silently invites itself into different kinds of speeches and analyses the way in which this imaginary is addressed from a cultural mediation perspective in translation studies and didactics. A survey of 418 academics (teachers and students alike) identified elements that hindered successful training of translators as cultural mediators, and as a result, a number of suggestions were made to support this officially announced goal in Saudi universities, bearing in mind that these suggestions assign different conclusions to the ethno-socio-cultural approach, depending on whether the intended approach is aimed at a pedagogical or a professional training of translators
Rançon, Julie. "Le discours explicatif de l'enseignant en classe de langue : contextes interactionnels et processus cognitifs". Phd thesis, Université Toulouse le Mirail - Toulouse II, 2009. http://tel.archives-ouvertes.fr/tel-00523784.
Pełny tekst źródłaHuebl, Veronika. "Wirtschaftsdeutsch als Fremdsprache für zukünftige Manager : Linguistische und pragmatische Grundlagen des Unterrichts". Paris 3, 2008. http://www.theses.fr/2008PA030168.
Pełny tekst źródłaHow should a German language class be organised in order to best prepare the students for their future everyday working lives? This research thesis consists of two parts: a detailed, exemplary linguistic analysis of a discourse genre which has been identified as frequently used in the everyday business environment of our target group, and the elaboration of a pedagogical and didactical teaching concept. The linguistic analysis of authentic business communication is based on the theory and analytical method of the «functional pragmatics» (Funktionale Pragmatik). Starting not from single sentences, but from the discourse, we show the structure of the discourse genre «report». The teaching concept is based on a variety of preliminary investigations: Alumni working in Germany defining their needs in German language knowledge (by means of a questionnaire), furthermore an analysis of students’ comments evaluating their courses, collected at the end of each semester, defining their expectations towards a German language course; furthermore audio-registered semi-authentic discussion rounds between French and German speaking students in German showing the difficulties French students have when speaking German. Lastly, an analysis of published teaching material and language tests as well as the European frame of reference for languages serve as external references. This thesis aims to show how discourse knowledge can not only be taught but integrated directly into a language course
Wie soll ein Deutschunterricht gestaltet werden, um die Studierenden optimal auf das vorzubereiten, was sie im Berufsleben erwartet? Die Forschungsarbeit besteht aus zwei Teilen: eine detaillierte, exemplarische linguistische Analyse einer Diskursart, die als im zukünftigen beruflichen Alltag der hier angenommenen Zielgruppe sehr häufig identifiziert wurde und die Erarbeitung eines pädagogisch-didaktischen Unterrichtskonzeptes. Die linguistische Analyse von authentischer Wirtschaftskommunikation beruht auf der Diskurskonzeption und dem Analyseinstrumentarium der Funktionalen Pragmatik. Sie nimmt die Einheit des Diskurses als Ausgangspunkt und zeigt die Struktur der Diskursart « Rapport » auf. Das Unterrichtskonzept fußt auf einer Reihe von Anhaltspunkten, die zunächst gesammelt werden : ein Fragebogen ermittelt den Bedarf an « Sprache », den Alumni, die in Deutschland arbeiten, als wichtig erachten; eine Analyse der Kommentare, mit denen die Studierenden am Ende jedes Semesters ihre Kurse evaluieren, zielt darauf ab die Erwartungen der Studierenden an den Deutschunterricht zu ermitteln; Aufnahmen semi-authentischer Diskussionsrunden zwischen französischen und deutschen Studierenden auf Deutsch zeigen die Schwierigkeiten auf, die französische Studierende im Mündlichen haben; und eine Analyse der Lehrbücher und Sprachprüfungen sowie des Europäischen Referenzrahmens für Sprachen dienen als externe Referenzen. Schließlich wird gezeigt, wie diskursives Wissen, wie es in der Analyse ausgearbeitet wurde, nicht nur vermittelt, sondern auch integriert werden kann
Thibault, Annie. "L'autoréflexivité du dialogue chez l'abbé Pluche et Fontenelle : un procédé littéraire au service de la pédagogie, de la vulgarisation scientifique et de la philosophie". Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24918/24918.pdf.
Pełny tekst źródłaRoquelaure, Marie-France. "Reformulations dans l'enseignement supérieur : discours du professeur et prises de notes des étudiants : analyse d'enregistrements d'enseignants de sciences du langage avec ou sans supports technologiques". Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20062/document.
Pełny tekst źródłaOur study aims at describing shapes and functions of the reformulation made by the teachers, as well as their influence on the students’ notes in higher education. At the University, lectures are the primary mode of communication (Bouchard and Parpette, 2007, 2012). Reformulations occupy an important place. Among the various forms of reformulations (Gülich and Kotschi, 1987), exemplification and definition are frequently a mean to get through the terminology used in the discipline. This thesis aims to address the use of exemplification and definition via an analysis of videotapes of four classes speaking to first year Linguistics students that convey the same content. The corpus that we want to analyze consists of eight sessions supervised by two experienced teachers and two novice teachers. Teachers rely on different teaching materials: technological media (PowerPoint) or traditional handouts and use of the blackboard. Based on the work of Coltier (1988) and referring to Riegel (1990) and Rebeyrolle (2000)’s typology, we will try to characterize and understand how the examples and definitions can contribute to the construction and processing of knowledge among students through their notes’ taking. The study of the linguistic phenomenon of reformulation in higher education, through the proposal of new categories of analysis, allow us to propose new categories of analysis, refine the theoretical analysis of the definition and examples, and to identify specifics in the discourse of University teachers. It may also provide first year students and University teachers training with guidance
Djiecheu, Yannick. "Cultures éducatives et traditions d’enseignement des langues officielles au Canada : Analyses de textes officiels, de manuels et de témoignages d’enseignants en Ontario et au Québec". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030017.
Pełny tekst źródłaStarting from the premise that practical language teaching is deeply characterized by variations,this research suppose that face to face and divergent educational and linguistic cultures canexplain these variations and their factors. Through a comparative analysis of Canadian officialtexts, textbooks and teachers’ discourses, we aim to show that divergent teaching traditionsbetween French and English as second language can appear in the discourses about secondlanguage teaching in this country. In this way, these traditions could ask the question about acommon and shared educational and teaching culture in Canada
Schaeffer-Lacroix, Eva. "Corpus numériques et production écrite en langue étrangère. Une recherche avec des apprenants d'allemand". Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00439095.
Pełny tekst źródłaLebre-Peytard, Monique. ""L'écoute-analyse" des documents sonores et leur utilisation en classe de langue". Paris 3, 1987. http://www.theses.fr/1987PA030039.
Pełny tekst źródłaThis thesis is to be taken as a contribution to the training of teachers of french as a foreign language. New procedures in the teaching process to improve a better understanding of sound recordings are discussed, as well as the methodology they imply and which we call "listening-in-analysis". The main concepts involved in the discussion are taken from linguistics applied to statements and pragmatics. The fundamentals to this kind of "pre-pédagogical approach", as presented in chapter I correspond to two directions in our analysis: 1- from vari- ous linguistic units of various linguistic levels, to analyse the co- herence of oral speeches with particular emphasis on the arguments un- derlying the speakers'explicit and implicit strategy. 2- to investiga- te the relationships existing between language productions and their environmental parameters. Chapter II presents an interprétation of oral speeches by investigating the part played by five oral speech altera- tions acting as aids to understanding: two prosodic features (pauses and stresses), two speech features ("hein", hesitations) and one syntax feature (segmented clauses). Chapter III analyses nine sound recordings: conversation, oral tales and radio recordings. Chapter IV introduces proposals for teaching aids. The teaching processes here involved imply what we have previously called "the listening-in-analysis"methodology; likewise, they take into account theories of the learning process which are directly relevant to cognitivism and socio-cognitivism. To elabora- te this set of teaching aids has implied the use of competence from various fields such as linguistics, sociology and psychology. There fore, this thesis should be considered the occasion of a reflection on the relationships existing between the theoretical background of research in human sciences and its use when dealing with the practical side of teaching a foreign language
Kërtusha-Tartari, Eriona. "Lire et traduire "Émile ou de l'éducation" de Jean-Jacques Rousseau". Montpellier 3, 2008. http://www.theses.fr/2008MON30090.
Pełny tekst źródłaPreliminary research on preceding flow of translations, reception and their use in Albanian Literature served as a starting phase for accomplishing the translation of ‘Emile, or on Education’. It included reflection on epistemological problems which emphasize the reaction of societies to certain writing works depending on time and culture. Every translation has its own value as long as it fulfills the minimum scientific convention and competence. Our complete translation of the writing work strives not to simply represent the thoughts of Jean Jacques Rousseau but also the writing style which involve images and rhythm, his attention to explain to the French readers the methodological selections of this work. In conclusion, a critic instrument of the proposed translation will allow a systematic approach destined to comprehend the work of Jean Jacques Rousseau and modalities of its reception in 21st Century Albania
Alcantara, Marcos Angelus Miranda de. "O enunciado da Educação de Jovens e Adultos no Curso de Pedagogia da UFPB/Campus I". Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/4789.
Pełny tekst źródłaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
La promulgation de la loi de directives et bases (LDB 9394/96) marque l`ascension de l`Éducation de Jeunes et Adultes (EJA) à la condition de la modalité de l`Èducation Basique. Pédagogique et politiquement elle doit être entendue comme une pratique éducative propre, qui a exigé l`assurément de la formation professionnelle et particulière, qui reconnaisse ce nouveau impératif légal éducatif. L`EJA s`engage à l`idée de la éducation spécifique, raison pour lequelle doit faire partie parmi les autres éléments de formation professionnelle de l`éducation. Ceci préssuppose la condition d`un status dans le domaine des discours mobilisés dans divers cours de licence. Spécifiquement, le cours de Pédagogique de l`Universidade Federal da Paraíba (UFPB), Campus I, situé dans ce contexte, elle offre quelques disciplines obligatoires et optatives, en plus, un champs d`approfondissement dans cette modalité. Devant de ces aspects, cette recherche a eu comme sujet la présence énonciative de l`EJA dans le cours de Pédagogie et comme objectif central analyser l`ordre du discours sur l`EJA dans le cours de Pédagogie de l`UFPB/campus I. La théorie méthodologique employée a été l`analyse archiologique du discours (AAD), proposé par Michel Foucault (2008). Dans cette perspective, le discours a été traité comme une série de signes qui font des corrélations spécifiques dans les conditions d`énoncés. Comprendre les règles de la constrution et de le fonctionnement de ces séries énonciatives a été la tâche de cette recherche. Comme stratégie d`analyse a été délimité leur corpus au Projet Politique Pédagogique (PPP) du cours de Pédagogie de l`UFPB/campus I, dans sa configuration actuelle de son curriculum, depuis 2008. Pendant le processus de la recherche, il a été possible de vérifier que le PPP de Pédagogie utilise une série de documents sur l`EJA, qui se sont produits dans autres instituitions, comme les de niveau national, qui font références à les documents comme les directives curriculum pour l`Éducation des Jeunes et Adultes, la loi LDB 9394/96, l`ordonner CNE/PC/2005, la Propose Curriculum pour l`Éducation de Jeunes et Adultes, etc. Également, ces documents, quand ils traitent sur l`EJA, ils se référent à autres textes, de façon qu`il a été besoin cartographier ce réseau documentaire pour comprendre la forme comme se présent l`énoncé de l`EJA dans le PPP et dans le cours de Pédagogie de l`UFPB/campus I. Après la fouille, l`analyse et la description des énoncés, il est possible d`affirmer que la présence énonciative de l`Éducation de Jeunes et Adultes dans le cours de Pédagogie a une formation triade. Ça veut dire, qu`elle apparaître à partir de régularité des fonctions énonciatives de l`EJA comme le droit, savoirs et sujets. Chaque formations discursive se trouve dans les champs distincts : la fonction des droits mobilse le domaine du discours institutionnel et les rélations entre la société civile et l´État pour assurer ce droit, la fonction des savoirs atteint un ordre discursif qui déplace l`attention pour le champ épistémologique en donnant la visibilité aux aspects théoriques, liés aux questions de la recherche et de la pratique éducative, à la fin, la fonction des sujets met en évidence que la condition d`existence fondamentale de la formation et du travail du pédagogue de l`EJA, est centralisée dans la connaissance des jeunes, adultes et personnes agées remarquées pour appartenir à les classes sociales défavorisées.
A promulgação da Lei de Diretrizes e Bases (LDB 9394/96) marca a ascensão da Educação de Jovens e Adultos (EJA) à condição de modalidade da Educação Básica. Pedagógica e politicamente, ela passou a ser entendida como uma prática educativa própria, que exigiu que fosse assegurada a oferta de uma formação pedagógica profissional e particular, que atendesse a esse novo imperativo legal e educacional. A EJA vincula-se, então, à ideia de educação específica, razão pela qual deve ser incluída entre os demais itens formativos dos profissionais da Educação. Isso pressupõe a emergência de um status a lhe ser conferido nos discursos mobilizados em diversos cursos de licenciatura. Especificamente, o Curso de Pedagogia da Universidade Federal da Paraíba (UFPB), Campus I, situado nesse contexto, oferece algumas disciplinas obrigatórias e outras optativas em EJA, além de uma área de aprofundamento na modalidade. Em face desses aspectos, esta pesquisa teve como objeto de investigação a presença enunciativa da EJA no Curso de Pedagogia e como objetivo central analisar e descrever a ordem do discurso sobre a EJA no Curso de Pedagogia da UFPB/Campus I. A abordagem teórica e metodológica utilizada foi a Análise Arqueológica do Discurso (AAD), de Michel Foucault (2008). Nessa perspectiva, o discurso foi tratado como uma série de signos que estabelecem correlações específicas, de modo particular, na condição de enunciados. Compreender as regras de constituição e de funcionamento dessas séries enunciativas foi a tarefa empreendida nesta pesquisa. Como estratégia de análise, optou-se por restringir seu corpus ao Projeto Político-pedagógico (PPP) do Curso de Pedagogia da UFPB/Campus I, em sua atual configuração curricular, vigente a partir de 2008. Durante o processo de investigação, foi possível constatar que o PPP de Pedagogia utiliza uma série de documentos sobre a EJA, produzidos em outras instâncias institucionais, como as de nível nacional, que fazem referência a documentos como as Diretrizes Curriculares para a Educação de Jovens e Adultos, a LDB 9394/96, o Parecer CNE/CP/2005, a Proposta Curricular para a Educação de Jovens e Adultos, etc. De semelhante modo, esses documentos, ao tratarem da EJA, referem-se a outros textos, de maneira que foi necessário mapear essa rede documental para compreender o modo como está presente o enunciado da EJA no PPP do Curso de Pedagogia da UFPB/Campus I. Após a escavação, a análise e a descrição dos achados, foi possível afirmar que a presença enunciativa da Educação de Jovens e Adultos no Curso de Pedagogia tem uma formação triádica. Ou seja, ela aparece a partir da existência da regularidade das funções enunciativas da EJA como direito, saberes e sujeitos. Cada uma delas transita em campos de domínios distintos: a função dos direitos mobiliza o domínio do discurso da institucionalidade, assim como o das relações que a sociedade civil estabelece com o Estado para garantir esse direito; a função dos saberes aciona uma ordem discursiva que desloca a atenção para o campo epistêmico, conferindo visibilidade a aspectos de natureza teórica, vinculados a questões da pesquisa e da prática educativa; finalmente, a função enunciativa dos sujeitos evidencia que a condição de existência fundamental da formação e da atuação do pedagogo, que se ocupa com a EJA, tem sua centralidade no conhecimento dos jovens, dos adultos e dos idosos concretos, assinalados por seu pertencimento às classes populares.