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Artykuły w czasopismach na temat "Français langue étrangère – Libye"
Sarar, Samiha. "L’approche contrastive et l’interférence linguistique dans la production écrite dans l’enseignement du FLE aux francophones". Wisdom Journal For Studies & Research 2, nr 3 (10.05.2022): 208–22. http://dx.doi.org/10.55165/wjfsar.v2i3.111.
Pełny tekst źródłaمنصور صالح عيسى. "Erreurs et intégration des TICE en classe de FLE". Journal of Human Sciences 22, nr 4 (25.11.2023): 83–94. http://dx.doi.org/10.51984/johs.v22i4.2917.
Pełny tekst źródłaAbraham-Barna, Corina Georgeta, i Tiberiu Abraham-Barna. "L’enseignement de la terminologie agroalimentaire". Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 12 (29.05.2023): 81–90. http://dx.doi.org/10.59168/ieuc6646.
Pełny tekst źródłaسعاد عامر محمد. "Enseigner/Apprendre le français langue étrangère Etude de cas : Professeurs de français à Benghazi". Journal of Human Sciences 22, nr 4 (30.12.2023): 140–46. http://dx.doi.org/10.51984/johs.v22i4.2964.
Pełny tekst źródłaALSADAG, Alsadag H. E. "Analyse linguistique des erreurs courantes en FLE chez les étudiants à l’université d’Aljufra en Libye". JOURNAL OF LANGUAGE STUDIES 4, nr 3 (13.10.2023): 176–84. http://dx.doi.org/10.25130/jls.4.3.11.
Pełny tekst źródłaDEMİRKAN, Deniz, i Namık ŞAHBAZ. "Études des manuels français Alif Ba sur l'enseignement du FLE". RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, Ö13 (23.10.2023): 1189–204. http://dx.doi.org/10.29000/rumelide.1379327.
Pełny tekst źródłaBarou, Jacques. "Français langue étrangère". L'école des parents 635, nr 2 (2020): 62. http://dx.doi.org/10.3917/epar.635.0062.
Pełny tekst źródłaBechraoui, Mohamed-Fadhel. "Une traduction arabe de la grammaire de Lhomond (1857)". Historiographia Linguistica 28, nr 3 (31.12.2001): 365–400. http://dx.doi.org/10.1075/hl.28.3.04bec.
Pełny tekst źródłaPOPESCU, Mihaela. ""ACTIVITÉS DE COMMUNICATION LANGAGIÈRE EN FRANÇAIS PROFESSIONNEL DANS LE MILIEU UNIVERSITAIRE FRANCOPHONE DE TIMIȘOARA "". Professional Communication and Translation Studies 15, nr 2022 (2022): 76–86. http://dx.doi.org/10.59168/olfd1237.
Pełny tekst źródłaPogačnik, Vladimir. "Grammaire et enseignement du français, 1500-1700. Édité par Jan de Clercq, Nico Lioce, Pierre Swiggers; Monographie publiée par le Centre international de dialéctologie générale (Louvain) ; Peeters, Leuven-Paris-Sterling, Virginia, 2000, XXXIV+671 pp. (Or". Linguistica 44, nr 1 (1.12.2004): 172–73. http://dx.doi.org/10.4312/linguistica.44.1.172-173.
Pełny tekst źródłaRozprawy doktorskie na temat "Français langue étrangère – Libye"
Abdussadiq, Eman. "L’enseignement/apprentissage du français langue étrangère dans l’enseignement supérieur en Libye : didactique en situation d’urgence". Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALL021.
Pełny tekst źródłaThis thesis, devoted to the teaching and learning of FFL in higher education in Libya, is part of an exploratory and reflective process. The initial field study designed to describe and comprehend the nature of the context, was undertaken in 2013-2014 at Azzaytuna University in Libya. The actors involved include 5 teachers and 14 students of FFL. A political upheaval and the advent of war made it impossible to return to the field. The research was however pursued, with the help of digital tools such as Face Boo,k which enabled the researcher to maintain contract with the phonetics teacher and with the students of the initial group. A complementary needs study was carried out in 2014-2015 by questionnaire made available on-line. The anlayses brought to light several didactic and psychological determining factors. Learner expectations, needs, and difficulties, particularly regarding pronunciation difficulties provided material for reflection on the conception of didactic activities. In the emergency didactic situation, the intervention – at the initiative of the researcher herself - produced a set of pedagogical activities – in the form of videos dealing with specific prononciation difficulties recorded and digitalised on-line – aimed at improving Libyen students’ pronunciation in an aloglot context. The collaboration of the phonetics teacher enabled experimentation of the material in class as well as the videos being made available to all students on You Tube and Face Book. In order to test the efficacy of the material, two distinct methods were used: pre and post -tests were administered before and after the training session and the results sent to the researcher by Viber on the one hand, and on the other, the students’ pronunciation was assessed by Frech-speaking teachers. The results of the analyses and of their assessments show that the material and activities enhanced their pronunciation and contributed to their progress
Bilhaj, Hussain. "Enseignement du français langue étrangère en Libye : analyse des méthodes appliquées au lycée et propositions didactiques". Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0163.
Pełny tekst źródłaThis research focuses on the teaching-learning (EA) French as a foreign language (FLE) in sec-ondary school in Libya. It aims to question the program followed, but also the textbooks and teaching materials used in secondary schools. Given the critical nature of the role played by the MS / MD in the success or failure of EA (Mackey, 1972: 193), and the difficult conditions that the teaching of FLE in secondary school has gone through and still goes through today, ques-tioning the teaching set and its content has become a necessity. Indeed, our field study shows that it is essential and even urgent to verify the applicability of this didactic device, its effective-ness, but also its compliance with the intended audience, its needs and the objectives and rec-ommendations of the Ministry of Education. To study this question, our thesis defines, in a first part, the theoretical framework of this research by addressing the main methodological currents of the EA of foreign languages and the psychological theories of learning. This part also deals with methodologies of MS / MD analysis. The second part concerns, first, a general presenta-tion of the historical and geographical context of Libya but also on the status of FLE in Libya. Subsequently, we take stock of the MS / MD, with a presentation of the MS / MD (Oasis 1, 2, 3) used from 2007 until 2014. Then, we carry out a comparative analysis of a contrastive nature of the two methods of FLE: Le Nouveau Pixel 1 (Favret: 2016) and Le français pour la Libye/Pixel 1 (Favret: 2019). Finally, we present various didactico-pedagogical and methodolog-ical avenues, based on the results of the analyzes carried out
Altammami, Mohammed. "L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire". Electronic Thesis or Diss., Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Pełny tekst źródłaSince the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Betalmal, Atedal. "Appropriation du français par des étudiants libyens arabophones". Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10199.
Pełny tekst źródłaOur paper aims to highlight the errors in writing of Libyan learners of French at the Libyan university. To this end we propose an analysis of their errors in the written productions. We designed our method of data collection so as to be able to study first the errors produced by learners Libyan-which will highlight their weaknesses, and then try to offer remediation.Our corpus consists of 127 texts written by Libyan students dealing with three different subjects.Our contribution is to analyze the errors qualitatively and quantitatively, characterize the non-errors and also explain these two types of phenomena.Finally, we will try to suggest ways to correct the mistakes and suggest solutions for learners and teachers
Altammami, Mohammed. "L'enseignement du français langue étrangère à l'Université en Libye : analyse linguistique et didactique des écrits produits par des étudiants de niveau intermédiaire". Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0275.
Pełny tekst źródłaSince the last reform of the Libyan education system (2009), French is taught in primary, secondary and university. Indeed, coming after Arabic and English, French takes the third position in Libya and is considered a language of communication with the outside world. This explains why all the Libyan universities have established departments of French. However, this initiative has not always had the expected results and the performance of the Libyan students in French remain below what is expected, as evidenced the writing we collected for this thesis. Our work, in fact, is based on a collection of writings produced by intermediate students from the University of Sebha. We have submitted the texts collected to an empirical and methodological description in order to identify "sets of errors" and to classify them by areas of offense. We have focused particularly on the errors that relate to the lexicon, the morphosyntax (the construction of utterances) and the cohesion (the transphrastic chain). The general hypothesis is that these domains (lexicon, syntax, cohesion) are "linked to" and that, in the didactics of French as a foreign language, language activities must develop competences in these three domains, (Language) while ensuring a communicative and pragmatic aim (the kinds of text and the forms-meaning in use). The purpose of our work is to provide a modest but a new insight into themethodologies that are in effect at the University of Sebha, about the learning of writingand French as a foreign language
Ateib, Mohamed Ali. "L'interculturalité et l'enseignement du français langue étrangère en Libye : essai d'analyse des enjeux culturels et didactiques à travers le thème de l'eau". Besançon, 2008. http://www.theses.fr/2008BESA1011.
Pełny tekst źródłaThe present research begins with our will to renew the teaching of French as foreign language in Libya, by means of materials and a methodology of our 21st century. Thus, our thesis treats the subject of the teaching/learning of French as a foreign language in Libya, which this country has, up to now, approached through an ethnocentric vision while ignoring the native culture of learners. We have reflected upon the means to remedy this by introducing an intercultural perspective, found in the works of L. Porcher and M. Abdallah- Pretceille. We have borrowed their notion of “universal- singular” which designates elements present in all cultures, but which each culture may treat differently. In this aim, we have chosen the theme of water, a subject universally found in the news today, and that is close to the direct experience of the Libyan learner. This theme lends itself well to intercultural study because it brings together the two languages and cultures, without any devaluing or clash— major stakes in this country, as confirmed by the negative experience of the universalist methods available in Libya. As the vehicle of a given culture, the image seemed to us the best tool with which apply the inter-cultural approach. In addition, this choice allowed us to initiate learners to the visual language which remains neglected in the language classroom: the image becomes a place of reflection. At the end of our study, we introduced a series of didactic proposals with the aim of making good on our hopes to create equality between French and Libyan cultures in the objective of a language- culture
Nguyen, Phi Nga. "Stéréotypie et prototypie dans les méthodes de français langue étrangère : Libre échange, Le Nouvel Espaces, Panorama, Campus". Rouen, 2004. http://www.theses.fr/2004ROUEL474.
Pełny tekst źródłaStereotypes are everywhere and well anchored in people's mind. In oder to characterize their neighbors, most eople have available a repectoire of labels called "stereotypes". The amount of pre-made language segments is also important in everyday speaking. In a dialogue, the speaker is always influenced by the other, rumor of society, which underline his/her wording. Following a carreful review of FLE methods in use in Vietnam, we are proposing to assess the current state of different approaches, which contribute to stereotypy as a theoretical object, as well as various percpectives, which put the analysis of stereotypy in the problematic sense of language in the speach and in the communication. Our goal is to try to rehebilitate, reevaluate and remodel the notion of "stereotype", which has been negleted and rejeted for most of the history of the didactic of the languages- cultures. Some didactic perspectives are concluding this research
Benelimam, Ghada. "Un expérimentation visant l'amélioration de la situation de l'enseignement/apprentissage du français en Libye : l'introduction de documents authentiques dans une classe de français langue étrangère à l'université de Tripoli". Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958818.
Pełny tekst źródłaGhellai, Mohamed. "Analyse des erreurs et des représentations orthographiques du français par des intellectuels arabophones". Université Stendhal (Grenoble ; 1970-2015), 1997. http://www.theses.fr/1997GRE39020.
Pełny tekst źródłaThis research intitled "errors and representations analysis" actually treats of two aspects wich seems to be contributing to the promotion in libya of written french didactic, where orthograph is its principal composant. Errors analysis treats of written authentic productions of libyan students in two different situations: contrain situation (dictation) and less contrain situation (dissertation). Our aim is first of all to situate our research by presenting french teaching in libya to diagnostate, explain types of errors and orthographical procedures confirmed by orthographical errors and didactic implications. Secondly, we analyse arabophon intellectuals representations wich constitute a complementary apport for our research. In this phase, we tent to clarify cognitic aspects having an impact on orthographical procedures on the written texts
Edarhoubi, Mohamed. "Les politiques de formation aux langues étrangères en Libye, à l'exemple du français (1969 à 2016) : enjeux didactiques et de société en contexte de transition nationale et d'ouverture internationale". Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2003.
Pełny tekst źródłaIt is widely acknowledged nowadays that proficiency in foreign languages is increasingly important for the development of exchanges and openness to the world. Any country that disregards this general trend will be marginalized, and Libya is no exception to the rule. Though lying at a strategic geographical location, this country, following the Arab conquest, has retained no lasting imprint of the presence of the many foreign languages and cultures it has known throughout its history. These foreign cultures, which were generally imposed, have nevertheless had sometimes adverse consequences on the representations and attitudes towards the Other. Thus, after some positive initiatives under the monarchy (1951-1969), the policy of the state, in a display of nationalism and anticolonialism during the dictatorship, considered that the issue of foreign languages was a ground where some easy political 'victories' could be won. Advocating a reappropriation of Arabic and an Arab-Muslim culture, the regime developed, to the point of caricature, an exclusively monolingual and monocultural approach. These issues have received very little attention from researchers, whether Western or Libyan. The starting-point for the present research is the current situation of the teaching of French in Libya. Personal experience as a student and then as a teacher at the Language Faculty of the University of Tripoli gave a first glimpse of the adverse effects of the many structural weaknesses of the system on learners’ motivation and skills level. After first describing the general and academic situation in order to contextualize the study, this research examines the language and training policies developed by Libya since its independence and compares them with the requirements of modernity, in the hope that stability will be restored to the country. This research is complemented by a field survey conducted among Libyan teachers and students of French, which aims to gain insight into their assessment of the current state of affairs, their expectations and needs. This two-pronged approach leads me to put forward a certain number of proposals for rebuilding teacher training in French as a Foreign Language, and more generally in foreign languages, taking their social functions into account, in particular the broadening of cultural horizons
Książki na temat "Français langue étrangère – Libye"
Bajard, Jean-Pierre. Les affaires en français: Méthode de français langue étrangère. Paris: Hatier international, 1987.
Znajdź pełny tekst źródłaDidactique du français juridique: Français langue étrangère à visée professionnelle. Paris: Harmattan, 2007.
Znajdź pełny tekst źródłaMonnerie-Goarin, Annie. Le franc̦ais au présent: Grammaire : franc̦ais langue étrangère. Paris: Didier/Hatier, 1987.
Znajdź pełny tekst źródłaFormer en français langue seconde: Une pédagogie active. Paris: L'Harmattan, 2008.
Znajdź pełny tekst źródłaBoyer, Henri. Nouvelle introduction à la didactique du français langue étrangère. Paris: CLÉ international, 1990.
Znajdź pełny tekst źródłaKatolicki Uniwersytet Lubelski Jana Pawła II, red. L'enseignement/apprentissage du français langue étrangère: Réfléchir et agir. Lublin: Towarzystwo Naukowe KUL, 2009.
Znajdź pełny tekst źródłaMerle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Znajdź pełny tekst źródłaDjeghar, Achraf. Le français, langue étrangère et les représentations socio-langagières. Paris: L'Harmattan, 2020.
Znajdź pełny tekst źródłaMerle, Pierre. Le nouveau charabia: Le français est une langue étrangère! [Toulouse]: Milan, 2005.
Znajdź pełny tekst źródłaPour une écodidactique du français langue étrangère et seconde. Paris: L'Harmattan, 2014.
Znajdź pełny tekst źródłaCzęści książek na temat "Français langue étrangère – Libye"
PERKO, Gregor, i Patrice Pognan. "Dictionnaire langue maternelle - langue étrangère". W Dictionnaires et apprentissage des langues, 15–24. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4499.
Pełny tekst źródłaBesa Camprubí, Carles. "Littérature et Apprentissage du Français Langue Étrangère". W Las lenguas en la Europa comunitaria II, 113–26. BRILL, 1996. http://dx.doi.org/10.1163/9789004657885_009.
Pełny tekst źródłaDefays, Jean-Marc, i Sarah Deltour. "Bibliographie établie en collaboration avec Vincent Louis". W Le français langue étrangère et seconde, 275–80. Mardaga, 2003. http://dx.doi.org/10.3917/mard.dufa.2003.01.0272.
Pełny tekst źródłaSMUK, Maciej. "Quelle didactique pour le FLE à l’ère de la mondialisation ?" W Langue(s) en mondialisation, 57–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5292.
Pełny tekst źródłaVallin, Marjolaine. "Aragon dans les manuels de français langue étrangère". W Recherches croisées Aragon - Elsa Triolet, n°15, 73–86. Presses universitaires de Strasbourg, 2014. http://dx.doi.org/10.4000/books.pus.7259.
Pełny tekst źródłaOuvrard Andriantsoa, Louise. "En contexte de double diglossie, quelle valeur accordée au malgache par ses locuteurs ?" W Plurilinguisme et tensions identitaires, 9–18. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3775.
Pełny tekst źródłaKohwer, Rudy. "LES PERCEPTIONS DANS L'APPRENTISSAGE DU FRANÇAIS COMME LANGUE ÉTRANGÈRE". W Educação Contemporânea: novas metodologias e desafios - Volume 2, 147–54. Synapse Editora, 2023. http://dx.doi.org/10.36599/editpa-978-65-88890-31-8_010.
Pełny tekst źródłaBOUYAIN, Sarah. "Comment dit-on « chemin de traverse » en dioula ?" W Voix africaines, voies émergentes, 19–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5578.
Pełny tekst źródłaGONG, Junji. "Asymétrie culturelle entre les termes de parenté chinois et français". W Distance entre langues, distance entre cultures, 33–44. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3687.
Pełny tekst źródłaLah, Meta. "L’évaluation de l’oral au baccalauréat slovène de français". W L'enseignement de l'oral en classe de langue, 165–76. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3490.
Pełny tekst źródłaStreszczenia konferencji na temat "Français langue étrangère – Libye"
Lechevrel, Nadège. "Du guide SAEL aux sites de français langue étrangère". W 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010105.
Pełny tekst źródłaNataliya, Rudnytska. "ASPECT FONCTIONNEL DE L’APPRENTISSAGE DU FRANÇAIS COMME SECONDE LANGUE ÉTRANGÈRE". W MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.30.
Pełny tekst źródłaRiquois, Estelle. "Acquérir une compétence lectoriale en français langue étrangère et seconde". W 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010236.
Pełny tekst źródłaBarbazan, M. "Principes d'une grammaire prédictive du discours (français langue étrangère et maternelle)". W Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08115.
Pełny tekst źródłaBenhouhou, Nabila, i Ouerdia Yermeche. "L'appropriation de l'auxiliation en français langue étrangère dans un contexte plurilingue". W 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010088.
Pełny tekst źródłaCanelas-Trevisi, S. "Les objets grammaticaux dans les pratiques en classe de français, langue première et étrangère". W Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08298.
Pełny tekst źródłaMarnet, Béatrice. "Les expressions idiomatiques et l’approche actionnelle – L'apprentissage du français langue étrangère à travers les unités phraséologiques qui ont pour thème l'eau". W XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3799.
Pełny tekst źródłaStasilo, Miroslav. "Activites theatrales chez l’apprenant de FLE dans le contexte de COVID-19". W Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.18.
Pełny tekst źródłaPellet, Stephanie. ""Critical Language Learning" : le rôle de la littéracie et de la métacognition dans l'acquisition du français langue étrangère". W 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010183.
Pełny tekst źródłaAlazard-Guiu, Charlotte, Fabiàn Santiago i Paolo Mairano. "L'incidence de la correction phonétique sur l'acquisition des voyelles en langue étrangère : étude de cas d'anglophones apprenant le français". W XXXIIe Journées d’Études sur la Parole. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/jep.2018-14.
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