Rozprawy doktorskie na temat „Français (langue) – Étude et enseignement – Comores”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Français (langue) – Étude et enseignement – Comores”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Said, Soilihi. "Le français dans l'archipel des Comores : statut, usages et pratiques de la langue". Aix-Marseille 1, 2004. http://www.theses.fr/2004AIX10048.
Pełny tekst źródłaYoussouf, Issa. "Évaluation de la compétence de communication à l'écrit en Union des Comores au lycée et Baccalauréat". Electronic Thesis or Diss., La Réunion, 2023. http://www.theses.fr/2023LARE0029.
Pełny tekst źródłaThe written communication skills of high school students and the French baccalaureate assessments constitute a major consideration in our research work. the evaluation criteria, the programs and official instructions for the teaching of French, the notion of communication skills and the different models, the feelings of teachers in relation to the practice and the evaluations according to the prescribed objectives, are the levers of our work.A model of communication competence consisting of linguistic, pragmatic, sociocultural, strategic and interactional competence is used to analyze the programs, the subjects of the baccalaureate, and the speeches of the teachers through a focus group. It appears that the programs include components of communication skills dominated by pragmatics but the subjects of the baccalaureate are not sufficiently oriented towards communications skills. they are dominated by skills linked to school activities which do not allow autonomy in language use in real life situations. Teachers' speeches point out the importance of communication skills but still deplore programs that are less rich in terms of communication skills and assessments in national exams that are devoid of tools and sometimes erroneous. communication skills are theoretically present in the programs. the subjects of the baccalaureate do not reflect an educational alignment but a backwash is felt because it is through the exams that teaching is carried out but not the other way around
Trần, Đình Bình. "Enseignement du français et en français au Vietnam : approche diachronique et perspectives actuelles". Toulouse 2, 2001. http://www.theses.fr/2001TOU20044.
Pełny tekst źródłaBy the mean of an historical approach, this work gives an overview of the teaching in French and teaching of French and its perspectives in Vietnam. It will be developed in three parts. The first part deals with a traditional teaching based on the feudal China's model and its impact on the Vietnamese society during this period. This part constitutes a landmark, a comparison with the colonial educational system. The second part concerns the teaching in French and teaching of French during the colonial period (1858-1945) ; its impact on the Vietnamese society in contrast to the modernity. The third part deals with the teaching in French and teaching of French during the contemporary period (from 1945 to nowadays) and its present perspectives. The elaborated proposals and concrete solutions are based on the analyses of the elements hereunder : Vietnamese government' policy for languages teaching ; favourable factors to the development of French considered as a space of communication, space of knowledge, a privileged way to improve Vietnamese contacts with the EU ; survey and interview's results with French speaking population as well as French-Vietnamese representatives involved in this field ; learning French strategies and cognitive psychology. These proposals and solutions aim to help in setting down appropriate policy and strategy in order to define efficient learning and teaching French for the first decade of the XXIst century. The teaching in French and teaching of French has a crucial role in training Vietnamese generations which will become spokesmen for promoting French language and accelerating Vietnam's integration all over the world
Lallement, Fabienne. "Utilisation du métalangage lors de l'apprentissage de la langue écrite : perspectives comparatives entre français langue maternelle et français langue étrangère". Paris 3, 1999. http://www.theses.fr/1999PA030097.
Pełny tekst źródłaHow is metalanguage taught during initial learning of language literacy within a multilingual teaching environment ? what role does it have in the process of language acquisition and how do pupils acknowledge it ? how do teachers convey metalanguage into their speech and their recommendations, and how do they determine goals relative to it ? how do they represent metalanguage and combine it with the comprehensive skills of french and nonfrench speaking pupils ? the comparison between fnl literacy teaching habits and ffl's higlights the different functions assigned to literacy skill and to methodologies which are developped in acquiring this literacy skill. Paradoxically, teachers make a fairly identical use of metalanguage, both in fnl and ffl _ among others, the metaphoric process of metalanguage is systematically chosen. In fact, teachers resort to metaphore as an explanatory system. Chosing metaphores hardly makes easier the development of metalinguistic skills and undermines the setting up of metalinguistic markers. The latter are essential to the understanding of linguistic models with which pupils are confronted. On a didactic level, the use of metalanguage is modified and proposed for learning literacy in ffl, fln and fsl. The modification provokes a transformation of methodologies which are specially suggested in ffl and fsl learning at primary school level
Chen, Yen Wen-Fei. "Langage publicitaire et enseignement du français langue étrangère". Paris 3, 1990. http://www.theses.fr/1990PA070080.
Pełny tekst źródłaThe object of the present thesis is to study the possiblities in the use of the publicity in french foreign language teaching. The first chapter present an analytical study of the publicity language, the slogan, and the relation between the text and image, in order to have a thorough knowledge of this new tool of language teaching. The second chapter strive to point out the diverse pedagogic applications and conditions. In the third chapter, some pedagogic materials illustrate the concrete exploitation of the publicity in french foreign language teaching. We think that only an animate pedagogic material, such as the publicity, can reflect the culture of a envolved society
Delahaie, Juliette. "Français parlés et français enseignés : analyses linguistiques et didactiques de français de natifs, de non-natifs et d’enseignants". Paris 10, 2008. http://www.theses.fr/2008PA100144.
Pełny tekst źródłaThis research suggests a new interpretation on relations between spoken French and French as a foreign language (FFL). It is generally considered that spoken French taught in FFL class often reflects a written conception of the language. However, a linguistic and didactic research of true data leads to a much more subtle conclusion. Our research is based on the “Lancom” corpus (1993, Louvain-Leuven University, Belgium), enriched with personal data (70. 000 words, 2006). It is a native/non-native differential corpus recorded in France and in FFL classes in high-schools in Belgium (with Dutch speaking students and teachers). After reviewing linguistic and didactic research on spoken French, we will study how French is taught in school books and by Dutch speaking Belgian teachers. We will focus on the first lessons of the books which associate the presentational construction “voilà” with the act of introducing. Based on crossed research of three types of spoken French in our corpus, we will study the act of questioning and the act of agreeing, two important acts in any kind of interaction which constitute pure didactical exchange. The linguistic analysis of both acts allows to nuance an often too monolithic vision of spoken French in class, and most of all to present new linguistic and semantic-pragmatic assumptions on the use of different types of questions and agreement markers. We will namely focus on “voilà” which plays a dramatic role in spoken French as a confirmation marker
Fitouri, Idriss. "Grammaire et enseignement du français aux étudiants libyens". Grenoble 3, 1998. http://www.theses.fr/1998GRE39043.
Pełny tekst źródłaCao, Yanyan. "Enonciation et Français Langue Etrangère". Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20008.
Pełny tekst źródłaChinese learners face specific problems when learning French tenses. Our aim is to determine the reasons for this situation and make didactic proposals to adapt the teaching of the French language to Chinese characteristics. The study of the corpus collected from Chinese students at different stages of learning shows an enunciative perspective that isunstable during the construction of the tense system. A contrastive linguistic analysis of Chinese and French temporal systems, as well as an observation of the descriptive language tools commonly used in French teaching in China and didactic practices highlight on the one hand the influences of the mother tongue and secondly the teaching received onthe French tense system construction by Chinese students
Risse, Jean. "Vers une réhabilitation de l'écrit dans l'enseignement du français (langue étrangère et langue maternelle)". Nancy 2, 1985. http://www.theses.fr/1985NAN21013.
Pełny tekst źródłaHuynh, Thanh Trieu. "La complexité syntaxique de français". Rouen, 1998. http://www.theses.fr/1998ROUEL320.
Pełny tekst źródłaBordet, Yves. "Français littéraire et français fondamental, une étude lexicale : Proposition d’une approche pédagogique et méthodologique de l’enseignement du français avec des moyens modernes". Besançon, 2009. http://www.theses.fr/2009BESA1019.
Pełny tekst źródłaMany great French literary texts are accessible to children 7-13 years of age. It is possible to teach French in a performing and credible manner: to Francophone and non-Francophone individuals, to young individuals and more mature individuals, in a limited instruction time span. To this end, one would rely on classical texts accessible to children less than 13 years old by using a basic literary vocabulary of 1,500 words. Part I : Definitions : Literary French: Known in the entire French-speaking countries and communities, translated in several international languages, referenced in official educational entities, and present in school and anthology manuals. Français Fondamental (basic French): study conducted in France in the 1950’s, with its lists and results. Part II : Lexical study : Study based on Français Fondamental and a literary corpus showing that literary French is 90% comprised of a list of 1,500 words. On the basis of this list, a software assessing the lexical complexity of a text has been developed. Demonstration : Many literary texts are accessible to children less than 13 years of age. Part III : Proposing an educational and methodology approach for teaching French, using software and multimedia DVDs. Production of a DVD presenting a text by J. -J. Rousseau. Presentation of a text (with or without DVD) to four classes of students less than 13 years old and to two adult students classes learning French as a Second Language. Text comprehension test. Conclusion: Literature is accessible and shall remain the cornerstone of education, as it has been since ancient times
Brou-Diallo, Ahou Clémentine. "Aspects des difficultés d'apprentissage du français langue étrangère par des étudiants anglophones africains". Montpellier 3, 2004. http://www.theses.fr/2004MON30077.
Pełny tekst źródłaThis research treats the problem of teaching and learning french to foreigners in the context where french is a second language. In this complex situation, the learners meet different difficulty. The first is that most of the learners speak several languages, as they come from multilingual countries, and this can be positive or negative for learning french. The second concerns the methods made in France. In these methods activities and exercises proposed are sometimes unsuitable for the environment where french is a second language. Finally, the third is manifested by the fact that the linguistic context in the countries where French is a second language is not always a facilitating factor for the formation of non-francophone learners
Huang, Yushan. "Pour un nouvel enseignement du Français langue étrangère en Chine". Paris 3, 1997. http://www.theses.fr/1997PA030088.
Pełny tekst źródłaThe thesis evokes the cultural exchanges between the east and the west in order to display the narrow connections between the culture and the language. The thesis emphasizes the reflections of a new fle teaching in china that consist the following points: the putting of question of french teaching centred on the teachers, the investigation of the new fle teaching centred on the leaners, the formation of the leaner's language's competence and communicative competence, the creation of a new relation between the teacher and leaner, and the valuation of the communicative competence. The thesis advances a structural-functional approach that searches for the combination of the structural method and communicative and cognitive method
Vigner, Gérard. "Traitement du discours et approche du sens en francais langue etrangere et francais langue seconde". Paris 3, 1989. http://www.theses.fr/1990PA030030.
Pełny tekst źródłaThe aim of didactics is to bring about the transformation of theoretical knwowledge into objects of teaching. The works that are referred to and annoted in this study deal with the construction of teaching objects intended to ensure the setting of a discursive competence for a public in the course of learning french as a foreign and second language. The fields covered are first and fore most those of writing (textual production and comprehension) and those relating to french in scientific and technical activities. The study of formal application of signification within the limits outlined in this manner has permitted to reconsider the position of a lexicon for learning, as well as the organisation and the choice of specific work procedures, in particular the exercices projects. A process inspired from principles of applied linguistics is thus considered to preserve all its relevance from the moment that the variables of control learning are taken into consideration
Chamberland, Sarah. "Transitivité du verbe et enseignement du français". Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27221.
Pełny tekst źródłaSandon, Jean-Michel. "Les unites linguistiques et leurs frontieres : statut et fonctions dans l'acquisition de l'orthographe du francais". Paris 3, 1999. http://www.theses.fr/1999PA030126.
Pełny tekst źródłaBinganga, Olivia. "Construction et restitution de récit en français langue seconde, à différents paliers de scolarisation, à l'oral et à l'écrit, au Gabon et au Togo". Paris 10, 2010. http://www.theses.fr/2010PA100005.
Pełny tekst źródłaIn francophone African countries like Gabon and Togo, French language in the dominant in socioeconomic terms. It is the official language, with the status of second language (L2) as it is in contact with indigenous languages. We analysed the production of narratives as an illustration of the mastery an development of language skills in French, and compared the structures of narratives from pictures and retelling of a tale , both oral and written productions by pupils in schools of Togo and Gabon. Our comparison relies on the fact that French in Togo is almost exclusively a language of administration while in Gabon, it is also a family language which tends to "vernacularise" in urban areas. The analyses allowed to conclude that as part of school education, the development and mastery of French strongly dependent on the content of tuition, and also on the acquisition environment, i. E. The status of French and the organization of tuition in each country. The analyses showed that to use French almost permanently provides only limited benefit to Gabonese students. This benefit bears mainly on the use of linguistic tools as verbs, tenses, temporal connectors. Our results also allowed to identify the respective contribution of the formal input of school in both countries compared to the contribution of informal input which occurs more in Gabon. Finally, performance in second language differs according to the type of production ask. As both tasks (narrating and retelling) request different language skills, both procedural and declarative, the analysis showed that the most favourable task is retelling for Gabonese students ans narrating for Togolese students
Kouame, Koia Jean-Martial. "Étude comparative de la pratique linguistique en français d'élèves d'établissements secondaires français et ivoiriens". Montpellier 3, 2007. http://www.theses.fr/2007MON30016.
Pełny tekst źródłaThe goal of this thesis is to present a study of french in the educational circle starting from a comparative study of the pupils linguistic practice of french in Ivorian and French junior high and senior high schools. Starting from the assessment of the French and of the Ivorian educational systems, we presented the theoretical models of teaching of French in these two systems and went further to see the real linguistic practices of the pupils. This method led us to the examination of the pupils’ spontaneous oral and written productions within the school framework and those required by the professor, which allows us to identify some characteristics compared to the school standard. These characteristics are due to interferential phenomena with the languages of the substrate or the immediate environment and also with the difficulty that the pupil has to enter the language of the school. This study reveals in a more significant, and perhaps unexpected way a similarity in linguistics behaviours of pupils coming from different socio-economic classes, educational systems and schools
Ngamassu, David. "Politique linguistique et didactique du français au Cameroun : approche systémique de l'enseignement apprentissage du français en milieux anglophone et francophone au Cameroun". Grenoble 3, 2000. http://www.theses.fr/2000GRE3A015.
Pełny tekst źródłaWang, Ming Li. "L'enseignement universitaire du français en Chine : permanences et (r)évolution". Lyon 2, 2005. http://theses.univ-lyon2.fr/documents/lyon2/2005/wang_ml.
Pełny tekst źródłaOur thesis under the direction of Mr. R. Bouchard, is dedicated to the research of development of the teaching method of French foreign language in China. Our research develops from the corpus collecting at the moment of the "practice" of language and the "transposition" carried out respectively in three different classes and the corpus recording at the moment of the oral test and the telephoned interview. We try to analyse the acts of languages of native and the non-native professors, in the context of three usages in the French foreign language teaching in the university of China, respecting the theory of interaction (E. Roulet et C. Kerbrat-Orecchioni), and the contract of didactic (C. Germain et R. Bouchard), in the hope of discovery the possibility, the necesity and the prospect of the operation of displacing the method in French foreign language teaching in university's context in China
Denizot, Nathalie. "Genres littéraires et genres textuels en classe de français : scolarisation, construction, fonctions et usages des genres dans la disicpline français". Lille 3, 2008. http://www.theses.fr/2008LIL30031.
Pełny tekst źródłaThe literary and textual genres adopted in the discipline of French are disciplinary various purposes depending on the disciplinary configurations. At school, genres are thus unstable notions, in the definitions, in the corpus or in the uses (for example scriptural or reading practices) which are made of them. This is the thesis of this study, which looks at the manner in which genres are adapted for use at school in French secondary education from 1802 to the present day (via transposition, secondarization, reconfiguration and/or creation). The first part is a historical perspective, articulated with different paradigms (rhetoric, poetry, literary history and linguistic theory). Then the generic classifications of the genres are contextualized, and articulated with other methods of classification, within the discipline and on the edge of it, in the "CDI"'s. In the third part three cases are studied : the classical tragedy, the use of biographical texts in the penultimate year of secondary education and the "textes fondateurs" (Bible, writings of Homer. . . ) studied in the first year of secondary education. Special attention is paid to a particular form of contextuality, amphitextualité, which refers to the relationship between a text and other texts placed beside it, be it in textbooks, groups of texts, or/more generally in disciplinary practices. The last part analyzes disciplinary practices related to reading and writing the genres : through the manner in which novels of Balzac have been adapted for schools in almost 400 textbooks published since 1880 ; through the use of creative writing texts produced for the "baccalauréat de français"
Wullen, Marie-Laure. "Hypertextes, multimédia et hypermédia en didactique du français langue étrangère". Rouen, 1996. http://www.theses.fr/1996ROUEL247.
Pełny tekst źródłaTo reply to requirements, which are more and more pressing in didactic of French foreign language, it seems interesting today to study computers, particularly the ones which are equiped by hypertext and multimedia. To analyse exactly the offered possibilities, it's necessary to look at some varied disciplines as linguistics, didactics and sciences of cognition. The integration of these tools appears to answer to needs imposed by new conditions of teaching the foreign language and didactic theories. However, the use of these tools has to come after a serious reflection about their directions of use. Thus, the interactive compact disk, considered as a new pedagogic total hardly offers possibilities, authorizing the exploration of new didactic ways. The hypertextual generator and the cd-rom, on the contrary, offer new activities, bringing concrete solutions to the student's and teacher's problems
Nguyen, Bao Quoc. "L'apprentissage du français hors système scolaire au Vietnam : entre langue-culture et langue-instrument". Caen, 2013. http://www.theses.fr/2013CAEN1724.
Pełny tekst źródłaLearning French for Vietnamese has a linguistic dimension but it is also in the goal of the access to employment strategies. The demand for post-school learning languages is mainly oriented towards English. However there is also a demand for French and it has a history. This demand of post -school training could be found in two kinds of organizations: language centers and cultural centers. These two structures are in competition for learning French. Paradoxically, cultural centers offering teaching with native speakers, documentary resources, etc. Are less frequented than the language centers. Centers of foreign language opened in the evening and French cultural centers, contribute to the spread of the French language in Vietnam. However, the organization and pedagogical process of teaching French in these centers are different. Centers of foreign language in evening focus only on linguistic elements: grammar, vocabulary, language structure which are in the conception of teaching program. For their part, the cultural centers offer to learners linguistic elements, but also cultural knowledge related to French language. Our research is an attempt to understand the types of motivation for learning French and the representations of the activity learning, among Vietnamese learners. We assume that the representations of learning instrumental referred explain the differences in demands that opposite the two types of center. In this context, we question the conditions of the possibility of educational innovations in the field of language teaching
Gerghaba, Ahmed. "L'Etude contrastive des systèmes verbaux du français et de l’arabe dans la perspective de la didactique du Français Langue Etrangère". Caen, 2011. http://www.theses.fr/2011CAEN1602.
Pełny tekst źródłaThis thesis aims at presenting and analysing the methods of teaching the French verbal system to Libyan students in an institutional setting: the French department at Al Fateh University. Our research explores in particular some issues related to the use of past tenses. According to the corpus analysis that we have made, our students showed difficulties in using correctly these tenses. In fact, the French verbal system shows numerous ways of refering to past events, and this is a pitfall for foreign learners and one of the greatest difficulties in the task of language teachers. This research is structured in five chapters. We first studied the situation and the conditions of French language ajouter teaching in Libya. Then, we discussed the different views related to the French and Arabic ( classical and colloquial ) verbal systems. Finally, we presented some new perspectives and concrete methodological propositions that can be applied to the teaching / learning of French in Libya
Toihire, Ibrahima. "Le plurilinguisme aux Comores et sa problématique". Paris 8, 2011. http://www.theses.fr/2011PA083343.
Pełny tekst źródłaThe subject that we treated here is focused on ' multilingualism in the Comoros and its problem '. It opens on the issue of multilingualism in society in general, but also at school, rather than language learning. The Comoros is a country where it alternates several languages that have different status from their usefulness and their level of use in society and in school. Currently the languages used in the majority of Comorian society are found to be the Comorian with its different dialects which is the national language of the Comorian people, the French who came to the Comoros from colonization and Arabic from Islam. All of these languages have official status in view of the constitutional texts of the country. That's why we talk about multilingualism in the Comorian society but also at school. It focused the work of an introduction where was exposed the problem of the language situation and plurilingual by allocating different languages with different levels of application. These languages vary between official, second and foreign language who have put their fingerprints on the Comorian language, influenced by them in several areas. Comorian languages are characterized by different dialects and were exposed to the elements of differentiation. To facilitate learning and teaching of Arabic and French, we proceed to a comparative approach between them and the Comoros by illustrating the differences and similarities of each Jurisdiction. Their teaching is old but encountered by their major obstacles in the society
Rezai, Valysseh Nourbaha Massoumeh. "L'évolution du français et de son enseignement en Iran". Paris 3, 2006. http://www.theses.fr/2006PA030036.
Pełny tekst źródłaStudying the evolution of the process of teaching French in Iran consists in studying the changes that took place during two centuries and finding a practical process that happened in the years around 1925. From then on, we see the teaching of the French language in a strict sense of the word. In spite of difficulties, these changes are continuing. The analysis of this evolution, gives precise results, not only in teaching a foreign language with its advantages and inconveniences, but even more to conclude that politics and economy played and still are playing a determining role in this domain. The purpose of my essay is to explain this process in details. I considered the history of the language, the methods of the schools and universities, the numerous events as well as the problems caused in the evolution of the teaching of French. I insisted particularly on numerous questions such as the evolution of French and its method of study for developing this cultural language so rich and so respected by the Iranians, a language that is synonym of liberty and democracy in human relations
Ould, Cheikh Mohamed Vall. "Le français en Mauritanie : bilan et perspectives". Paris 3, 1996. http://www.theses.fr/1996PA030114.
Pełny tekst źródłaThis thesis written within the framework of languages and culture didactics describes the situation of the french language in mauritania. It retraces the history of learning and teaching french during both the colonial and post-colonial periods putting the emphasis the emphasis on methods, teaching programmes and teachers training- in addition, it underlines the evolution undergone by french. The language has shifted from an official language statuts to that of a privileged foreign language on with all the consequent pedagogical implications. Borrowing its theoritical tools from sciences of language, psychopedagogy and sociolinguistics. This thesis attemps to describe and analyse the setback of french in mauritania. Findly it forsees the language future perspectives in a multilingual context in the light of the given data for geopolicy science and economy
Elharhach, Radouane. "Image et statut du français dans l'enseignement secondaire marocain : approches psychosociologiques et didactiques dans la conjoncture de l'arabisation". Toulouse 2, 1995. http://www.theses.fr/1995TOU20059.
Pełny tekst źródłaThis research aims at being a contribution to teaching french as a foreign language in morocco. Over and above an analysis of the official instructions concerning french teaching, it is an attempt to apply social psychological methods to analyse the interpretation of field research. The first part undertakes to set out the theoritical, methodological and descriptive fields of reference. It formulates the operational fields of social psychology and that of language sciences, so as to culminate to a necessary cooperation between didactics and connex social sciences. It presents also the questionnaire and the methodes of analysis. The second part is devoted to the analysis of the didactic documents in ordre to draw out the image of french and the pedagogy set up in the context of arabisation. The analysis of the corpus allows us to evaluate students' abilities in written french with regard to the new pedagogical objectives. The third part tries to set forth the social psychological variables interfering in teaching process. The answers to the questionnaire are thus analysed according to some social psychological technics. It is question of examining teacher's representation and french image, so as to reveal the convergences and the divergences between the official documents and the results of the research
Amouri, Fatiha. "Développement de la capacité narrative en français langue étrangère et en arabe algérien langue première". Paris 10, 2001. http://www.theses.fr/2001PA100026.
Pełny tekst źródłaThe principal goal of research is to examinate how the learners use the « learner langue » to structure their discourse all over their acquisition. It is about the languages acquisition process : the description of linguistic ways that the subject used in his language production, allows to characterize the «learner langue» and to infer their growthing characteristics. In the training we exanimate the links estalished between the linguistics forms created and the role they play in the interlingua evolution. The unit kept results from the characteristics of the narrative production : the expression of the time reference. We extend it to three themes that allow to extend the analysis of the narrative capacity to other aspects telling about the way which is used by the speakers to build their global representation of the events and turn into words their texts : the development of the narrative macrostructure, the temporary specification, and the complex terms. We lateral study that compares oral productions in French a foreign language and in Algerian Arabic a first language from four groups of learner speakers in an acquisition levels in institutional background : second and third levels of elementary school, high school and university. This study gived results that allowed to characterize the building and the narrative speech development process in the building of the speakers used some discursive and linguistical capacities in L2, and view of a better understanding the acquisition methods by the learner who acquires a second langue. In an educational perspective, seeing that it is about to make easier the education by using a pedagogical reasoning. The interest of such a reasoning allows to know more about the nature of the linguistic activity of the learners
Park, Sang-Hee. "Textes littéraires et enseignement du français, langue étrangère aux universités coréennes". Paris 3, 2000. http://www.theses.fr/2000PA030072.
Pełny tekst źródłaNguyen, Kim Oanh. "Contrat didactique et discours professoral en classe de langue : le cas des classes de français dans l'enseignement intensif du français et en français au collège vietnamien". Rouen, 2002. http://www.theses.fr/2002ROUEL426.
Pełny tekst źródłaThis work is an attempt at giving a definition and at examining the notion of didact contract in the teaching of French as a Foreign Language. The writer ties to establish the connections between classroom contract and teacher'discourse with a view to evaluating the effectiveness of a lesson inVietnamese secondary schools and int the programme of intensive teaching of French and in French. Class observations, discussions, and investigations conducted with teachers of French and the students concerned have been used as data for both theoretical and practical analysis of the impact of a didactic contract and of teacher's discourse on the stakes of teaching and of student's success. This work shows a lot of consideration for the notion of didactic contract in language teaching methodology and in teacher training. The notion of didactic contract involves indeed teaching by means of a cooperation between teacher and students, each constitutes a link in the process of verbal interation to carry out a particular form of communication in which metadiscourse undeniably plays a very important part. But cooperation also means participation and responsability to oneself and to others and all this contributes to creating a conscious and committed activity that involves the teacher and his /her students in a persistent struggle against passiveness
Kampanthong, Orapin. "Compétence de lecture en langue maternelle et en langue française chez les étudiants thai͏̈landais". Grenoble 3, 1993. http://www.theses.fr/1993GRE39047.
Pełny tekst źródłaThe aim of this thesis is to study the reading proficiency in the mother language and in the french language among thai students learning french. On the other hand, in this thesis, the construction of meaning in both languages is also studied. The methods and postulates of experimental research concerning the subject of the thesis are presented in the two first chapters. The four subsequent chapters concern the statistic studies of the social, economic, cultural questionnaire and the speed reading comprehension. The analysed results reveal a correletion between both surveys. Consequently, among the students of four universities, there are two major types of reading : "the decipherers" and "the readers". The last chapter includes the research in the construction of meaning through the reading test among two groups of thai students as well as a group of french students. Cultural and linguistic variables between the three groups are brought to the fore by means of text analysis
Comeau, Jean-Douglas. "L'enseignement du français langue seconde par immersion totale". Toulouse 2, 1988. http://www.theses.fr/1988TOU20081.
Pełny tekst źródłaThe main goal which we had set out to acheive in this work was to explain how effective the spring and summer total immersion programmes, financed by the canadian federal government, are in the teaching of french as a second language. As we set out in the pursuit of this goal we prepared a total of over 250 questions and went out to all cornors of the country to interview the different programme directors, their assistants, academic directors, head monitors, professors, monitors, as well as other specialists in the teaching of french as a second language. We have tried to show these unique spring and summer programmes operate in various parts of canada and to compare the programmes so as to bring out the main points of reference while keeping in mind the value of creating certain guidelines for new schools in the future years. We have looked into these programmes from various points of view starting with it's history and it's clientele. We then have stressed the importance of an understanding university administration, strict rules, good socio-cultural activities, effective supervision and lodging. We have also looked at the role that culture can play in such programmes and did an intensive study on the student's ability to learn a second language in these conditions while exploring the various methodologies and course contents
Foucart, Alice. "Le traitement du genre grammatical en français langue première et seconde". Aix-Marseille 1, 2008. http://www.theses.fr/2008AIX10009.
Pełny tekst źródłaTettey, Lebene Adzo. "L’enseignement et l’apprentissage du Français Langue Etrangère (FLE) / Français sur Objectifs Spécifiques (FOS) à Kwame Nkrumah University of Science and Technology (KNUST), Ghana : hier, aujourd’hui et demain". Besançon, 2009. http://www.theses.fr/2009BESA1013.
Pełny tekst źródłaThis study which aims at contributing towards the improvement of the teaching and learning of French in KNUST, examines the actual state of affairs in the Department of French of this university. First and foremost, it presents the teaching and learning of French in the Ghanaian school system and in KNUST in particular. The theoretical framework focuses on the didactics of FFL as elaborated by researchers like Cuq and Gruca, Moirand, Porcher and Tagliante as well as on that of FSP as elaborated by researchers like Mangiante and Parpette, Challe, Lehmann, Richterich and Roulet. Then, the study opts for a blend of the communicative and task-based approaches to teaching. Field study carried out among lecturers and students of KNUST served as a basis for studying the existing problems that hinder the effective teaching and learning of French in KNUST. Finally, the study proposes a series of activities as examples of what could be done within FSP in KNUST. This study reveals the necessity of placing emphasis on the teaching of French for specific purposes so as to meet the language needs and objectives of students of French
Marillaud, Pierre. "Sémiotique et didactique du français à l'école élémentaire". Toulouse 2, 1994. http://www.theses.fr/1994TOU20053.
Pełny tekst źródłaHaddad, Saad. "L'enseignement / apprentissage du français sur objectifs spécifiques : la français du tourisme en Jordanie". Besançon, 1998. http://www.theses.fr/1998BESA1009.
Pełny tekst źródłaAt the present time, the tourism activity is in full swell in Jordan. Every year the number of foreign tourists who choose this country as a destination increases and among them, one can observe a regular increase of the french- speaking tourists. Considering this situation, Jordan needs to train a growing number of staff in french in all the tourist sectors of activity which might welcome these visitors. This survey is a contribution to a new methodological and educational orientation of the functional teaching of french, and more precisely the french of tourism in a jordanian context. This research proposes a reflection on the strategies that encourage the acquirement of a communicative expertise for the students (future professional of tourism) and on the educational implications that ensue. The first part of this thesis is dedicated to the analysis of the economic and tourist situation of Jordan and to the survey of the present situation of the french language and its evolution within the jordanian education system. The second part gives, on the one hand, a balance of teaching methods of the french as a foreign language which permits to focus teaching on specific objectives, and on the other hand, it defines the theoretical framework of the communicative approach, i. E. Notions of reference (language needs, situations, expertise of communication, etc. ). The third part, containing an enquiry, analyses the conditions of teaching the french of tourism in Jordan, and the methods of analysis used to describe the language needs in the field of catering and tourism. The last part is composed of concrete educational propositions towards the development of a program of functional french of tourism centred on communication
Bourdet, Jean-François. "La construction du sens : apprendre à lire la littérature dans une langue étrangère : l'exemple du français langue étrangère". Paris 3, 1989. http://www.theses.fr/1990PA030006.
Pełny tekst źródłaThe approach of foreign litterary texts possesses characteristics of its own which enables the elaboration of tools proper to an adequate reading of litterature. First, a definition of the litterary text is established, emphasizing both its referential and polysemic specificities. Secondly, its position within the field of foreign language teaching is re-examined through the linkage between the reader-established itinerary and the learning process: the sucess of a reading results from the simutaneous building of meaning and autonomy. The analysis points out the differences between reading and the other means of communication. Hence, this definition is tested through the various litterary genres. A teaching of litterature is then drawn, based on text semiology and grammar. In the last part of this thesis are presented the main teaching tools (writing, enonciative reading, translation, intertextuality, litterary history) which find their place in the general history of french as a foreign language didactics
Gruca, Isabelle. "Les textes littéraires dans l'enseignement du français langue étrangère : étude de didactique comparée". Grenoble 3, 1993. http://www.theses.fr/1993GRE39022.
Pełny tekst źródłaLiterature has always played a primordial part in the teaching of the mother, foreign and second languages, at the primary school level as well as at the universitary level. Sacralized because it represents the norm and holds all the virtues, literature provided the traditional methodology with the essential of the learning material. After the second world war, a new era began with the breakthrough of linguistics which abolishes this monopoly and assigns a practical objective to the teaching of french as a foreign language. Although is was ousted by the audio-visual methodology to the profit of made up or adapted texts, the value of literature is paradoxically enhanced since it crowns the learning process. Nowadays, after great controversies, the interest for literature increases. Even if its teaching was enriched and diversified in french as a mothertongue, it remains a problem in french as a foreign language. Actually a methodological hesitation remains with the communicative current which consecrates its come back but, at the same time, sacrifies the cultural aspect to the advantage of the fonctional aspect. Considered as a genuine document, the literary text appears here and there, but without being used for all its richness or its specificity. Nevertheless, the constitution of a specific didactics in the area of french as a foreign language should allow a more coherent approach and give to the literary texts and to literature in general the place they deserve in the teaching of the french language and civilization
Chnane-Davin, Fatima. "Didactique du français langue seconde en France : Le cas de la discipline "français" enseignée au collège". Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10096.
Pełny tekst źródłaZakaria, Azza. "Langue orale et langue écrite dans l'acquisition du français chez les élèves du second degré en Egypte". Paris 5, 1987. http://www.theses.fr/1987PA05H065.
Pełny tekst źródłaBenchama, Lahcen. "Recherches sur l'enseignement du français dans le Maroc contemporain : le cas des textes littéraires français et francophones". Paris 4, 1996. http://www.theses.fr/1996PA040190.
Pełny tekst źródłaThis research is composed of two complementary parts. The first one entitled "secondary school teaching and the study of French literary texts and texts by French speaking authors "is devoted first to the analysis of the French language situation in morocco as well as to the dichotomy of whether to consider French as a language of communication or as a language of culture. In the second stage, this part examines, in the light of both the receptive and the didactic theories, the position of French literary texts and texts by French - speaking authors at the level of both primary and secondary school teaching. It also examines the criteria behind selecting those texts and the methods used for their understanding. The reading of French literary texts at the university level is the subject of the second part. It is related, on the one hand, to a knowledge of the authors, to the works under study, and to the aspirations and expectations of the reading public questioned on the subject matter. On the other hand, it focuses on a corpus of university research papers dealing with the literature of both the "Maghreb" and the negro-African countries. These works are analysed in such a way as to find out about the modes of perception and the different intellectual operations used by the students for their interpretation of literary texts
Park, Sung-Hee. "Le statut du français en Corée". Paris 3, 1996. http://www.theses.fr/1996PA030143.
Pełny tekst źródłaWhereas french is widely taught in korean schools and colleges, very few koreans really master the language. An observation of the korean education system points out the priority given to written work and the traditional primacy of literary studies. These characteristics are found in the teaching learning of languages in general, and of french in particular, where methods are characterized by an extremely book-bound and theoretical approach. Faced with the inaptness of these methods of teaching learning to satisfy the needs of students, our proposals for improvement essentially concern three key fields : the teachers are given academic training dominated by linguistics and literature, but no appropriate professional training. Our proposals would promote a greater mastery of the french culture and language among teachers, and a greater ease in the way they relate to their public ; the programmes also reflect a highly academic approach, to the detriment of language dynamics. We have tried to suggest some improvements in three areas which seem to have priority : phonetics, grammar and literature ; the linguistic and cultural activites organized by the french cultural services and which usefully complete academic and university teaching, could be even more beneficial through adequate training and preparation of the teachers responsible for this activity
Xu, Yang. "L' enseignement du système verbal français aux apprenants chinois en Chine". Paris 5, 2001. http://www.theses.fr/2001PA05H065.
Pełny tekst źródłaXia, Min. "Attractivité, territoires et langues étrangères en Chine : le cas du français. Enquête auprès des étudiants de Shanghai et de Hefei (Anhui)". Besançon, 2010. http://www.theses.fr/2010BESA1021.
Pełny tekst źródłaHbabou, Abdeslam. "L'acquisition et l'utilisation du francais langue etrangere, par des eleves marocains (analyse d'erreurs)". Toulouse 2, 1994. http://www.theses.fr/1994TOU20004.
Pełny tekst źródłaThis thesis deals with the linguistic and psycholinguistic aspects of learning french, as a second language, at school. It is about the study of some moroccan pupils' attitudes, who learn french. How do they leave and feel this learning? what are the different psychological attitudes employed so as to learn this language? the answer to this question is founded in the treatment of errors which are considered as an index to present learning. These are the mistakes zwhich help us to acces the transitory grammar of the pupils, clarifying the linguistic difficult ies which involve the pupils in making errors. Teaching methods and programmes had taken phenomenon into consideration. The analysis of errors has shown that the source of the errors is related to the strategies of the pupils while learning the french language. The analysis included the graphic, grammar, phonological and conversational level
Cunha, José Carlos Chaves da. "Pragmatique linguistique et didactique des langues : application au français langue étrangère". Toulouse 2, 1990. http://www.theses.fr/1990TOU20005.
Pełny tekst źródłaStarting from certain choices in a set of informations defining linguistical pragmatics and the evaluation of the relationship between this field of research and the didactics of language, two types of activities are suggested in this work : 1) some ones are meant to sensibilize an audience of future researchers to some disciplines of the linguistical pragmatics such as the polyphony, the argumentation, the implicit ; 2) some activities - used for their sample values - are supposed to be suggested to learns submitted to less than 250 h of french courses as a foreign language. The main goal is to emphasize the interest of taking into account these various domains in the teaching learning aspects of language
Damette, Éliane. "Le Français juridique : Analyse des compétences jurilinguistiques requises pour suivre des études de droit en français". Paris 7, 2012. http://www.theses.fr/2012PA070040.
Pełny tekst źródłaThis thesis is twofold: on the one hand, to analyse the skills needed by foreign students attending law classes in French ; on the other hand, to provide an educational framework for the teaching / learning of French law to this audience. Jurilinguistics (that is to say, linguistics applied to law discourses) together with the methodology of law, provides relevant tools to analyse and address the training needs of foreign students. The didactics of languages and cultures allows to anchor this research with French academic goals in a teaching position in order to take into account the transdisciplinary project. This work is based on the analysis of a corpus of exam papers of undergraduate students of law at the French University in Armenia. The skills needed to practice law are at the crossroads of law and linguistics. Moreover, the argumentation skills in law (including making a reference to a standard, describing in legal terms, giving a legal definition) are the core skills of law students. Educational achievements in legal French are presented in the appendices. They are built on a double entry: a first input classified into argumentative skills in law, and a second input coming from "the implied" (term derived from the didactics of languages and cultures) that is to say the fundamental notions of law and the values that underlie every legal System. This research also provides didactic answers to the teaching and learning of law with francophone students
Bérard, Évelyne. "Approche communicative en français langue étrangère : essai de définition et analyses d'experience". Universié de Franche-Comté, 1989. http://www.theses.fr/1989BESA1015.
Pełny tekst źródłaNakamura, Atsuko. "Étude d'un contenu langagier et culturel de français langue étrangère à l'intention d'apprenants japonais débutants de niveau universitaire". Paris 3, 1994. http://www.theses.fr/1994PA030131.
Pełny tekst źródłaLinguistic and cultural means are hardly available to the japanese students learning french in japan if they want to practice their french in france. They are not able to communicate properly because they lack basic vocabulary, a lack which has consequence on their competence, both linguistic and cultural. This competence is directly linked with the contents of their locally made language books which do not provide them with sufficient communicative tools, and with those of a universal method like le nouveau sans frontieres 1 (widely used by japanese beginners), which does not answer their needs either. Taking into account the part held by lexis in the general competence and the vocabulary deficiencies of japanese students, we suggest a methodological content which insists on words for the linguistic and cultural description and for a learning of basic communicative tools