Teses / dissertações sobre o tema "Étude et enseignement – Locuteurs de l'arabe"
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Fesfes, Neirouz. "Problemes de l'apprentissage du francais langue etrangere par des eleves syriens de l'enseignement secondaire". Toulouse 2, 1994. http://www.theses.fr/1994TOU20014.
Texto completo da fonteThe aim of this thesis is the study of the difficulties encountered by syruan arabic-speakers learning french. To achieve this objective, we have studied in the forth chapter the oral and written output of fifty learners from different syrian secondary institutions. In order to produce an exhaustive research work, chapter two sets the practical persoective : a comparison between arabic and french based on phonetics, phonology, morpoho-syntax, lexical and pragmatics. A questionnaire revealing the well thought out opinions of syrian pupils and teachers with regards to the teaching of french as a foreign language appeared interestin to us since nit reveals the reaction of our informants within the language framework. We have reserved the third chapter for the analysis of thier answers. Finally, we have outlined suggestions with the hope that they help syrian teachers in their work
Wadi, Ahmad Ibrahim. "L'enseignement du français à un public arabophone de Jordanie : réalités et perspectives - étude méthodologique liminaire en vue de la réalisation d'un manuel". Besançon, 1988. http://www.theses.fr/1988BESA1015.
Texto completo da fonteHbabou, 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.
Texto completo da fonteThis 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
Temim, Dalida. "Problemes d'apprentissage du francais langue etrangere par des eleves algeriens de l'ecole fondamentale et du lycee". Toulouse 2, 1993. http://www.theses.fr/1993TOU20011.
Texto completo da fonteThe coexistence of two competing cultures as is the case in algeria for so many years generates a conflict between the ideologies and patterns conveyed by each culture. Some of them will have to be related to national values, and traditions while others will be directly connected to modern culture or world civilisation. This cross-breeding is caracterised issentilly by a culturel and linguistic interfusion. We have chosen as a contribution to the study of this phenomenon, to examine algeria's case of biculturalism, bilingualism and school performances in this country through various approaches. Our aim is to prove that success or failure at school must be attributed to biculturalism and difficulties due to bilingualism. Trying to solve this problem is equivalent to unravelling the ambiguity between language and culture, school bilingualism and socio-cultural dualism. In fact we will prove that socio-cultural factors are a decisive element in determining social categories and the difficulties linked to the process of learning a language. Thus the main objective of this study is to shed light on the impact of acculturation which bears a direct consequence on learnens, and the difficulties they face in a duel system of limguistic and cultural references. We will also in the course of same study, evaluate their school success or failure in the relation to the type of teaching provided
Saad, Samar. "La manuélisation des langues et des cultures : le Français et l'Arabe en Syrie". Paris 3, 2008. http://www.theses.fr/2008PA030048.
Texto completo da fonteThe didactic issue of this thesis is to know what role is played by the manualisation of languages and cultures in the teaching/learning of French in Syria. This thesis is divided into three parts, which are made of nine chapters. The first part aims at making out the notion of manual and its evolution through History. It also deals with the linguistic policy that determines the manualisation of Arabic as a native language and French as a foreign language. The descriptive and methodological analysis of French school manuals in high schools constitutes the corpus of this research. The second part deals with the linguistic and theoretical aspects of manualisation: text, culture and grammar. The third part defends the primacy of literary texts as far as manualisation is concerned, given that these texts express a whole culture inside which language carries the societal values. Teaching, starting with denotation, is to be located in the sociocultural context that determines the text’s connotation. Hence comes the importance of literature in the French language, including Arab literature written in French, and notions such as intertextuality and hypertextuality which both refer to linguistic and historical links enhancing the interaction between one text and others. Through intercultural hermeneutics, teaching encourages the pupils to a comparative and constructive reflection. The whole research leads to the elaboration of a didactic unity conceived as a synthesis of theoretical and experimental data exposed throughout our work
Essawy, Dina. "L'autonomie de l'enseignant de français dans les écoles publiques égyptiennes : quel avenir, quelle formation ?" Paris 3, 2002. http://www.theses.fr/2002PA030074.
Texto completo da fonteDuring thet last decade, several factors helped the importance of the concept of teacher autonomy : transition from applied linguistics to didacology of languages-cultures, eclectism, new technologies, ethical dimension of learning language. In this perspective, autonomus teacher has several roles : researcher, creator of pedagogical material. He is also the one who accompagy students to autonomy. The autonomus teacher is also a researcher ; his task consists on permanent questionning of his own practices. The research initiation develops critisism ability and helps teacher to refuse ready made material, he feels able to conceive his own pedagogical material. This material should not simply promote transmission of Knowldge, but developps self-learning. The present thesis studies how to autonomize teachers of french in egyptian schools through a survey with educators, descision makers. Then we will conceive a project of teacher training intended for the futur teachers of french in Egypte. His project has not intend to be neither authoritarian nor exhaustive, it follows the lines of didactology of languages-cultures who is suggesting but not imposing
Abu-Laila, Zaki. "L'enseignement - apprentissage du français langue étrangère dans les universités jordaniennes : analyses didactique et linguistique". Rouen, 2009. http://www.theses.fr/2009ROUEL020.
Texto completo da fonteJordan is an Arab-speaking country. Arabic is spoken by all the population. English as a very important place in the education system. English is the first foreign language taught in the country. French language is gaining ground in all levels, but it cannot compete with english. Most Jordanian universities wether public or private, have departments of modern languages which offer a specialty in French language and a minor in one of these languages : Spanish, German, Russian and Italian. The student obtains a Bachelor of Arts in modern languages "specialty French language". The study aims - principally - to develop a set of means and propositions for the development and the improvement of the teaching of French language in Jordanian universities. The study also clarifies the problems and the difficulties that Jordanian students encounter during and after learning French language. To attain the objectives of this study, an investigation has been achieved in Jordan with samples that have direct links with the research topic. Semi-structured interviews were realized with French Language teachers, students and other officials who are responsible of developing the teaching of French language in the country
Abu-Hanak, Nisreen. "Enquête sur l'enseignement du français à l'université en Jordanie : pour un programme de formation des futurs enseignants de français". Paris 3, 2008. http://www.theses.fr/2008PA030043.
Texto completo da fonteThis research is a contribution to set a formation for future french teacher at jordanian schools. It is based on an overview of the formation in the departments of french language at the university in order to study its quality in preparation of future french teacher. The framework of this research is the learning of french language at two universities: the university of Yarmouk and the university of Jordan. The findings of the survey, that is, questionnaire and interview with teachers and students, shows many obstacles in the actual formation to prepare competent teachers. One the one hand, a formation model that promotes lectures of “Liberal Arts” at the expense of lectures in specialization in french language. This model is considered as an obstacle in the progress of students; especially the majority of them are beginners when they start their university education. On the other hand, professional dimensions like courses of didactic of french as a foreign language are little taught in the program. It is also lacking as regards the practice of teaching by the absence of training course in schools that teach french language. A new curriculum was developed to effect an improvement in the quality of this formation to prepare better future teachers of the french language. It aims on the one hand, to strengthen the acquisition of a skill of communication and on the other hand, to strengthen the teaching of language didactics. It focused on four components: content in linguistic and french learning, content in french culture and literature, content in didactic of french as a foreign language and training in french classes
Riachi, Mireille. "Les interactions verbales en classe de français au Liban : analyse des stratégies communicatives d'enseignement et d'apprentissage". Paris 3, 2007. http://www.theses.fr/2007PA030003.
Texto completo da fonteTo ensure intercomprehension and maximize the acquisition of knowledge and “know-how” by students, teacher use teaching strategies that appears by strategies of facilitation, transfer interlingual, request and evaluation. Also, students, to reach a particular communication objective and to resolve an intercomprehension problem, adopt communicative strategies that appear by avoidance strategy, paraphrase, interlingual transfer and explanation request. For this reason we study those strategies and tactics that teachers and students have respectively resort to adjust efficiently their dialogue in theory unequal. Our research aim to analyze verbal interactions in French classroom in Lebanon and specifically teaching and learning communicative strategies. Our study is based on videotaped lessons in publics High schools in Tripoli (Lebanon). Quantitative analysis of teaching and learning strategy allows to emit discursive specificities of verbal interactions in French classroom in Lebanon and to insist on the strategy that is frequently used by teachers and students in the interaction. The clear elements of this observation allow to open a reflection on the pedagogy to be conceived in Lebanese context
Janssen, Bouassida Maike Antje. "Le tunisien arabophone et la linéarisation de l'énoncé en allemand : une étude didactique". Paris 4, 1999. http://www.theses.fr/1999PA040165.
Texto completo da fonteChahine, Aoun Colette. "Performances orales des enfants de trois à six ans dans un contexte de bilinguisme français/arabe au Liban Nord". Paris 7, 2003. http://www.theses.fr/2003PA070010.
Texto completo da fonteIntroduced in 1995 and applied in 1997 for 3 years of testing, the new curricula aimed at promoting the cultural awareness and the acquisition of foreign languages, namely French in the French speaking schools. The objective of this study is to describe and analyse the pedagogical practices of French language teaching/learning in North Lebanon kindergartens, following the restructuring of the Lebanese educational system. The concern is to have a grade 1 bilingual student French - Arabic well prepared to learn different subjects in French, since French is a language of instruction. It is worth wondering about the oral competence of these arabic speaking students who start learning at the age of 3 without any previous knowledge of French. Our study is organized in 3 parts : - The first part introduces the research, with a review of the literature and a presentation of the Lebanese context. - The second part is empirical; it consists of 2 subdivisions: the first one is a comparative study of the student's socio-cultural identity and the teachers' pedagogical practices in two kindergartens; the second one presents an analysis of the students' oral performances. - The third part is a description of the pratical techniques that enable teachers to reach a successful teaching/learning of the French language in the kindergarten
Moussaoui, Kamal. "Implicites idéologiques des manuels de français au Maroc : 1979-1993". Rouen, 1996. http://www.theses.fr/1996ROUEL264.
Texto completo da fonteStarting from several elements found in the proposed texts for the first cycle moroccan pupils, the reconstitution of the didactic and sociological aims shed light on some latent preoccupations. In this thesis, we have shown through many significant examples the values that the french textbooks want to install in those they are adressed to. The fact to make the pupil ingrained in his sociocultural environment does not allow a real knowledge of the civilisation of the target language and consequently contributes to the ignorance of oneself and that of the other
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.
Texto completo da fonteAs 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
Sidi-Hida, Mouna. "L'adaptation cinématographie d'oeuvres littéraires françaises et l'enseignement du français au secondaire au Maroc : constats, enjeux et propositions". Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENL031.
Texto completo da fonteExplore film adaptations of literary works in French class, opens up interesting didactic teaching French. In the case of Morocco, this experience has enabled the implementation of a set of didactic sequences for secondary classes (college and high school). Students learned to reevaluate the scope of each artistic and expressive art. The introductory work on the film through the film adaptation, demonstrated to students the complexity of this particular artistic language. Therefore, the film has acquired the status of an object of knowledge among the components of French courses. Equally, understanding literature through film, rehabilitated the literary language from students instead of being put off by the literature, claiming the complexity of his language, students have discovered in it, the depth of human thought and sometimes even of their own. In this way, they began a long way, to learn how to receive the word and image
Moustapha-Sabeur, Malak. "La voix de l'enseignant et la communication de la langue étrangère : étude des facteurs influents liés au passé et au contexte présent". Paris 3, 2008. https://hal.archives-ouvertes.fr/tel-01255273.
Texto completo da fonteThe present work focuses on teacher’s voice for its implication in the transmission of the oral message, especially when it is produced in a foreign language. We studied the factors that influence the production of the teacher’s voice, in class. In this order, we tried to define the factors from the teacher’s past, as innate or acquired attitudes and performances. Secondarily, we analysed the situational factors as teacher’s intentions communications in situation. This research insists on the way that intonation is a skill, likely to act on the level of foreign language learners. Therefore, the issue is essentially within the framework of research in language didactics at the Sorbonne Nouvelle. The theories, on which we base, relate to phonetics, the psychology and social psychology. The empirical research is based on two types of corpus: the first consists of oral and written produced by a number of Lebanese’s teachers. The second is a transcribed sound corpus, which is in an extract of courses registered in situation given by a Lebanese teacher. Finally, in proposing a research on the role of intonation parameters in the transmission of knowledge, this research hopes to contribute to research in language didactics and pedagogy in general
Khreim, Jean-Marc. "Apport des Technologies de l'Information et de la Communication (TIC) sur la dénativisation d'apprenants arabophones de l'anglais langue étrangère "dans un contexte syrien"". Paris 3, 2008. http://www.theses.fr/2008PA030103.
Texto completo da fonteThis study focuses on research in language learning and the use of ICT. It is based on actionresearch carried out in courses of English as a second language in two language training centres in Damascus (Al Faiha Institute and Al Majmouha Al Arabia). The phonological nativisation process during the acquisition of English as a second language implies a subsequent work which sometimes raises some difficulties that ICT, more precisely multimedia and speech recognition, can contribute to remedy. This thesis presents a phonological remediation work conceived like a coherent set of macro-tasks and micro-tasks. The objective of didactic research is the observation and the description of practices in order to propose, then to experiment with the best adapted approaches, while confronting the theories to the effects that the environment, here the Syrian context, may generate. An example of action-research carried out in Damascus, in several stages, is described in order to adapt the theoretical positions to the local potentialities and to measure the effects of the hypotheses that permitted to elaborate the learning system and the tasks. The conclusion proposes ways of reflection that will be presented in the form of new hypotheses in order to refine the results and to show that it is possible to bring some modifications or orientations that could be adapted to the local situation
Mourier, Frédéric. "Analyse des erreurs de production des voyelles orales du français dans des tâches de répétition et de lecture auprès d’un public d’étudiants-es saoudiens-nes de F.L.E". Electronic Thesis or Diss., Université Clermont Auvergne (2021-...), 2022. http://www.theses.fr/2022UCFAL020.
Texto completo da fonteThis study anchors in the field of pronunciation didactics in French as a Foreign Langage by observing the phonetic-phonological confusions made by Saudi learners. The descriptive approach of the interphonological variation through the constitution of an oral corpus is in accordance with the IPFC project (Detey & Kawaguchi, 2008 ; Racine et al., 2012). The IPFC-Arab project provides studies for different dialect groups (Abou Haidar, 2016), but there are few studies for Saudi Arabic (Al-Shihri, 2002). The protocol for collecting the data is based on the word-list of the IPFC-Arab project. It comprehends 2 tasks (repeating and reading) submitted to 9 subjects with level B1. A French native-speaking reference group is subject to the same protocol. The results enable to compare the speakers groups per tasks to observe the variation zones and the distribution of errors. The results express a tendancy to move along the axis of closeness position
Mati, Naima. "Alterner les codes en contexte didactique algérien : aide ou écueil pour l’appropriation de la langue de l’autre ? Analyse d’échanges alternés entre enseignant de FLE et sujet". Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1007/document.
Texto completo da fonteThis investigation is to re-examine the phenomenon of languages contact in an L2 appropriation perspective in the Algerian context. Through the implementation of linguistic and interactive practices of teachers of French alternating L2 and L1, this research aims to examine the linguistic resources mobilized and their impact on communication and the dynamics of language practices, frameworks for analysis situations of teaching/learning of French as a foreign language (FLE). Joined at the intersection of linguistics, didactics of French as a foreign language, multilingualism and language acquisition, our reflection also aims to identify opportunities for the use of L1 as well as barriers to learning L2. Finally, it will issue to what extent and how Arabic (dialectal and/or classical) and French are involved in interactions in teaching situation. Furthermore, we made the assumption that teachers of French as a foreign language are unaware of theories underlying the use of code-switching itself. Likewise, the current training models do not allow us to reflect on our own teaching activity especially when it comes to the acquisition by the use of another language for the learning or even the appropriation of a foreign language. Particular interest is, however, given to the choice dedicated to Arabic (classical and /or dialectal) in French class, a principal highlighting the linguistic aspect in the construction of multilingual competence. Thus, our global approach presents the language contact as a fact facilitating the appropriation of knowledge in L2. Methodologically, channelling our thinking on this issue and to test empirically our research assumptions, we undertook a study which made possible the collection of data from questionnaires, exploratory interviews and observations of classroom. The needs dealt with centre around representations of the languages involved in Algeria, their practices and code-switching in L2 classroom. And as it seems difficult to think about this subject regardless of our mother tongue, we have noted that, despite some resistance from teachers, dialectal Arabic is de facto present in French class. The L2 learning is further facilitated when the context of teaching is favourable to alternating L1/L2 codes
Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out". Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.
Texto completo da fonteAlqahtani, Salha. "L'acquisition des relatives. : Etude des erreurs commises par des apprenants arabophones saoudiens de français langue étrangère". Thesis, Normandie, 2017. http://www.theses.fr/2017NORMC008/document.
Texto completo da fonteThis research identifies and analyzes the various errors made by Saudi Arabian-speaking learners in the context of relativization. The study is based on a corpus of 1670 relative. Constituted in an institutional framework, this corpus combines written productions obtained in constrained, semi-constrained and more spontaneous uses. The results confirm the fact that relativisation in French is linguistically complex and represents an undeniable difficulty in the course of a learner. Regardless of the relativized function (sujet < OD < syntagme prépositionnel: où < dont < F. Comp), whatever the expected form (quiSU < où < dont < F.comp. < que < qu’) mistakes are numerous. The main difficulties, located at the junction of the matrix and the relative, concern the choice of the required form and the extraction of the preposition. Although the hierarchy of accessibility of Keenan and Comrie (1977) is generally respected (the lowest relativities causing more errors), some data, however, call it into question: the relativization of an oblique seems sometimes more accessible than the relativisation of an indirect object (où OBL appears more accessible than dont OI or the use of an amalgamated form OI or oblique OI). Moreover, the gap between the languages in contact causes errors, due to negative transfers and, in particular, to an indifference between the strategy of the junctor (modern standard Arabic) and the relative pronoun (French) strategy and to the renewal of modalities for selecting the relativiser of modern standard Arabic. We also note a recourse to a universal complementor (transfer of dialectal Arabic?) Sometimes associated with a resumptive pronoun
Al, Haimi Maryam. "L'enseignement de l'imparfait à des arabophones avec médiation de la langue arabe". Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC041.
Texto completo da fonteMany studies have observed the importance and the effect of the mother tongue in foreign language classes, but it has not been fully valued in teaching. In an experimental didactic framework, we examined the use of mediation through the Arabic language among Arabic-speaking learners of French as a foreign language. This study focuses on the acquisition of the imperfect on the functional level, which is always a challenge for teaching/learning. This study focused in particular on the assimilation of the relations of simultaneity between processes that the imperfect may build in context: total simultaneity, partial simultaneity and interruption. Through a knowledge construction device associated with a mediative approach (and without mediation for the control group) as well as initial and final measurement instruments, we observe that the reference to the Arabic L1 can slow down the appropriation of the imperfect, by inducing confusion and causing overuse of the IMP with partial simultaneity and interruption. The main difficulty lies in typical perfective contexts of the passé composé with achievement verbs as well as in atypical imperfective contexts of the imperfect with accomplishment verbs. The experimental group performed notably less well in these two configurations, especially when they were found in a single utterance. We thus conclude that the positive transfer was only very partially effective, probably because it could not be automated in the experimental group
Zaafrani, Riadh. "Développement d'un environnement interactif d'apprentissage avec ordinateur de l'arabe langue étrangère". Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/zaafrani_r.
Texto completo da fonteEl, Youbi Belkacem. "La pédagogie de l'arabe et ses développements sur micro-ordinateur". Paris 5, 1995. http://www.theses.fr/1995PA05H065.
Texto completo da fonteNowdays, pedagogy of Arabic language and the development of its learning strategies on computer supports for a native or foreign public does not make detailed scientific studies. We are involved in this research for a help and a scientifisation of the pedagogy of its language by introducing computer. Our study is made up of three complement ry parts : survey, pedagogie by ordinator and the execution of the software that we called Luqman
Khoury, Maguy. "Pédagogie de l'arabe dans l'enseignement primaire au Liban : approche théorique et pratique". Paris 3, 1988. http://www.theses.fr/1988PA03A010.
Texto completo da fonteThis work aims to present the triple interactions existing between teaching, apprenticeship and linguistic and extra-linguistic environment, in the acquisition of the linguistic tool. By interaction we mean the reciprocal actions and influences which are exercised by the protagonists of the educational activity. So, this work aims to describe and explain the influences we previous ly mentionned. Also it tries to specify two kinds of phenomena: theaching's nature and its pedagogical, sociological and institutional implications in the mental process, which is developped by the subject when elaborating the language grammary. Our major preoccupation can be summerised as following: help-teachers to give a meaning to their daily experiences, then rationalize interactions between teachers and pupils; because "alimentation in energy" is still the best pedagogical way, specially for apprenticeship. In spite of criticisms, teaching remains the best way for learning; it is indispensable, specially when rationalized adequatelly wih apprenticeship. The reflexion is no more a kind of datas which we analis and understand, it's already a way to appropriate theorethical tools which must explain these datas and embrace the whole didactic area
Abou, Haidar Laura. "Variabilité et invariance du système vocalique de l'arabe standard". Université de Franche-Comté, 1991. http://www.theses.fr/1991BESA1014.
Texto completo da fonteWithin the framework of this thesis, we start from a reflexion on the consensual status of the standard arabic language, beyond the present dialectal variations in the arab world. Our aim is to extract parameters that contribute to the structural stability of the arabic language beyond the variability induced by individual or dialectal elements, in order to see whether it is possible to establish tests of vocal audiometry for arabic speaking people, whatever their dialectal origins. To achieve this, we start by explaining the theoretical basis of our approach, that is the problematic of variability and invariance in the process of spoken communication. Then, we highlight the existence of a great phonological and phonetical stability of the arabic language, on the diachronic as well as on the synchronic levels. This enables us to define the material we use for the acoustic analysis, that is the vocalic system of the arabic language within the syllable cvc. We explore the phenomenon of variability and invariance through a comparative analysis of the temporal and spectral structuration of the vocalic system of the arabic language, beyrond the dialectal and individual variability, in significant words of the syllabic structure cvc (long and short vowels), produced by eight arab speakers from different dialectal origins
Suzuki, Elli. "Cultures d'enseignement et cultures d'apprentissage en didactique des langues-cultures : comparaison entre le japonais langue étrangère en France et le français langue étrangère au Japon". Paris 3, 2004. http://www.theses.fr/2004PA030154.
Texto completo da fonteCultural diversity and alterity recognition are part of our everyday lives, particularly so for teachers and learners of culture-language. Communication disruptions may happen in a language classroom too. When facing the other, many questions may arise: in which situations should we take into account cultural specificities ? How can we manage cross-cultural conflicts caused by the gap between “cultures of teaching” and “cultures of learning” ? Would knowing the other’s culture be the key to cross-cultural understanding ? What constitute “cultures of teaching” and “cultures of learning” ? Are teachers aware of their words’ & attitudes’ impact on the culture-language learner’s perception, and on that culture-language’s teaching/learning ? How do teachers and students respond when facing another culture ? How can learners be led to learning autonomy ? All these questions will be dealt with through a comparative enquiry addressing four types of audience: native/non-native teachers and learners of FFL (French as a Foreign Language) in Japan, native/non-native teachers and learners of JFL (Japanese as a Foreign Language) in French higher education. Results of this enquiry’s analysis will show that the distinction between native and non-native teachers is the decisive factor in building “cultures of teaching”, while “cultures of learning” essentially involve emotional factors
Donoso, Herrera Lizeth. "Télécollaboration et développement de la conscience métalinguistique de l'enseignant : analyse d'un projet mené auprès de futurs enseignants de FL2, locuteurs natifs et locuteurs non natifs". Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66859.
Texto completo da fonteRecent studies on teachers’ grammar cognition have underscored the importance of developing teachers’ metalinguistic awareness (Borg, 2003a, 2003b; Andrews 1999, 2006). According to Andrews (2007b), one way to develop it is by making the best use of the oftencomplementary strengths of the language knowledge and skills of native speaker (NS) and non-native speaker (NNS) teachers, i.e., through collaboration between these two groups. In addition, research on telecollaboration in second language (L2) teacher education has suggested that the use of information and communication technologies (ICTs) may enable pre-service L2 teachers to create communication networks to virtually interact on topics related to language (Dooly, 2007; Mok, 2013). However, the development of teachers’ metalinguistic awareness through telecollaboration has been rarely analyzed and, to our knowledge, no study has analyzed the potential of telecollaboration in the development of pre-service French as a second or foreign language (FL2) teachers’ metalinguistic awareness. To fill this gap, a mixed methods study was conducted with the aim of analyzing the influence of a telecollaboration project between a group of pre-service teachers of French as a second language in Quebec, native speakers (NS) and a group of pre-service teachers of French as a foreign language, non-native speakers (NNS) in Colombia. The participants collaborated online for six weeks via two collaborative platforms: Google Docs and Wiggio, performing tasks related to the analysis and correction of FL2 student errors. The research questions that guided our study are the following: 1) What is the participants’ grammatical and metalinguistic knowledge, as measured by a test, before and after their participation in the proposed telecollaboration project? 2) Examined from the Activity theory perspective, does the proposed telecollaboration project promote the development of the teachers’ metalinguistic awareness, in its declarative and procedural dimensions? If so, in what way? 3) How do participants in this study perceive their participation in the telecollaboration project in terms of its objectives and outcomes? The data collected came from five main sources: a metalinguistic test administered before and after the project, online participant observation, the collaborative or individual documents produced as part of the online exchange, a questionnaire and interviews. The main findings were the following: (1) The pre-service FL2 teachers significantly improved their declarative knowledge of grammar after their participation in the project. In regards to procedural knowledge, all participants showed different degrees of improvement, depending on three main factors: a) their own involvement and that of their national and international peers in the tasks related to the project; b) the group dynamics, and c) the use and appropriation of the proposed technological tools. (2) Drawing on the perspective of Activity Theory (Engeström, 2001; Leontiev, 1979), analyses of three case studies showed that this project allowed participants to become aware of their own level of metalinguistic knowledge and of the importance of grammar in L2 teaching. (3) Findings also showed that the participants from Colombia and Quebec found that the project allowed them to improve their ability to identify, analyze and correct learners’ errors; to sensitize them to some common FL2 learner errors; to learn how to explain some grammatical structures; and to search for grammatical information. Finally, it can be concluded that telecollaboration between NS and NNS pre-service teachers, meet the claims of the sociocultural turn in second language teacher education (Johnson, 2006, 2009).
Ould, Mohamed Mahmoud Mohamed Lemine. "L'enseignement de l'arabe aux non-arabophones en Mauritanie : spécificité et perspectives didactiques : 1967-2000". Lyon 3, 2004. http://www.theses.fr/2004LYO31019.
Texto completo da fonteSidi, Mohamed Ould Hademine. "Socio-pragmatique des interactions et didactique des langues : l'arabe aux non-arabophones en Mauritanie : quelques propositions pour l'enseignement supérieur". Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/ould-hademine_sm.
Texto completo da fonteStarting from the observation that a large majority of Mauritanian students of black African origin who have followed pre university studies in the so called bilingual system where, in addition to French as the main teaching language, instruction is also carried out in Arabic as a compulsory and complementary second language and to which a substantial number of hours are devoted, it can be observed these students often arrive at university without a sufficient level in Arabic to be able to follow the courses given in this language. The methodology consisted firstly to review of the current situation; and this has been done through a brief historical presentation, an analysis of the institutions involved and a questionnaire survey. Once this diagnostic had been done, different techniques and approaches were investigated with the aim of making this type of teaching efficient, so that bilingual French Arabic teaching can become an effective reality. To be able to do this, the hypothesis has been taken that to be efficient, the teaching of a foreign language must envisage the language as a useful and practical communication tool. This implies that language consists above-all of a certain number of linguistic tools which native speakers employ in verbal interactions and which allow them not only to express their feelings, to communicate with other, to influence their attitudes and behaviour etc. , but also to manage interpersonal relations and social dynamics. In conclusion, the study investigates various methods of learning to communicate, using the very same methods as the educated native speakers, at the same time as giving priority to the linguistic needs of the learners as determined by the institutional demands of official teaching which are directed exclusively towards the literary Arabic forms (glosses). Thus, the proposition to design, as a preferred didactic teaching aid, oral texts in literary Arabic based on current phrases that are commonly used in daily communication; and using the model of "real" verbal interactions
Sarraj, Jamel. "Didactique des langues-cultures (arabe, anglais, français) et contexte sociolinguistique dans les monarchies du Golfe Arabique". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030008.
Texto completo da fonteEver since ancient times, civilizations have passed on the flame of knowledge and modernity. Ideas and knowledge circulate among communities by means of language. Today, the English language is the lingua franca in several communities. But the diversity of language enriches experience and inventions and also conveys world visions and different points of view. The contact of language imposes the situation of dominant language and dominated language, hence problems of identity claims and of social-economic tensions. This research defines the status and the role of the Arabic language, the official language and identity of the CCG countries, where there is an important foreing population. It also analyses the causes of identity claims of Arab populations in a social-economic and international context and describes the facts, that have favored the domination of the English language in a context of cultural Arab tradition. The different situations of teaching/learming have made it possible to use various educational manuals, different methods and have confronted me with a wide variety of didactic, pedagogic, linguistic and cultural difficulties
Jalaly, Az-Eddine. "Pour un enseignement communicatif de l'arabe marocain : recherche et application dans l'enseignement aux adultes". Paris 3, 1995. http://www.theses.fr/1995PA030078.
Texto completo da fonteDiscussions in the field of social sciences have formed the basis of the development of foreign language teaching theory. The communicative approach is one example of this tendency. Today, the essentials, once acquired, guarantee a systematic approach to resolving problems. There are only a few languages that benefit from this evolution. The teaching and learning of other language largely depends of the teacher's inclination. This is certainly true of arabic and particularly true of the moroccan dialect which is composed of several regional and social speech varieties (usually unwritten) and its teaching often entails numerous problems. Studies have shown that most students prefer to communicate in everyday life, and that a traditional approach based on grammar and translation is inadequate to satisfy this demand. Nevertheless the transition to an alternative approach has proved difficult due to the specific institutional setting where the experiments were conducted. Didactic theory should not be reserved for a few priviledged languages. What is gained in economic depth (in publishing only in english for example) is lost in academic breadth. With a larger audience, certain aspects could be treated much more rigorously
Krafess, Souad. "Linguistique contrastive, interlangue et traitement de la faute chez des locuteurs marocains : pour une grammaire de l'enseignement marocain". Paris 5, 1987. http://www.theses.fr/1987PA05H124.
Texto completo da fonteThis study tries to put the emphasis on the necessity of considering the mistake and the pupil in the learning mainly of a second language. To substitute for a pedagogy that aims at avoiding the mistake, a pedagogy that valorizes it, is apparently to place the pupil in the center of the learning and suggest him from the observation of his temporary realizations, the level fit for his possibilities of assimilation of the new datum and suggest him the contents responding to his needs. The written corpus which provided the material of this study is picked up in the three classes a bilingual Moroccan high school. It concerns Moroccan pupils whose mother tongue is the Moroccan Arabic and who learn French as a second language. They have already got an acquirement in the French language which they have learnt for two years at the primary school and during four years at the secondary school, but some mistakes are tenacious and persist even at the end of the learning. The analysis of the mistakes, which seemed important to us, revealed on the one hand typical mistakes of arabophones (interferences) and on the other hand common mistakes which can also be made by francophones or hispanophones or those speaking another mother tongue. The first ones appear at the light of a contrastive of Moroccan Arabic and French. The second ones originate from a contamination of the written French by the spoken French, or just by the stragegies formulated by the pupils in the system appropriation process of the second language. Series of exercises are annexed to the corpus. Structural exercises are presented as a handling of phonological, morphological and syntactic mistakes. Some models of exercises of initiation to the registers of the language show that the norm loses its rights once the institution is stepped in, and that the spoken uses depending on the different situations are more revealing of the function of the language communication and of its dynamics
Rezai, Valysseh Nourbaha Massoumeh. "L'évolution du français et de son enseignement en Iran". Paris 3, 2006. http://www.theses.fr/2006PA030036.
Texto completo da fonteStudying 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
Cooman, Jean-Noël. "L'implication des représentations sociales dans la gestion des formations plurilingues et pluriculturelles au Honduras". Antilles-Guyane, 2010. http://www.theses.fr/2010AGUY0323.
Texto completo da fonteThis research aims to investigate the plurilingual and pluricultural education process of language teachers, translators- interpreters and professionals in the tourism sector in Honduras (and by extension in the Central American region). The principal issue in this study consists of identifying in which way and under which conditions a plurilingual conscience could emerge in Honduras and the region in a nearby future, enabling to conduct a plurilingual and pluricultural education. This conscience concerns and embraces not only learning and teaching in mother tongue (in Spanish or in different vernacular languages like Miskito and Garifuna in the north of Honduras), but also in foreign languages, English being the most extensively used in Honduras and in the region, followed by French. In view of establishing plurilingual education processes, this research (project) will consist, in a first phase, in analyzing the representations of the different social actors implied, in order to focus subsequently on the implementation of construction processes of plurilingual, pluricultural (and – identity) competences
Amargui, Lahcen. "Problèmes de transposition du sens de l'arabe au français langue étrangère, chez les élèves de fin d'études secondaires au Maroc". Paris 5, 1987. http://www.theses.fr/1985PA05A077.
Texto completo da fonteSoltani, Akima. "Enseignement / apprentissage de l'arabe destiné aux enfants nés en France : enjeux identitaires, sociolinguistiques et didactiques". Thesis, Angers, 2017. http://www.theses.fr/2017ANGE0062.
Texto completo da fonteLearning the Arabic language in Muslim associative schools has for years become a deeply rooted tradition in the French scenery. Indeed, the law of 1901 had favored places of worship in France, leading to the emergence of several associative entities. However, one can note a lack of guidance and methodology in the teaching and learning of Arabic in these associations. The present thesis proposes an empirical study on the realities of learning Arabic within these religious associations and aims at remedying the shortcomings encountered in this context. Our approach consists in examining the situation by identifying the constraints (diversity of the population, Learners' mother tongues ...) and determining the desired objectives, for the purpose of proposing an alternative that meets the expectations of the parents and allowing the children from different origins, who were born in France, to access the Arabic language via an effective method. This latter suggests to combine several approaches to plurilingualism which favor the use of first languages in the classroom and draw on learners' previous knowledge. After studying and analyzing the results obtained from the various external players (parents, teachers, etc.) and through our involvement in the association "Parents’ Social Committee and Friends of Muslim Learners at Lyon5e» We have been able to develop a didactic manual "contextualized" entitled: "I speak French and I learn Arabic". Setting this manual has shown the possibility and even the necessity of using the didactics of plurilingualism, which has been adapted to this field by bringing it into line with the standards of the CEFR (Common European Framework of Reference)
Drach, Margaret. "Principes guidant l'élaboration d'une méthode d'enseignement du français oral pour des étudiants anglophones". Paris 3, 1990. http://www.theses.fr/1990PA030082.
Texto completo da fonteAny method of teaching french to english speakers has to take into account the following fact: the speech characteristics of french in what conceras articulations, syllabifications, and stress and intonation patterns are at the antipodes of those of english. It is therefore accessary for the english speaking student to undergo a total re-education in regard to his auditory perception and promunciation habits if he is to understand and make himself understood by native speakers of french. Yet this necessity is almost totally ignored by most textbooks of french, the systematic teaching of pronunciation being left to specialized courses generally requiring two years of french as a prerequisite. The thesis presents a method of teaching spoken french, based on a phonological progression, which provides, from the start, systematic training in the characteristics of spoken french (such as linking, open syllabification, group stress, typical intonation patterns, etc. ) and teaches the french phonoligical systeme explicitly and in its own right, on a par with vocabulary and grammar
Ferreiro, Noémie. "Propositions pour une didactique de l'espagnol oral : de l'expression dirigee a la conquete de l'autonomie communicative". Toulouse 2, 1989. http://www.theses.fr/1989TOU20004.
Texto completo da fonteThe teaching of oral spanish within a vocational university cursus must be structured in such a way as to satisfy communicative objectifs. This approach used stats with a description of the students and the definition of the objectifs. It presents the teaching materials used and their application in class. It also include a system of evaluation which is consistent with the hole work
Wilkinson, Jane. "L'anxiété langagière chez les locuteurs d'anglais de niveau universitaire selon le programme d'apprentissage du français langue seconde préalablement suivi". Master's thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/22440.
Texto completo da fontePastor, de de La Silva Raquel. "Le discours de la médiacritique d'art et sa compréhension : analyse comparée de la situation français langue étrangère et espagnol langue maternelle". Besançon, 2004. http://www.theses.fr/2004BESA1037.
Texto completo da fonteThis research deals with the issue of reading comprehension of art media review in french of spanish-speaking readers. The starting theoretical assumptions attempt to prove that the updating of a text is done by a socially and historically situated receiver. From the methodological point of view, the research analyses the university student´s discourse (in his/her foreign language and mother tongue) in two reading situations in the academic context. The writer´s aesthetic judgement´s reference has been the chosen variable to carry out the experimental part. The points underlined and the reader's oral statements have been specially considered to analyse the reader´s discourse genre distinctive qualities as well as the steps he follows to communicate aesthetic knowledge. The results obtained have allowed us to determine the incidence of textual genres in the development of the reader-writer relationship. From the pedagogic point of view, these types of results, which are able to be compared both in foreign language and mother tongue, allow transfer and open the way to foreign language teaching remedial work activities
Payre-Ficout, Coralie. "L'apprentissage du prétérit et du présent perfect dans le cadre scolaire : étude extensive chez les apprenants francophones du secondaire et des étudiants du supérieur". Grenoble 3, 2007. http://www.theses.fr/2007GRE39051.
Texto completo da fonteThis thesis focuses on the acquisition of the simple past and the present perfect by French second language learners. The central issue underlying our research was to investigate the difficulties encountered by the learners and their possible causes. The analyses and the results are based on written data collected from various sources: free text writing, two experimental translation studies, a sentence completion task and a study which aims to measure the French learner's capacity to distinguish the two values of the passé composé. During our research, we also observed the influence of some factors such as the frequency of the English verb and the tense of the French verb. The observation of the learners' errors shed light on two opposite tendencies in correlation with the tasks undertaken. The learners produce lots of compound verbal forms (have play) when they have to do free-text writings or when they have to translate French verbal forms into English. These kinds of tasks seem to induce them to transfer the use of the French past forms into English. The learners use morphology and the distinction between compound and simple forms as a unique reference point. On the contrary, when the learners are faced with a completion task, another tendency appears which consists of the production of simple verbal forms (play). The results of the task in which we investigated the French learners' capacity to distinguish the two values of the passé composé suggest that the difficulties linked to the transfer of French compound tenses may be resolved by the teaching of these two values
El, Shafey Ezzat. "Codes linguistiques et alternance de codes chez les immigrants égyptiens en France". Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL071.
Texto completo da fonteThis thesis analyses for the first time the language practices of the growing community of Egyptian immigrants in France. The morphosyntactical analysis is made in the framework of insertional theory Matrix Language Frame of Myers-Scotton (1993, 1997 and 2000). We find that the Egyptians of the first generation resort to code switching without realizing it or recognizing it while those of second generation are aware of the linguistic characteristics of the language contact. Furthermore, the Egyptian woman, with her role of maintaining Arabic with her children, finds her femininity in learning French and therefore she plays an important role in the practice of code switching within the family. The reasons of the code switching in the Egyptian community are varied, for example, the quotation or the reported speech ; the designation of an interlocutor by integrating into a group an interlocutor kept apart ; the humor that particularly characterizes the Egyptians of the first generation ; the spontaneity and the precision by opting directly for the most immediately available lexeme even if it is in a different language than the rest of the communication. Our informants of the first generation use morphological procedures to simplify the use of French words having sounds that don’t exist in Egyptian Arabic or those that consist of more than three syllables. We use the characteristics of this language contact to help Egyptian students newlly arrived to succeed in their schooling and integrate into the French society through the mastering of French language
Putsche, Julia. "Spracheinstellungen von Grundschülerinnen und Grundschülern in einer Grenzregion : qualitative Untersuchung in zwei paritätisch unterrichteten ersten Klassen mit Zielsprache Französisch". Strasbourg, 2010. http://www.theses.fr/2010STRA1058.
Texto completo da fonteThis thesis (written in German) is about language beliefs of very young learners in Germany (Kehl) which are in a bilingual class (German – French). In our work, we analysed the language beliefs and attitudes and their evolution during the period from September 2008 to july 2009. The thesis shows the children’s language attitudes and beliefs and the influence of school (teachers), their family (parents) and their social life (friends). The geographic situation (boarder region) and its impact on the attitudes and beliefs are also analysed. The main results of this work show that, different language attitudes and beliefs are possible. They are influenced by what is happening at school and the private life of the children and their families. Children between 6 and 7 years are able to have a kind of “competences transfrontalière” which means that they are able to know and understand cultural aspects of he neighbour country. The attitudes and beliefs of the parents and teachers have an important influence on the attitudes and beliefs of the children
Kim, Jin-Ok. "Étude des verbalisations métalinguistiques d'apprenants coréens sur l'imparfait et le passé composé en français". Paris 3, 2003. http://www.theses.fr/2003PA030122.
Texto completo da fonteThis study aims to observe three Korean learners' conceptualization of two French tenses, passé composé and imparfait. The metalinguistic verbalizations with fill-in type of question were collected twice in a 2 years and 8 months interval. The analysis lies in checking referred learners' categories in their conceptualization of the two tenses, and their cognitive reasoning process. It was found that they refer to temporal, aspectual, discursive and idiosyncratic notions. Some categories seem already acquired with their native language or "naturally" (e. G. Lexical aspect, perfect aspect, duration). But most of the categories didn't acquire effectiveness during the observation period. Zero degree or partial acquisition of three relevant categories (boundary marking, inclusion relation, imperfective aspect) seems to show that abstraction by conscious induction turns out to be necessary
Sun, Ji-li. "L'acquisition de la temporalité par les apprenants sinophones de français langue étrangère et par les apprenants francophones de chinois langue étrangère". Paris 3, 2006. http://www.theses.fr/2006PA030006.
Texto completo da fonteThis study bears on the acquisition of temporality (tense and aspect) by Chinese learners of French L2 (FLE) and French learners of Chinese L2 (CLE). We observe, in their oral narratives, the development of verbal morphology and aspectual particles in their L2. The results reveal how learners conceptualise the same events and how they express them in a foreign language, typologically distant from their L1, the evolutive part and the resistant part in the acquisition process, and the influence of the learning context
Graba, Fadhila. "Les étudiants initialement de formation littéraire et l'explication de leur niveau de réussite dans deux disciplines insérées à leur formation, au cycle secondaire, l'arabe et le français (Alger)". Paris 5, 1988. http://www.theses.fr/1988PA05H020.
Texto completo da fontePaiva, Marlene Campos de. "L'enseignement de la culture courante en FLE au Brésil, à Goiânia à travers les ateliers de culture courante". Paris 3, 2003. http://www.theses.fr/2003PA030053.
Texto completo da fonteThis work tells about the learning-teaching of french language-culture in Brazil. I tried to answer the following questions: Learning french language-culture, why and how ?, Teaching French daily culture, why and how? In order to answer these questions, I took the point of view of the "Didactologie" of Languages and Cultures and I used the educative categories of the conceptual/matricial apparatus of reference developped by Robert Galisson. My first part talks about the context; my second part explains the conditions of the ground, the third studies the daily culture (why and how to teach it?). The fourth part shows my action proposition on the ground : the works of daily culture
Aquino, Garcia Ofelia Elena. "Dysfonctionnements et difficultés d’apprentissage des déterminants possessifs français chez les apprenants hispanophones (Cas de figure des apprenants mexicains)". Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00562498/fr/.
Texto completo da fonteThis research focuses on dysfunctions and learning difficulties and manipulation of French possessive determiners facing the Hispanic community (specifically the Mexican community) when learning of the ELF. Based on research on interlanguage and constructivist models giving the error status much more positive than before, this study traces, within the four chapters, the various steps taken, first, to better identify and analyze problems written and oral learners and secondly to achieve structure, based on the analysis performed, the path best suited to overcome the various difficulties encountered. The analysis based on a diagnostic evaluation allows us to explore and verify the degree of impact of various assumptions associated with dysfunction and difficulties in the use of possessive determiners in L2
Himeta, Mariko. "Le paradoxe de la francophilie japonaise : représentations des enseignants et des étudiants de français au Japon". Paris 3, 2006. http://www.theses.fr/2006PA030021.
Texto completo da fonteFrom the early days of the relationship between France and Japan, the Japanese representations of France and the French have never been negative. They could even be considered favourable. However, this “Francophilia” is not synonymous with a desire of coming closer – admiring France from a distance, as if through a window, seems quite enough. Nowadays, Japanese students starting a French course, as worthy heirs of this paradoxical Francophilia, see French language as an instrument of social distinction in their own country, rather than a means to make contact with French-speakers. But does teaching French contribute towards dispelling the glass wall that students may build between the target culture and themselves? Besides, do foreign languages teachers not feel torn these days between their awareness of the importance of a cultural dimension within their teachings, and the absence of consensus about its definition ? Through observing how Japanese students' representations can evolve, and analysing interviews of their teachers, this study brings to light the influence of personal representations from teachers onto those of the learners. Reflection then focuses on the teacher's role in the cultural dimension, as well as on this question : Should we go beyond paradoxical Francophilia ?
Alhoti, Shatha. "Formalisme TAG pour l'arabe en vue d'applications didactiques et implantation web". Besançon, 2010. http://www.theses.fr/2010BESA1032.
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