Literatura científica selecionada sobre o tema "Français (langue) – Étude et enseignement – Comores"
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Artigos de revistas sobre o assunto "Français (langue) – Étude et enseignement – Comores"
Catania, Matteo Michele. "Réalité et identité régionales. Analyse des discours épilinguistiques sur le français et l’occitan dans la province toulousaine : le cas de Gaillac". SHS Web of Conferences 191 (2024): 02013. http://dx.doi.org/10.1051/shsconf/202419102013.
Texto completo da fonteGuertin, Monelle. "Variation sociophonétique dialectale et stylistique : quelle est la langue cible en français langue seconde à Montréal ?1". Arborescences, n.º 7 (22 de agosto de 2018): 67–89. http://dx.doi.org/10.7202/1050969ar.
Texto completo da fonteMoulvino Nsimba Luanzambi Vuvulau, Moulvino. "Importance des matériels complémentaires sonores pour enseignement/apprentissage de l’oral dans le manuel scolaire". Revue du Centre de Recherche Interdisciplinaire de l'Université Pédagogique Nationale 96, n.º 1 (3 de junho de 2023): 87–103. http://dx.doi.org/10.62362/xibm6457.
Texto completo da fonteJezak, Monika, e Russell de Haan. "Enseignement par tâche en milieu d’immigration francophone au Canada : pratiques déclarées et perceptions des enseignants de français langue seconde". La Revue de l’AQEFLS 33, n.º 1 (16 de setembro de 2021): 28–34. http://dx.doi.org/10.7202/1081267ar.
Texto completo da fonteGuimarães, Felipe Furtado. "L’INTERCOMPRÉHENSION POUR LA PROMOTION DE LA LANGUE FRANÇAISE DANS L’INTERNATIONALISATION DES UNIVERSITÉS BRÉSILIENNES". Trabalhos em Linguística Aplicada 60, n.º 1 (abril de 2021): 203–16. http://dx.doi.org/10.1590/010318138270211520201103.
Texto completo da fonteGarcía Fernández, Antonio. "enseignement des structures préfabriquées en français langue étrangère à travers une approche actionnelle". Anales de Filología Francesa, n.º 29 (24 de novembro de 2021): 249–65. http://dx.doi.org/10.6018/analesff.481991.
Texto completo da fonteJoan Casademont, Anna. "Types d’erreurs chez des francophones qui apprennent le catalan dans un examen du niveau B1 (Seuil)". Íkala 25, n.º 2 (5 de fevereiro de 2020): 417–33. http://dx.doi.org/10.17533/udea.ikala.v25n02a11.
Texto completo da fonteTaïf, Soufiane. "Enseignement de l’arabe au Maroc, enseigner l’arabe en France : réciprocité et enjeux diplomatiques dans les relations culturelles franco-marocaines". Outre-Mers N° 418-419, n.º 1 (12 de setembro de 2023): 143–62. http://dx.doi.org/10.3917/om.418.0143.
Texto completo da fonteMady, Callie, Katy Arnett e Stephanie Arnott. "Learning More about our Learners: Comparing the Orientations and Attributes of Allophone and English Speaking Grade 6 FSL Learners". Alberta Journal of Educational Research 64, n.º 1 (2 de maio de 2018): 55–69. http://dx.doi.org/10.55016/ojs/ajer.v64i1.56468.
Texto completo da fonteRuiz de Zarobe, Leyre. "conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico ." Anales de Filología Francesa 28, n.º 1 (23 de outubro de 2020): 599–626. http://dx.doi.org/10.6018/analesff.425141.
Texto completo da fonteTeses / dissertações sobre o assunto "Français (langue) – Étude et enseignement – Comores"
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.
Texto completo da fonteYoussouf, 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.
Texto completo da fonteThe 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.
Texto completo da fonteBy 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.
Texto completo da fonteHow 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.
Texto completo da fonteThe 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.
Texto completo da fonteThis 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.
Texto completo da fonteCao, Yanyan. "Enonciation et Français Langue Etrangère". Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20008.
Texto completo da fonteChinese 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.
Texto completo da fonteHuynh, Thanh Trieu. "La complexité syntaxique de français". Rouen, 1998. http://www.theses.fr/1998ROUEL320.
Texto completo da fonteLivros sobre o assunto "Français (langue) – Étude et enseignement – Comores"
Lisle, Isabelle de. Français: 6e. Paris: Hachette Education, 2012.
Encontre o texto completo da fonteCaglar, Pascal. Français, première. Rosny-sous-Bois: Bréal, 2002.
Encontre o texto completo da fonteHalté, Jean-François. La didactique du français. Paris: Presses universitaires de France, 1992.
Encontre o texto completo da fonteAlberta. Alberta Education. Language Services. Le français à l'élémentaire: Guide pédagogique : français-- langue maternelle, 2e cycle. Alberta: Le Ministère, 1988.
Encontre o texto completo da fonteAlberta. Alberta Education. Language Services. Le français à l'élémentaire: Guide pédagogique : français-- langue maternelle, 1er cycle. Alberta: Le Ministère, 1987.
Encontre o texto completo da fontePainchaud, Gisèle. Le syllabus langue. Winnipeg, Man: Association canadienne des professeurs de langues secondes, 1990.
Encontre o texto completo da fonteBourque, Francine. Cadre conceptuel des programmes de français à l'élémentaire: Lignes directrices : français-immersion. [Edmonton]: Alberta Education, Language Services, 1987.
Encontre o texto completo da fonteBourque, Francine. Cadre conceptuel des programmes de français à l'élémentaire: Lignes directrices : français-langue maternelle. [Edmonton]: Alberta Education, Language Services, 1987.
Encontre o texto completo da fonteNiquet, Gilberte. L' enseignement du français dans le premier cycle. Paris: Hachette, 1986.
Encontre o texto completo da fonteAlberta. Alberta Education. Language Services. Le français à l'élémentaire: Guide pédagogique : français-- immersion, 2e cycle. Alberta: Le Ministère, 1988.
Encontre o texto completo da fonte