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Статті в журналах з теми "Français langue étrangère – Didactique"
Chiss, Jean-Louis. "Débats dans l'enseignement/apprentissage de la grammaire." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 13 (April 9, 2022): 5–16. http://dx.doi.org/10.26034/la.cdclsl.2002.1808.
Повний текст джерелаMoreno Blanco, Juan. "La langue/culture française et ses filiations par affinité: introduction à une étude de cas." Lenguaje 35, no. 2 (December 20, 2007): 241–56. http://dx.doi.org/10.25100/lenguaje.v35i2.4858.
Повний текст джерелаSoler, Alba Arenas, and Aina Monferrer-Palmer. "Enseigner une langue étrangère par le biais de chansons:." Scripta 27, no. 60 (December 21, 2023): 249–77. http://dx.doi.org/10.5752/p.2358-3428.2023v27n60p249-277.
Повний текст джерелаDelahaie, Juliette, Laurence Rouanne, and Emmanuelle Canut. "Les verbes recteurs faibles dans l’expression de l’opinion en français et en espagnol." Travaux de linguistique 84-85, no. 1 (July 25, 2023): 131–57. http://dx.doi.org/10.3917/tl.084.0131.
Повний текст джерелаÁlvarez Correa, Emilce, and Juliana P. Lianes Sánchez. "Quand l'enseignement des langues étrangères s'intéresse a la bioethique." Interacción 13 (October 1, 2014): 29–36. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2271.
Повний текст джерелаPogačnik, Vladimir. "Grammaire et enseignement du français, 1500-1700. Édité par Jan de Clercq, Nico Lioce, Pierre Swiggers; Monographie publiée par le Centre international de dialéctologie générale (Louvain) ; Peeters, Leuven-Paris-Sterling, Virginia, 2000, XXXIV+671 pp. (Or." Linguistica 44, no. 1 (December 1, 2004): 172–73. http://dx.doi.org/10.4312/linguistica.44.1.172-173.
Повний текст джерелаRobin, Jésabel. "Ni Schulfranz. ni LCO… Quelle didactique pour les langues familiales quand elles sont « langues étrangères » ?" Babylonia Journal of Language Education 1 (April 23, 2023): 40–45. http://dx.doi.org/10.55393/babylonia.v1i.237.
Повний текст джерелаAzzi, Siham, and Souad El Yazidi. "Le reconditionnement de la perception dans un processus audio-phonatoire corrigeant le segmental par le suprasegmental : cas de la correction du son [y] chez l’apprenant marocain du fle." SHS Web of Conferences 78 (2020): 09005. http://dx.doi.org/10.1051/shsconf/20207809005.
Повний текст джерелаJeanneret, Thérèse. "Structures grammaticales et constructions préfabriquées, quelques enjeux didactiques." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 13 (April 9, 2022): 37–49. http://dx.doi.org/10.26034/la.cdclsl.2002.1810.
Повний текст джерелаGajos, Mieczysław. "Boire et boissons en classe de FLE." Acta Universitatis Lodziensis. Folia Litteraria Romanica, no. 14 (December 30, 2019): 181–93. http://dx.doi.org/10.18778/1505-9065.14.17.
Повний текст джерелаДисертації з теми "Français langue étrangère – Didactique"
Cunha, José Carlos Chaves da. "Pragmatique linguistique et didactique des langues : application au français langue étrangère." Toulouse 2, 1990. http://www.theses.fr/1990TOU20005.
Повний текст джерелаStarting 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
Albano, Mariangela. "Les expressions figées en didactique du français langue étrangère." Thesis, Paris 3, 2020. http://www.theses.fr/2020PA030008.
Повний текст джерелаIn this PhD thesis, we present the results of an experimental research on 150 Italian-speaking adults studying French in the university context: the Catholic University of the Sacred Heart of Milan, La Sapienza University of Rome and the University of Palermo.The aim of this study was to contribute to the analysis of the semantic processing of lexicalization and to the didactics of phraseology in French as a foreign language.We have thus been able to advance and verify hypotheses explaining the process of lexicalization in order to give, on the one hand, tools to teachers for its didactisation and, on the other hand, means for learners for its appropriation. This work allowed us to better understand the identification and processing of different types of phraseologies, to identify and analyze translations and translation errors produced by students.To do this, we submitted two questionnaires: the first one, called "self-assessment" questionnaire, was intended to better understand our sample.The second questionnaire, called "Expressions", focused on the treatment, translation, and comprehension of seven phraseological constructs using eight exercises inspired by phraseodidactics and cognitive semantics, including construction grammars approach, conceptual metaphor and motivation approach
Wullen, Marie-Laure. "Hypertextes, multimédia et hypermédia en didactique du français langue étrangère." Rouen, 1996. http://www.theses.fr/1996ROUEL247.
Повний текст джерелаTo 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
Salhi, Sonia. "Mythes et légendes dans la didactique du Français langue étrangère." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20052/document.
Повний текст джерелаThis research is registered in the outline of myths didactics in classes of French taught as a Foreign Language. It examins the different problems encountered while dealing with myths in classes of FFL in Tunisia. It in fact, goes round three big axes of research. The first axis is about the theoretical plan which is linked to the mythical categories and their stakes whereas the second axis consists in catching the eye on the privileged status of myths in Tunisian official programs. It renders an account of their exploitation in classes practices via a learning module in the third form programm. The third axis sets out the results of a research in progress so as to take out the representation that pupils make of a mythical literary text and the difficulties set against the reception of such genre of account. This research leads to a programm of studies and didactic propositions which role is to make yougesters aware of the importance of a literary text including a myth, act against their representations so as to help in protecting the universal cultural patrimony and the improving of the quality of the Tunisian academic system
Nuchèze, Violaine de. "Interactions et didactique d'une langue-culture étrangère : approche ethnopragmatique du français langue etrangère." Grenoble 3, 1989. http://www.theses.fr/1989GRE39004.
Повний текст джерелаWithin the framework of the learning of a foreign language (the foreign language being french), in the country of the target-language, this study proposes to analyse the various interactions between speakers from distinct cultural areas and to compare them together in order to isolate certain inter-ethnic communication's characteristics in the field of interaction routines and discursive strategies, then to draw from it some kind of lessons concerning teaching, training and research programs within the overall general subject of the teaching of languages
Ngo, Thi Thu Ha. "Argumentation et didactique du français langue étrangère pour un public vietnamien." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20042/document.
Повний текст джерелаThe aim of this dissertation is to improve the teaching of argumentation in classes of French as a foreign language in Vietnam. The study is based on the assumption that the Vietnamese students are influenced by a particular culture where authority is very important; therefore the difficulties in participating to argumentative discussions are attributed to inhibitions produced by a complex system of authority. In this perspective, expressing and taking on a disagreement in an academic context marked by authority and consensus, is never so simple. Similarly, knowing when and how to use or criticize the argument of authority in an argumentative conversation is supposed to be difficult.This dissertation is structured in four parts. The first is based on the methodological principle that to teach argumentation in French as a foreign language we have to teach the argumentation as a general language as well as the ability to argue in one’s mother tongue, here Vietnamese. The second part is devoted to study the argumentation language in a contrastive perspective French / Vietnamese. We have translated in Vietnamese words and expressions which are, although basic, difficult to understand for our students. The third section focuses on study of authority and reasoning by authority. We tried to explain why the Vietnamese are "soft" in interaction while reflecting the predominance of "preference for agreement" in Vietnamese. We have extensively analyzed a disputed issue on the exploitation of bauxite in Vietnam. This analysis aims both to demonstrate the intensity of the arguments in contemporary Vietnam, and, on the other hand, it lays the foundation for the fourth part of the dissertation. This last part develops teaching units on various topics of current interest (e.g. cloning), is to propose a new approach to teaching argumentation in French as a second language, grounded in the necessary appropriation of argumentative contents and casting doubt on the too famous “Vietnamese passivity”
Gruca, Isabelle. "Les textes littéraires dans l'enseignement du français langue étrangère : étude de didactique comparée." Grenoble 3, 1993. http://www.theses.fr/1993GRE39022.
Повний текст джерелаLiterature 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
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.
Повний текст джерелаCultural 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
Lemeunier, Valérie. "La notion d'affectivité dans une perspective de didactique du français langue étrangère." Paris 3, 1994. http://www.theses.fr/1994PA030092.
Повний текст джерелаIf education does not systematically reach its aims, it is because it does not take into account the essence and the exi of human beings. The ideology transmitted by the greatest pedagogues, from the beginning to the present, focuses on the notions of freedom, equality, identity and affectivity. Nevertheless, these notions remain in the theorie field. Even th teachers, and more especially those of french as a second language, are neglected by the state power, it is expected of to solve social problems. School failure is increasing because obstacles to teaching learning are becoming more and more important. To be a teacher becomes sacerdotal, then one can question the origins of such a vocation. No doubt that teach general. Affectivity and the lack of affectivity outline the parts a professor is willing to play, parallel to the funct imposed by the profession itself. At all times, by any means, students have learnt french. Methodological evolution does not provide better results by itself ; however it guarantees the adequacy between the techniques of teaching and the evolution of society itself. The inaccuracy which can sometimes be noticed between school and society comes from a certa lack of concerns for the necessity of methodological diversity. Now it happens that publics are plural. Pedagogic evolut must make a point in following social evolution. The method focused on the student and his her sociocultural surrondings imposes itself more than ever when the public claims its diversity. This makes it necessary to take into consideration t affective dimension. The reasons for motivation and demotivation are diverse and are closely linked to the affective parameter
Lipenga, Allan. "Considérations curriculaires en didactique du français langue étrangère : le cas du Malawi." Paris 7, 2001. http://www.theses.fr/2001PA070039.
Повний текст джерелаIn the formulation of an educational program, the defining of aims and objectives underlying the program is a prerequisite. These aims and objectives are indispensable not only in determining the effectiveness of the program but also in determining its content, the teaching methods and materials to be adopted as well as the evaluation techniques. However, an analysis of French teaching of Malawi indicates that this process seems to have been overlooked at the time of its introduction in the curriculum. As such, the objectives of this study are to examine the inconsistencies resulting from this situation and also to make suggestions, from a curricular perspective, aimed at redressing the problem. Suggestions will also be made regarding the introduction of genres (texts) in the French language program for secondary school students to help them acquire proficiency in the language. The study has been undertaken in the context of a considerable increase in recent years in the number of students studying French in Malawian schools as well as the adoption of the French language by the southern Africa development community (SADC) as one of its official languages of communication
Книги з теми "Français langue étrangère – Didactique"
Boyer, Henri. Nouvelle introduction à la didactique du français langue étrangère. Paris: CLÉ international, 1990.
Знайти повний текст джерелаTarin, René. Apprentissage, diversité culturelle et didactique: Français langue maternelle, langue seconde ou étrangère. Loverval: Labor, 2006.
Знайти повний текст джерелаMahrir, Mohamed. Pour une didactique du conte merveilleux en français langue étrangère. Lille: A.N.R.T. Université de Lille III, 1994.
Знайти повний текст джерелаFranche-Comté, Université de, ed. La référenciation dans l'écriture littéraire: Incidences en didactique du français langue étrangère. Lille: A.N.R.T, Université de Lille III, 1993.
Знайти повний текст джерелаCuq, Jean-Pierre. Une introduction à la didactique de la grammaire en français langue étrangère. Paris: Didier/Hatier, 1996.
Знайти повний текст джерелаCuq, Jean-Pierre. Une introduction à la didactique de la grammaire en français langue étrangère. Paris: Didier, 1996.
Знайти повний текст джерела3, Université Stendhal-Grenoble, ed. Les textes littéraires dans l'enseignement du français langue étrangère: Étude de didactique comparée. Lille: A.N.R.T. Université de Lille, 1993.
Знайти повний текст джерелаSantacroce, Michel. Grammaire, linguistique et didactique du français langue étrangère: Proposition pour une grammaire transitionnelle. Lille: A.N.R.T., Université de Lille III, 2000.
Знайти повний текст джерелаBorg, Serge. La notion de progression en didactologie des langues-cultures: Observations centrées sur la didactique du français langue étrangère. Lille: A.N.R.T, Université de Lille III, 1997.
Знайти повний текст джерелаKhoury, Carméline Assaf. Didactique du français langue étrangerè/seconde: Pour un renouveau méthodologique de l'enseignement/apprentissage du française au Liban. Lille: A.N.R.T, Université de Lille III, 1998.
Знайти повний текст джерелаЧастини книг з теми "Français langue étrangère – Didactique"
SMUK, Maciej. "Quelle didactique pour le FLE à l’ère de la mondialisation ?" In Langue(s) en mondialisation, 57–66. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5292.
Повний текст джерелаKopeleva, Galina. "La civilisation française dans le cadre des événements culturels étudiants à l’Institut de la culture d’État de Saint-Pétersbourg." In Quelles compétences en langues, littératures et cultures étrangères ?, 41–50. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3880.
Повний текст джерелаGODARD, Anne. "Langue et littérature comme étrangères." In Echantillons représentatifs et discours didactiques, 115–28. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6544.
Повний текст джерелаNovakova, Iva. "Chapitre 6 : Approche lexicale des expressions verbo-nominales en français langue étrangère." In Didactique du lexique, 89. De Boeck Supérieur, 2004. http://dx.doi.org/10.3917/dbu.didle.2004.01.0089.
Повний текст джерелаGONG, Junji. "Asymétrie culturelle entre les termes de parenté chinois et français." In Distance entre langues, distance entre cultures, 33–44. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3687.
Повний текст джерелаBORGE, Nathalie. "Pédagogies innovantes." In Formation linguistique des apprenants allophones et pédagogies innovantes, 39–50. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4161.
Повний текст джерелаDAVID, Catherine, Tatiana ALEKSANDROVA, and Marie-Odile HIDDEN. "Approche contrastive d’un texte argumentatif en classe français langue étrangère." In "L'interculturel" dans l’enseignement supérieur, 97–114. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.4998.
Повний текст джерелаGlukhova, Yulia. "Documents authentiques dans l’enseignement du FLE pour débutants." In Quelles compétences en langues, littératures et cultures étrangères ?, 31–40. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.3879.
Повний текст джерелаBAZANTAY, Jean. "Approche de la phrase en didactique du japonais langue étrangère." In Relations syntagmatiques, 5–18. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7220.
Повний текст джерелаBOOSTANI, Nooshin. "L’intégration du smartphone dans l’enseignement-apprentissage du vocabulaire en classe de FLE : le cas de la plateforme Wooclap." In Numérique et didactique des langues et cultures, 91–108. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5755.
Повний текст джерелаТези доповідей конференцій з теми "Français langue étrangère – Didactique"
Martínez Rodríguez, Carlos. "Le flux des textes français en Espagne: de Le beau Solignac (1880) de Jules Claretie à La ducha de Mariano Pina (1884)." In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3087.
Повний текст джерелаVéronique, G. D. "A l'intersection de lanalyse des productions dapprenants en français langue étrangère, de lévaluation de leurs compétences et de la programmation de lenseignement : regards sur un domaine de la didactique du français." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08318.
Повний текст джерелаSagnier, Christine. "Objectif littératie : pour de nouvelles modélisations en didactique des langues étrangères." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010166.
Повний текст джерелаLechevrel, Nadège. "Du guide SAEL aux sites de français langue étrangère." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010105.
Повний текст джерелаNataliya, Rudnytska. "ASPECT FONCTIONNEL DE L’APPRENTISSAGE DU FRANÇAIS COMME SECONDE LANGUE ÉTRANGÈRE." In MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/20.11.2020.v3.30.
Повний текст джерелаRiquois, Estelle. "Acquérir une compétence lectoriale en français langue étrangère et seconde." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010236.
Повний текст джерелаBarbazan, M. "Principes d'une grammaire prédictive du discours (français langue étrangère et maternelle)." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08115.
Повний текст джерелаBenhouhou, Nabila, and Ouerdia Yermeche. "L'appropriation de l'auxiliation en français langue étrangère dans un contexte plurilingue." In 2ème Congrès Mondial de Linguistique Française. Les Ulis, France: EDP Sciences, 2010. http://dx.doi.org/10.1051/cmlf/2010088.
Повний текст джерелаCanelas-Trevisi, S. "Les objets grammaticaux dans les pratiques en classe de français, langue première et étrangère." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08298.
Повний текст джерелаChartrand, S. "La progression des enseignements-apprentissages du Français langue première au secondaire: une proposition didactique." In Congrès Mondial de Linguistique Française 2008. Les Ulis, France: EDP Sciences, 2008. http://dx.doi.org/10.1051/cmlf08301.
Повний текст джерела