Дисертації з теми "Français (langue) – Locutions – Liban"
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Alkontar, Ola. "L'impact de la langue maternelle sur l'expression « du » et « en » français : cas des apprenants libanais francophones dans les collèges et les lycées privés du Mont-Liban." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCC043.
When a Lebanese student produces a French text, both orally and in writing, he becomes the author of a language of which he is unaware of the most subtle nuances. This bridge, which joins two languages, is built on a dilemma, loyalty-betrayal. When the Lebanese expresses themselves in French, they must always put themselves in a position of understanding. To express oneself in a language other than one's own is first of all tounderstand; teaching a foreign language means above all getting the learner to get rid of literal expression, otherwise, we distort the meaning, and we end up without a “Tower of Babel”.Learning a foreign language necessarily involves moments of difficulty caused by different sociolinguistic factors, including the interference of the mother tongue and the influence of mastery of other foreign languages. Such factors play an important role, especially at the beginning of learning.Our study is based on an analysis of the recurring errors of Lebanese learners in private middle and high schools in Beirut, having identical levels in French, the language studied alongside Arabic, the mother tongue. This study allows us to establish some elements for reflection concerning interference by comparing two different morphosyntactic systems: Arabic and French. The writing errors of French-speaking Lebanese learners from thesame mother tongue and for the same instructions can be compared in order to understand the reasons underlying these errors and to propose appropriate teaching strategies to correct them
Calidonio, Marta Daisy. "Contribution à l'étude contrastive des locutions comparatives français - espagnol." Besançon, 1988. http://www.theses.fr/1988BESA1006.
Kim, Iee-Jung. "L'expression du but en français : des locutions conjontives finales aux substantifs prédicatifs de but." Paris 13, 1999. http://www.theses.fr/1999PA131006.
Omar, Hameed. "Expressions figées en français et en arabe : étude linguistique comparée." Besançon, 2004. http://www.theses.fr/2004BESA1002.
Among the main components of the language which one must acquire to express oneself, in addition to the (single, compound or derived) words, one can find blocs of fixed words with non predictable meaning, commonly known as frozen expressions. To account for the facts of language in connection with frozenness, contemporary linguistics gives particular importance to two fundamental approaches (sometimes in a complementary way). The first is founded on semantic considerations and the second on syntactic ones. Alternatively, the principal objective of this work is to combine the two approaches, while it will further illustrate the idea that frozenness, at the same time, is also a matter of semantic and syntactic aspects. Thus, we will study the semantic and syntactic (transformational, distributional) properties of frozen expressions related to human body, in French and in Arabic. Yet, it will argue that in spite of the universality of the phenomenon of frozenness, each language has its own mechanisms of frozenness and that their nature and their degree vary from one language to another
Jacquel, Géraldine. "Polyfonctionnalité de la locution "c'est-à-dire" : de l'équivalence à l'altérité." Université Marc Bloch (Strasbourg) (1971-2008), 2005. http://www.theses.fr/2005STR20043.
C'est-à-dire, as a conjunctive phrase with monolingual and dialectic uses, salls under a constraint of preceding / following : it thus links two utterances that an either independent finite clauses (in this case the scope is said to be large) or phrasal constituents of various nature (the scope is then said to be narrow). It can occur both as c'est-à-dire and as c'est-à-dire que, but this distinction is not similar to that between narrow and large scopes since the conjunction que is not always dependent on c'est-à-dire and the phrase frequently performs a coordinative function. C'est-à-dire is a marker of paraphrastic reformulation, that is based on a semantic relation of equivalence beween the utterances. It testifies not only to relations between words, but also to relations between words and things (by introducing a referent), as well as to relations between words and facts, indicating then an argumentation. C'est-à-dire is a polyfunctional phrase and the relation between the utterances that it links goes from equivalence to alterity
Nguyen, Huu Tho. "Contribution à l'étude des locutions imagées françaises : en vue de l'enseignement aux Viétnamiens." Besançon, 1986. http://www.theses.fr/1986BESA1005.
Yong, Yi-Chine. "Approche des cultures française et chinoise à travers les proberbes, les locutions et les expressions imagées." Paris 3, 1999. http://www.theses.fr/1999PA030074.
* by a comparative study of the most significant expressions in each language. * by implementing a pedagogic instrument employing those expressions when teaching french to chinese students, and teaching chinese to french students. This consists of: * first, picking up expressions coming from popular tradition. History, writers and philosophers, translating them and analysing them; * next, making people discover different as well as similar significations in both cultures without canceling their own particularities; * and, specially, using proverbs and other idioms which represent civilisation and are a link to give access to "what is the other". Thanks to this approach, it is possible to mild this "cultural shock" created out of geographical difference. This also helps in building bridge between two rich cultures
Gallardo, Catherine. "Essai d'analyse contrastive des expressions métaphoriques figées utilisant le champ lexical de la musique en français et en italien." Paris 3, 1993. http://www.theses.fr/1993PA030076.
This study aims at analysing various lexical, morphosyntactic and semantic aspects of one among several obstacles arising when studying a foreing language : time-honoured metaphorical expressions. The scope of research has been restricted to the specific field of music, comparaisons being made between French and Italian. A statistical study on the corpuses investigates the settling phenomenon from all terms of this music-specific lexical area to the field of figures of speech. Correlations with classes of lexemes in standard language allow a better appreciation of their metaphorical originality. Cutting out according to various levels of language qualifies these somehow mathematical considerations. The observation of morpho-syntactic structures along a Chomsky-inspired approach reveals how regular and simple these structures are. The only original feature would be a certain partiality for some of them. The examination of the mechanisms of semantic transfers proceeds from data resulting from the morpho-syntactic analysis. Semic analysis of literal utterances make us understand significant distorsions in the perception of voiced occurrences. The sphere of affectivity constitutes the essential of the signified. Phonetism in expressions follows disclosed semantic orientations. The two languages stand apart more through modalities of derision than through a different use of referents. The symbolic substrate erases, through its diachronic depth, the occasional gap between two languages. The study closes on didactical suggestions
Bélanger, Alain. "Le problème des groupes N de N et sa solution en lexique-grammaire : les constructions NO avoir Dét Na de Nb W." Paris 13, 1997. http://www.theses.fr/1997PA131023.
This work deals with the linguistic representation problem of n de n predicative groups in contemporary franch in the theoretical and methodological framework of lexicon-grammar (m. Gross 1975; z. Harris 1976, 1991). The solution adopted in lexicon-grammar (g. Gross 1987, 1988) establishes that thousands of n de n groups are compound words and that they must receive the same lexicographic treatment as the simple words. The analysis of linguistic facts in the harrissan theoretical framework, on which lexicon-grammar is based, shows that the predicative groups with the carrier verb avoir present various relations of equivalence with others constructions, that their components can receive modifyers and that the first noun of the group is the predicative nucleus which selects the arguments of the sentence. This analysis is correlated of the studies realized on compound words : there is not any formal criterion which permits to identify, in the n de n group set, the groups which are compounds nouns. This identification is just based on personal judgements. We licence in this manner a new documentary research program which consists of recognizing, in the n de n groups set, the groups which incorporate an equivalence relations sub-system. This set will receive a lexico-syntactic treatment and not just a lexical one. The others will be inserted in the dictionnary and in the lexicon-grammars with precaution, because this relational sub-system experts a systematic pression on the language which can result its reanalysis as nominal groups
Smaïly-Hajjar, Wajiha. "Le français et l'anglais langues étrangères au Liban : analyse de leurs statuts actuels." Nancy 2, 1996. http://www.theses.fr/1996NAN21017.
This study analyses changes which have been produced during the last twenty years, concerning the situation of the two principal foreign languages, french and english in Lebanon. First, I present the social context, the history of these two languages, which explain demographic and religions composition of the population, the economic context, scholar situation and historical events, which contributed in rooting the two languages in the country. Second, demographic, institutional and psychosocial status analysis of english language demonstrates the sensible progress of this language since the beginning of the civil war (1975). Finaly, juridical, demographic, institutional and psychosocial status study of french language shows that it still the first foreign language in Lebanon. Consequently, it seems that this country is on the way towards a trilingual situation arab-french-english in state of bilingual arabe-french which had been characterizing it until the beginning of the war
Sultan, Rima. "Recherches sur l'amélioration de l'expression orale en français chez les élèves de l'enseignement public libanais." Paris 5, 1987. http://www.theses.fr/1987PA05H119.
This piece of research, which falls in three parts, is a descriptive analysis of the teaching of French as a second language in elementary and middle governmental schools in Lebanon. The first part of this study gives first a general historical background of the teaching of foreign language in Lebanon. Bilingualism is then dealt with showing that it exists only in schools and not as a general phenomenon. Furthermore, a critical description of the local schools books for the teaching of French is also conducted in this part. The second part is the study itself. The subjects are students whose age range between ten and fourteen years, that is, elementary and middle class students in Tripoli, Lebanon. Heaving session of students were recorded and analyzed through error and discourse analysis. Showing the common oral mistakes made by students. Error analysis showed the incompetence of oral expression which is mostly the expression of memorized sentences. Discourse analysis revealed that in the teacher-student interaction the teacher is more concerned with giving the subject than he is concerned with the needs, interests, competencies of the students, thus revealing the erroneous approach in a methodology for the teaching of French as a second language. Having reached then results, the study concludes that Lebanese students on whom the study was conducted are incapable of free oral expression and depend on memory for expression themselves. Remedies of this weakness are dealt with in the third part of the theses. The situation being as such, the third part of the study recommends some remedies for improving the oral expression of students one of which is the concept of using games in the classroom. The objective being motivation of the students, the concept of using games, suited to the needs of the students, arouses their interest, and consequently motivates them to express themselves in French, thus giving a new dimension and out look to the French language classes in Lebanese schools
Faval, Joseph François. "L'acquisition d'une langue étrangère : conditions sociales et pédagogiques." Paris 5, 1987. http://www.theses.fr/1987PA05H007.
Khan, Najma-Tabassum. "Le Vocabulaire politique ourdou étude lexicographique : Introduction méthodologique : Glossaire des termes politiques Ourdou-Français." Besançon, 1989. http://www.theses.fr/1989BESA1007.
Al-Shatti, Mohammed. "Etude sociolinguistique des locutions verbales, nominales et adverbiales construites à partir du lexeme "feu"." Paris 3, 1997. http://www.theses.fr/1997PA030174.
The semantic fields look into the french lexeme "feu" puts in obviousness its evolution showing how changes reverberate on a great number of locutions listed in switchboard dictionaries and also on the adaptation of new perspectives to the lexicographical reorganization of its semes. Owing to changes affecting the referents and the knowledge we assert besides them, semantic and diachronic mutations related to "feu" also behave in the forms of fixed locutions but new semes. In the regional variety and through out the french-speaking area, "feu" behaves differently by acquiring particular semes not attested in the standard language and to which are associated many regionalisms. In fact, linguistic mutations of "feu" and the locutions whose justification lays on spatial variation phenomenon are equivalent to those whose justification is found in the temporal change. On a morpho-syntactic viewpoint, locutions are considered as unilateral and bilateral expansion facts whose nuclei contain "feu". The variation of these expansions indicate the various place of the term in the statement and expresses all grammatical functions. On the historical axis, the various semes of "feu" justify it was opened to the evolution of the world and the social changes. Many extra-linguistic factors interfere in the creation of new concepts, and consequently of new locutions, and thus play significant roles as to the linguistic changes. Geographically, "feu" reacts differently following regions and french speaking areas in which lots of human and non human factors are involved in words creation or linguistic changes. Because of social transformations, divergences are evident between the regional variety of the french which are disappearing and the french speaking areas varieties in the way of officialization. In this framework, it is important to indicate the equality between the linguistic values of each locution at the potential level, and also the inequality in the usage are regards to the "social protection" some are credited. Thus quebec claim to defend the local french variety redynamises locutions already engaged in oblivion where they first came out, or those who, in other parts in the world are almost entirely no more in usage, when but archaisms
Collay, Sandra. "Impact de la consistance orthographique sur la production verbale écrite de séries de mots." Clermont-Ferrand 2, 2004. http://www.theses.fr/2004CLF20003.
This research was interested in the consistency impact on written groups of production. Classically, there are more errors and longer reaction times with inconsistent words than with consistent words. However, the consistency impact has only been invastigated in regard to the isolation words production. Consequently we wanted to study the consistency impact on groups of words production. In order to do so, we used the serial recall task because it necessary implies groups of words recall and simualtes the words production. Eleven experiments have been conducted to explore this effect. Results of two princeps experiments revealed an unexpected effect : inconsistent words were better recalled than consistent words. We replicated this effect in three succeeding experiments. Then, we tried to give some explanation to this new effect (i. E. , tne inconsistency effect). The results suggest thant inconsistent words have a visual specificity taht pick up a part of the attentional resources allowing a distinctive encoding. The last chapter was interested in the dual route model that allowing the interpretation of the constency effect. Some research suggests that the sublexical route may be less automatic and slower than the lexical route. Indeed, this sublexical route may be under strategic controle. In the literature, results from oral production research were not clearly in accordance with the strategic control. We realized four additional experiments in written words production under dictation, but our results did not bring more support to this hypothesis
Chehade-Zaatar, Claudia. "Le Liban, pivot de la francophonie au Moyen-Orient." Bordeaux 3, 2008. http://www.theses.fr/2008BOR30019.
Lebanon is considered the stronghold of the French-speaking world in the Middle East. The country enjoys very strong secular relations with France that have been consolidated through the spreading of the French language by missionaries and by the french mandate. The richness of the French-speaking policy in Lebanon can be seen by the importance given to French taught as a second language in Lebanese schools and universities and by the presence of French institutes and cultural centres. The Lebanese French-speaking community is kept alive thanks to the press, books and Lebanon audiovisual means of communication. Nowadays, the French language suffers from problems of a socio-curricular nature which are directly related to the Lebanese society and the advance of the English-speaking world. However, the French-world as experienced currently in Lebanon remains fairly strongly anchored in the community and will not be easily uprooted by another foreign language
Pausé, Marie-Sophie. "Structure lexico-syntaxique des locutions du français et incidence sur le combinatoire." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0185/document.
As semantically non-compositional phrases, idioms are lexical units. Consequently, they must have their own entries in a lexical resource, with a lexicographic definition and grammatical characteristics. Furthermore, because of their phrasal signifier, idioms show – to varying degrees – a formal flexibility (passivization, attachment of modifiers, substitution of components,etc.)Our thesis defends the view that a description of idioms that combine identification of their lexical components and identification of dependency links between these components will permit to predict their formal variations. Such a description is possible only in a model of lexicon that describes precisely combinatorial proprieties of lexical units. Our thesis, based on the Explanatory Combinatorial Lexicology’s framework, exploits and enhances the data of the French Lexical Network (fr-LN). This resource is being developed at the laboratory ATILF (Nancy, France).The thesis makes two principal contributions to the study of phraseology. The first contribution is the development of a precise description of idioms’ lexico-syntactic structures. The second contribution is the indentification and the study of structural, syntactic and lexical variations linked to idioms’ formal flexibility. Idioms’ formal variations are correlated with their lexico-syntactic structures, but also with their lexicographic definitions. This work leads us to introduce the notion of structural projection, that plays a central role in the continuum of idiom’s formal flexibility
Habib, Maria. "Influence du français langue seconde sur les représentations identitaires des jeunes libanais." Montpellier 3, 2009. http://www.theses.fr/2009MON30021.
This study targets the general scope of research on the identity of students and more particularly the effect on of the bilingual French/Arabic language on their identity. We have created and designed tests targeted to the grade 12 of Lebanese students attending a sample set of the diversity of Lebanese schools. We have created our own methods to identify the effects of French as a second language on their identity, the methods are based on the theory of “Noyau central” (Central core). The quantitative and qualitative data analysis showed the interaction and effect on their culture and on their identity when the two languages are present. The results revealed the effects of French language as a second language and its culture on the construction of the identity of students. The results showed that there is no psycho linguistic disconnection with the identities in spite of the cultural and linguistic distance between the two languages when the subject goes from the one language to the other. The French language along the Arabic language enriches their subjects on the cultural and personal level but it does not displace the culture and values attained from the Arabic language. However having the two languages, complement each other in a way that gives the subject certain flexibility to adapt himself better depending on the surrounding context. This specific complementation of the two cultures is the main base of the uniqueness of the Lebanese identity
Nguyen, Huu Tho. "Vers une didactique des stéréotypes langagiers français en contexte vietnamien." Rouen, 2002. http://www.theses.fr/2002ROUEL433.
This research consists of three main parts : First, a demarcation of the field of study followed by an inventory of its present day's composition insofar as research is concerned up to now. This study includes a close look at various stereotyped forms, which have gone through a process of lexicalisation before setting in the language. Secondly, the creative aspect of figurative expressions, indeed far from being a sclerosis heritage, still testifies as a poetic and a popular creation. An answer will be given to the question of how the set forms work, as it has been raised in the satirical novel "Le souverain pensif" by Morgan Sportès. It is by means of analysis of this book, considered as unique in its genre, that the phrasal competency of a native French has been measured in order to prove the vitality of language stereotypes. Thirdly, a report on the results of a survey conducted upon teachers and students presents conclusions based on theory and practice. These conclusions have led way to propositions and action plans as regards the teaching of the setting forms in a Vietnamese context thus , enabling a totally nex vision of didactology of culture and language
Topçu, Nazmiye. "Les locutions idiomatiques imagées dans l'enseignement du F. L. E. : analogies et divergences en français et en turc." Paris 5, 1994. http://www.theses.fr/1994PA05H112.
The aim of this study, includes two sections, is to investigate idioms in French teaching as foreign language and in particular, teaching these idioms to Turks. In the first section, firstly, idioms are defined. Secondly, use of the idioms are searched. Particularly, frequency of the daily use of idioms are taken from media, and the importance of idioms in daily communication are emphasized. Lastly, idioms in French as foreign language and in Turkish as mother tongue are compared in order to find similarities and differences of these idioms in two languages. In the second section, firstly, some idioms, which are supposed to use frequently by natives, are found by a questionnaire e, and another questionnaire included these idioms is conducted to Turks who know French very well in order to measure their knowledge about the idioms. In the last of this study, findings and suggestions on use of idioms in teaching foreign language are taken
Akiki, Charbel. "Les stratégies d'apprentissage du français écrit d'élèves libanais : propositions méthodologiques." Paris 5, 1986. http://www.theses.fr/1986PA05H041.
This study on teaching French in Lebanon tends to put light on the priority of apprenticeship over teaching. Without underestimating the real importance of oral teaching, it focuses on the difficulties met by the Lebanese pupils with reference to their production understanding in complementary classes (4th). It is based on three different written corpora: the first corpus concerns the analysis of errors. The second focuses on textual analysis. The third concerns the analysis of written understanding. The research is divided into six sections: the first section presents the socio-linguistic framwork of Lebanon. It gives a general insight into the situation of the teaching of French in this country. The second section tries to define the theoretical bases and notions of apprenticeship strategies and the analysis of errors. The third section is devoted to the analysis of morpho-syntactic errors. The fourth section deals with textual analysis, limiting itself to one specific problem: textual coherence. The fifth section presents an analysis of the understanding strategies developed by the pupils when they are reading the texts. The object of the sixth section is to draw some methodological principles, to propose certain tools and approaches. We have tried to approach the same question from many angles by taking into account different elements: the mother tongue, the specific traits of the second language, the apprenticeship strategies of the pupil, his motivation, the training of the teacher, the linguistic environment, the political and economic factores, etc. This study suggests partial approaches; it raises questions, emits hypotheses and points out research leads. It aims to arouse a great interest for this theme which carries much promise : "the apprenticeship strategies of a language"
Suh, Duck-yull. "Les verbes modaux et la négation en français : les propiétés syntaxiques et les interprétations sémantiques des verbes devoir et pouvoir." Paris 10, 1992. http://www.theses.fr/1992PA100087.
Echchourafi, Adnane. "Vers une reconnaissance des composés, pour une désambiguïsation automatique : composés à trois, quatre, cinq et six éléments." Université de Franche-Comté, 2006. http://www.theses.fr/2006BESA1010.
Naray-Szabo, Marton. "Les phrases à sujet figé : étude pragmatique, syntaxique et sémantique." Paris 13, 2006. http://www.theses.fr/2006PA131010.
Various networks, gathered under the generic term of educational digital network, developed in the French school system since 1987 to 2005: telematics, local area networks, Internet, Intranet and digital spaces were laminated, gradually working out a component of a mediatized school communication. This research is located under lightings of the technique, the uses and the organization; it takes as a starting point the actor-network theory (ANT), in an analysis of the conditions of sociotechnic innovations establishment. It reveals heavy and concomitant tendencies, determining in a general globalisation and vulgarizing process of the communication functions at school: progressive organization of a total architecture of information, assertion of the importance of a strategic step which puts the dynamic ones of use on the second level, logic of industrialization and progressive extension of the school field towards the residence
Van, Raemdonck Dan. "L'adverbe français: nature et fonctions." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212324.
Malak, Youssef. "L'enseignement de la langue et de la civilisation françaises au Liban : propositions d'outils pédagogiques audiovisuels pour la formation des maîtres." Nancy 2, 1997. http://www.theses.fr/1997NAN21012.
The analysis which we had accomplished in the teaching status in Lebanon permitted us to see a certain number of shortcomings which scholastic institutions go through. In fact, since the civil war, teaching in Lebanon has undergone a certain crises mainly in the teaching of the French language. Preoccupied by the scholastic outcome and the efficacy of teachers, the goal of our study is to help those teachers in general - and language teachers in particular - by giving some methods so as to help surmount the teaching crises. To realize this, we have undertaken a series of fieldwork and interviews with teachers, students and parents, in order to find out the most adapted ways which can satisfy the ones and the others. Through our fieldwork, therefore, we have brought into concrete existence a televisual document whose objective is to bring toward perfection the oral comprehension and expression aspects of the French language with the Lebanese public concerned. This document comprises two video cassettes and a workbook. The first cassettes contain video sketches conceived, along with the workbook, so as to train students on oral comprehension and expression, and to trigger up their cultural sensibility through the interpretation of the televisual message. As far as the second video cassette is concerned, the contents of which illustrate the use of such televisual methods in the teaching of the French language. It is also a documentary concerning the way teachers would give their lessons by using pedagogical - audio visual means (in other words, the use of video materials) which illustrate how to use activities. Finally, the present work gives teachers necessary steps of how to use other technological means in teaching, such as cassette-recorders, slides, transparencies, and CD-ROMs
Amorouayach, Essafia. "Le français médical en Algérie : contextes, enseignement, productions." Montpellier 3, 2008. http://www.theses.fr/2008MON30020.
The present research work is organised in three parts. In the first part, to clarify the origin of some present facts, a brief recall of the A lgerian history is made, by emphasing on languages, medical practices, education, by evoking the conditions that prevailed in the making of medical scienceteaching in A lgeria since 1832 as well as the evolution of this teaching throughout the colonial period and after the independence. Then an account is made of the actual diversified and complex socio-linguistic situation of Algeria and indication is made of the most appropriate linguistic and educative policies. The second part is about the problematic of linguistic difficulties facing students in using French in medical science and our corpus analysis methodology is presented. In the third part, first a report is made, based on results of an inquiry made at the Algiers faculty of medicine on lingual practices of first year student in medicine in several communication situations and linguistic diificulties they meet. Secondly a quantitative and qualitative analysis of lexical, grammatical and syntax errors found in the final year medical student's writing
Bakhit, Rana. "L’Enseignement du français à l'école publique au Liban." Thesis, Cergy-Pontoise, 2013. http://www.theses.fr/2013CERG0624.
Teaching French as a foreign language is a necessity in a multilingual country like Lebanon. The Lebanese Constitution gave a privileged place to the French language in the context of public education by stipulating that: "the teaching of two languages: Arabic and French are mandatory in all national schools." However, public schools, specifically in the primary grades, students suffer from a poor level in French. Several factors impede the process of teaching / learning French, we have defined these factors by the following three areas of investigation: the learner, the teacher and the school. Our experimental research attempts to establish a correlation between the level of poor learners in French public schools, and these three areas of investigation. It aims to explain carefully the reasons underlying this poor level in French particularly among public school students
Assaf, Khoury Carméline. "Didactique du français langue étrangère/seconde : pour un renouveau méthodologique de l'enseignement/apprentissage du français au Liban." Nancy 2, 1998. http://www.theses.fr/1998NAN21025.
In an attempt to improve the teaching of french in Lebanon, we have tried to analyse the situation of the french language in our country (the origins of the relationship between the lebanese people and the french language, the teaching of this language in Lebanon, the definition of its status) and to carry out an enquiry with the teachers of french to study the conformity of their pedagogical practices to the status of the french language. We refer to the didactics of french as a foreign / secondary language and propose suggestions for a methodological renewal of the teaching of each of the four aptitudes, of the evaluation of the pupils and of teacher training
El-Hajj, Eid May. "Analyse contrastive de la deixis spatiale en libanais et en français." Grenoble 3, 1994. http://www.theses.fr/1994GRE39067.
Abou, Chacra Ramzi. "Les nouveaux programmes d'enseignement du français au Liban : intentions et tensions." Besançon, 1998. http://www.theses.fr/1998BESA1016.
Hafez, Stéphane-Ahmed. "Statuts, emplois, fonctions, rôles et représentations du français au Liban." Montpellier 3, 2004. http://www.theses.fr/2004MON30061.
For the past two decades, English has been gaining ground in Lebanon, like everywhere else in the world. As for the french language, which was traditionally considered to be a language of culture, it now enjoys popularity in religious communities otherwise indifferent to it. Unfortunately, the privileges of French language in Lebanon is weabened by an inadequate traditional teaching. So, at the end of 12 years of school in a French system, many students find difficulty in their oral and written expression. The media in creating an increasingly non-french environment, complicates things. However three is a lot steake: the task remains to transform Frensh into a language utility. Based on R. Chaudenson's gride analysis of the francophone situations, this research is trying to show the specifity of the Francophonie, to pose the problem of the teaching of frensh as a second languange in Lebanon, tasking into account the sociolinguistc realities of the country
Gamallo, Otero Pablo. "Construction conceptuelle d'expressions complexes : traitement de la combinaison "nom-adjectif"." Clermont-Ferrand 2, 1998. http://www.theses.fr/1998CLF20004.
This dissertation deals with meaning construction of linguistic complex expressions, particularly with + adjective-noun ; conceptual composition. Its main goal is to build up a theoretic frame suitable for the analysis of semantic problems concerning grammatical polymorphy, lexical polysemy or even metonymy. Such a theoretic frame is mainly conceived on the basis of notions stemmed from langacker's cognitive grammar, but ideas and formulations from both formal semantics (predicate logic, situation semantics,. . . ) and generative lexicon (pustejovsky, franks. . . ) are also taken into account the work as a whole relies on the hypothesis that linguistic expressions are directly linked to the conceptualization devices used by a speaker-listener in order to construe and organize the conceptual space (i. E. The universe of interpretation). Such conceptualizations devices are specified and characterized at different levels of abstaction for example, syntactic forms are conceived as instructions which configure and characterize semantic categories on the basis of a very schematic informational content to carry out such a category characterization, this work examines in detail the internal organisation of predicate structures, particularly the assignment operation of an entity to a predicate role. Lexical forms are also conceived as instructions which configure and characterise entities in the conceptual space. Yet, they do not characterise schematic categories, but an undetermined amount of assumptions concerning the organization of informational content at different levels of specification. This work relies on the conceptualization devices to build up a formal pattern of the semantic composition process. Such a compositional process is conceived as a set of conceptualization operations working on several aspects of the combined entities in order to integrate them into a composite entity. Taking into account the theoretical pattern of semantic composition defined previously, the last part of the dissertation describes the conceptual construction of some adjective-noun expressions
Díaz, Rodríguez Cristian G. "Etude contrastive français-espagnol des unités phraséologiques contenant une lexie chromatique." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC005.
From a phraseological perspective, colours are one of the most source fields most likely to be reinterpreted. The chromatic phraseological units obtained from this process contain an important evocative force. Besides their potential chromatic motivation, they convey, to different degrees, the cultural and idiosyncratic conventions established by the speech community that created them. In fact, chromatisms are at the same time the reflection of a universal ontological perception and the result of an ethnolinguistic conventionalisation inherent to each language. Through this contrastive study between French and Spanish phraseological units, which contain a chromatic word, we highlight the convergences and divergences between the chromatisms created by those close speech communities
Nasr, Véra. "Quelle place pour la traduction dans l'enseignement/apprentissage du FLE au niveau avancé en milieu exolingue ? , le cas du Liban." Paris 3, 2001. http://www.theses.fr/2001PA030137.
This research aims at reflecting upon the use of one's mother tongue in the learning process of a foreign language, by rehabilitating the one activity which allows a systematic use of mother tongue, translation. However, it's important not to mix up the believes that we entertain in this thesis with assumptions that were those of the traditional methodology of language teaching. We're proposing here a "new" translation, a creative one, a translation as a (re)-creation. . . No more word for word rendering, no more hindering or useless exercices. Only a spontaneous expression of the meaning. The use of bilingual dictionaries is no more enough : a wide panel of documents contributes to the understanding and to the writing processes. .
Hassoun, Maha. "A B C ou aleph ba'a ta'a : représentations du système d'écriture de l'enfant libanais." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27223.
Hur, Youngin. "Adverbes locatifs en français." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100093.
The adverb is an invariable part of discourse. Defining it with clarity is not a simple assignment, as this category in grammar is filled with words of great heterogeneity, not only from the point of view of their nature, but also from the point of view of their role. The adverb can thus mean comparison, place, manner, quality, order, rank, quantity, and time, etc. It can also be used as a logical connector, negation, etc. When the adverb allows the question "where?" to be raised around the verb, one speaks of locative adverb, traditionally known as adverb of place. It is to this category of adverbs that we have devoted our study. Locative adverbs have rarely been studied exhaustively, which has led us to consider their classification in the theoretical framework of the lexicon-grammar. In order to achieve our goals, we propose to highlight the different syntactico-semantic properties of these adverbs. But before we came to that point, it was necessary to clarify the very ambivalent notion of place, since this term allows us to gather diverse realities such as places with a purely locative sense (e.g. here, up there) and places involving the idea of activities associated within them (e.g. at the cinema, at the school), to only mention these two examples. It was therefore necessary to bring to light this internal classification within the very notion of place. Thus, we speak of non-predicative locative adverbs to denote adverbs with a sense of place that also implies a sense of activity associated with those places. Similarly, predicative locative adverbs to speak of adverbs explicitly designating an activity linked to a place while referring to a location allowing such activity to be performed Given the scarcity of studies that systematically examine the link between the notion of place and adverbs of place, all the interest of our approach will have been to develop an analytical approach that accounts for the semantico-syntactic phenomena specific to locative adverbs. This study is all the more necessary due to the absence of a method of analysis often hindered the establishment of a classification of adverbs of place
Braun, Valérie. "Les noms composés incluant un terme de couleur." Toulouse 2, 2009. http://www.theses.fr/2009TOU20043.
This thesis proposes a morphologic, semantic and syntaxic study of compound nouns including a color term in french. This study aims at understanding the functioning of these formations very numerous in French and finding the definitional criteria delimiting these nouns that have very varied structures such as ours blanc, feu rouge, travail au noir or vert-galant. By using a rich corpus containing more than 7000 forms, we undertook a systematic analyze of the phenomenon in order to give an overview of the creation process implemented. This work therefore provides numerous justifications for the substantial use of these locutions and for the dominant position of the color terms in the compounding. Finally, a classification considering the heterogeneity of the structures and of the formation process of the compound nouns including a color term reveals the wealth of the french combinatory
Daher, Franceline. "L'Enseignement de la langue française au Liban : analyse critique des nouveaux programmes du secondaire." Université Marc Bloch (Strasbourg) (1971-2008), 2002. http://www.theses.fr/2002STR20017.
The principal objective of our thesis was a analyse and a critic of the new programmes (curriculum 1997) in Lebanon and especially the French programme in the secondary. .
Pelletier, Julie. "La variation terminologique : un modèle à trois composantes." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28430/28430.pdf.
Monin, Pascal. "La présence culturelle française au Liban : quel présent? quel passé et quel avenir ?" Paris 4, 1998. http://www.theses.fr/1998PA040062.
In this thesis, the theme of the relationship between France and Lebanon has been approached under a new perspective: the cultural point of view. To do so, we have analysed the French cultural influence in Lebanon, past, present and future wise. Our method is based on the analysis of the French and cultural components of the Lebanese context : education, French language, artistic and cultural events, French written Lebanese writings, movies, plays, novels, press and advertising. . . Our study is based on new dedicated surveys of the use, public and private, of the French language in Lebanon
El, Hajj Souheir. "L' enseignement du vocabulaire dans les manuels scolaires Libanais : vers un renouveau méthodologique." Montpellier 3, 2007. http://www.theses.fr/2007MON30047.
The objective of this research is teaching vocabulary in school manuals for the elementary and intermediate cycles in current use in Lebanese public schools. Indeed, in 1995, the Lebanese educational system was fully renovated in view of a pedagogical relaunch. This preoccupation in the issue of educational reform has extended at the level of manuals which happen to be, in Lebanon, the unique tool in the hands of teachers. The renovation of adopted methods in teaching French was one of the objectives of this reform. An in-depth study of the manner in which authors conceive and treat lexical competence in these manuals is carried out for evaluating the degree of efficiency and renovation of the methods used in teaching vocabulary. However, since lexical competence is plural and multidimensional, an analysis grid of the vocabulary was elaborated to enable the study of lexis in the various constituents, the implementation of this grid on manuals allowed us to reveal the absence of a « global vision », a lexical progression model for the elementary cycle was proposed in the third part. This model aims at preserving the linguistic level of students and the their cognitive maturity while integrating the various parameters of lexical competence
Hervé-Montel, Caroline. "Les premiers romans en français au Liban et en Egypte (1908-1933) : renaissance littéraire et conscience nationale." Paris 3, 2007. http://www.theses.fr/2007PA030092.
Under the impetus of the Nahda and French scholarly expansion, novelistic French literature appeared at the beginning of the 20th century in Lebanon and Egypt with the assertions of national consciousness: collective identities took shape in narratives which built up national imagination by setting down important myths and debating social values. In terms of inter-textual relationships, these first novels originated partly from Arab classical literature, which constituted national cultural heritage, and partly from French literature which provided major aesthetic models – the historical, realist and naturalist novels – but also from local travel and colonialist literature which were reinvested in the novels. In the Levant, French is an alter langue – alternative language -, but in Egypt novels are more influenced by the contact of languages and cultures, and in Lebanon by norms of scholarly French. Edited in Paris, the works are engaged in different channels of recognition: the novelists of Lebanon are received by nationalist followers of Maurice Barrès and the novelists of Egypt by the international pacifists and Europe magazine. In Lebanon, literature in the French language is integrated into national teleology, because the role devised for Lebanon by its first national elite as a cultural crossroads implicates bilingualism. On the contrary, the Egyptian literary arena, despite a remarkably dynamic bilingualism in the interwar years, fractured in the mid 1930’s when writers in the French language freed themselves from purely nationalist themes
Zeitouni, Saliba Véra. "L'évaluation dans le nouveau programme de français au cycle moyen de l'éducation de base au Liban : réalités et perspectives." Grenoble 2, 2008. http://www.theses.fr/2008GRE29040.
To evaluate is to reveal the project, confirm choices and estimate the usefulness of consequences. This thesis addresses the assessment of the evaluation system of French teaching in cycle III (Middle School) of basic education in Lebanon and places it within the framework of the reorganization of the education system in order to train citizens in all domains: intellectual, human, national as well as social domain. The evaluation of our evaluation system which was carried out over the past three years is supposed to have been assessed in qualities, constituent elements and results attained. This reflexion on reality led us to stick to the practices ground practices, by means and methods, to compare them with the intentions behind them. It also guides us to make empirical observations and objective analysis; draw conclusions, and become aware of the needs to - hopefully - be able to propose more secure steps in the evaluation of the training system. This work concerns the partners of the "school life" who want to understand reality as well as those who work for it : the decision makers who carry out the education policy and ensuring their choices for a more transparent, adaptable and more effective evaluation system; school principals who wish to be more pedagogical than administrators; the teachers who don't want to evaluate teaching haphazardly anymore; parents of students who want to participate in the formation of their children. For all those who aim at better "expressing" the situation of French teaching, and aim at better "expressing" the future of the Francophone (French-speaking) school in Lebanon
El-Soufi, Aïda. "Usages et effets des TIC dans l'enseignement-apprentissage du français langue seconde : Un exemple au Liban." Phd thesis, Université de Strasbourg, 2011. http://tel.archives-ouvertes.fr/tel-00625218.
Atallah, Chamoun Pétra. "Langue des affaires : Vers une application à la didactique du Français sur Objectifs Spécifiques au Liban." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030153.
My aim to provide a new concept in teaching French at a Lebanese university is the result of extensive research on French for Specific Purposes based on the Common European Framework for Languages as well as my concern of providing support based on valuable years of experience and many seminars followed in this field. All of those factors contributed to my endeavor to make a worthy attempt at combining theory with practice. My whole work rests on a belief I have long sustained if students could find a language course that would meet their academic or professional needs, they would be keener on learning that language. While studying the methodology adapted by French for Specific Purposes, carrying out a sociolinguistic analysis of the Lebanese community, and analyzing the linguistic needs of the Lebanese students, I managed to come up with a new concept for teaching Business French and to devise a different didactic approach that would be more effective when put into practice
El-Soufi, Aïda Khaled. "Usages et effets des TIC dans l’enseignement-apprentissage du français langue seconde : Un exemple au Liban." Strasbourg, 2011. http://www.theses.fr/2011STRA5003.
Our research deals with the integration of ICT in the school environment and its influence on the acquisition of the French language. It is worth noting that the teaching of French in Lebanon is a special case in that French is both taught as a second language and used as language of instruction. After giving an overview of the integration of computers in official instructions (1998 – 1999), the study presents the context of the research; i. E. , French teaching in Lebanon, teaching and learning methods and activities. The research also presents some background information of the school in which the study is done. A second phase of the research is devoted to the execution of new situations that integrate ICT in oral presentations. The research does not present a laboratory situation in which the variables are controlled. The observations focused on the students, the didactic tools and methods they were given, the educational scenarios they had to perform, and their use of the computer systems at their disposal. Our approach of ICT in this study is deliberately interdisciplinary. We have chosen socio-constructivist educational models based on active construction of knowledge. Our approach is also based on the achievement of complex and complete tasks. Small group work is preferred. The aim of this study is to assess the individual competences acquired while learning in team with CAP software (Computer-Aided Presentation) or with more traditional methods. Comparing individual results allows to better understand the effects of the experiment and to draw conclusions as to its effectiveness
Gauvin, Karine. "L'ÉLARGISSEMENT SÉMANTIQUE DES MOTS ISSUS DU VOCABULAIRE MARITIME DANS LES FRANÇAIS ACADIEN ET QUÉBÉCOIS." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27734/27734.pdf.
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.
To 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
El, Khoury Marie. "Le rôle de l’enseignement du français dans la constitution et le maintien des élites au Liban." Thesis, Amiens, 2016. http://www.theses.fr/2016AMIE0001.
As being a member country of the Francophone International Organization, Lebanon comes first in using French Language in Middle East. This particular position that France has in Lebanon is interpreted by the existence of the Christian political and social elite authentically native as Francophone. This elite has forged during many centuries privilege relations with France. Thus, French Language, the vector of the occidental civilization in the country of cedars, linked to the Lebanese history and traditions, is involved in the complexity of the Lebanese political and social fabric and the confessional mosaic. Attached at first to the Christian community, French Language is an essential compound of the multicultural identity of Lebanon. This study aims to display the relationship with the French Language in this country known by its internal tension between orient and Occident that makes the feature of the Lebanese Identity. It shows how French Language may be a marker of constitution and maintenance of the social and cultural Elites specifically at the Christian Maronite community in Lebanon and more specifically in North Lebanon the field of this study. It questions the situation of this language in the current context of Lebanon, where the Christians face a demographic decrease and a reduction of their representativeness and political influence, where the Anglophone dominates the world linguistic scene and where the majority of the extremist and radical Islam movements defending the Arab Language are intensified in Middle East