Добірка наукової літератури з теми "Interlangue (enseignement des langues) – Indonésie"
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Дисертації з теми "Interlangue (enseignement des langues) – Indonésie":
Kawecki, Regis. "Analyse de l'interlangue développée par les étudiants de français de l'université indonésienne de Semarang." Electronic Thesis or Diss., Université de Toulouse (2023-....), 2024. http://www.theses.fr/2024TLSES041.
This doctoral research begins by providing a history of the different theories on learning a foreign or second language. It particularly addresses the notion of interlanguage, its evolution as well as the questions that this concept raises among researchers. This study also extensively discusses the field of corpus linguistics as a tool for analysing and describing the specific language spoken or written by learners of a foreign or second language, corpus linguistics being considered here not only as a methodology but also as a facilitator of theoretical description. In a second part, the research seeks to define the characteristic interlanguage of a group of Indonesian students learning French at the State University of Semarang in its French Literature Section by analysing, using a computerized text searching tool, a corpus of nearly 100,000 words made up of examination papers written by these students during two consecutive academic years (2019-2020 and 2020/2021). The analyses carried out show a definite improvement in the third-year students' production, in terms of both quality and quantity. Although apparently dependent on the content of courses, these learners demonstrate a capacity to write argumentative texts that read easily and are quite effective at defending a point of view. The interlanguage of this specific population of learners differs somewhat from the classical definitions of the concept due to the influence exerted by English, the only compulsory foreign language in Indonesian schools, that seems to reinforce erroneous syntactic aspects in French such as the recurrent non-conjugation of verbs or the absence of articles, characteristics that are typical of Bahasa Indonesia, the Indonesian national language, but also of English in a less systematic way
Masperi, Monica. "Etude exploratoire des conditions d'automatisation de lecteurs francophones debutants en italien." Grenoble 3, 1998. http://www.theses.fr/1998GRE39020.
This thesis lies within the framework of an international research programme - galatea - focusing on intercomprehension among romance-language speakers. Its didactic aim is the development of student autonomy in reading comprehension in the initial approach to italian texts. The theoretical frame refers in particular to concepts of learning and reading stategies in applied linguistics and typolinguistic proximity. Processes and strategies used by french-speaking readers in their initial approach to italian texts are studied. Different aspects of readers' verbalized reflections are pointed out and classified through their reports during reading comprehension tasks. More specifically, the analysis concerns cognitive and metacognitive aspects of reading comprehension related to the different linguistic components involved (grapho-phonological, lexical, morphological, syntactical and textual ones). Cognates processing is particularly focused upon. Finally, data analysis results are used as a basis for suggestions of didactic applications hinging on both awareness and confidence in cognates as an efficient initial approach instrument to italian texts and the enhancing of metacognitive activity
Rosen, Evelyne. "Apprendre une langue en communiquant. . . : interlangue et communication exolingue/endolingue en contexte." Paris 10, 2001. http://www.theses.fr/2001PA100141.
This linguistic research in second language acquisition examines one language learning precept learning by communicating. It aims at highlighting strategies of negotiation and adjustment of meaning that further the construction of individualized non native communicative competence (Interlanguage). The research is based on an epistemological and notional study of Interlanguage within the framework of asymmetric/symmetric communication (or exolingual/endolingual communication). The field under study is the language classroom and the data has been collected in various contexts, in China and in France, through an activity of simulation. A pragmatic analysis of the data (according to the hierarchic-sequential model elaborated by Bange) reveals interrelations between activity and context. A simulation exercise is a communicative event generating strong discourse constraints, requiring an ability to negotiate different reference frames (reality/fiction, class/simulation). The research brings out the modalities of a communication contract central to the intricacy of such heterogeneous frames and essential to successful referencing in acts of communication. Situations of communication established by negotiation, the role of the pragmatic component in communicative competence and even the notions of Interlanguage and exolingua/endolingual communication are reexamined and fresh definitions suggested. Thus, through an analysis of the strategies developed to overcome barriers to communication and of the normative sequences carried out in interaction, the research points out the interrelations between Interlanguage, exolingual and endolingual communication. It suggests the contextual configurations and contract-based conditions of communication which further language learning
Bouzekri, Ouafae. "Enseignement de l'anglais, langue étrangère au Maroc : une approche critique de "English in life"." Aix-Marseille 1, 1998. http://www.theses.fr/1998AIX10025.
One of the most basic questions that occupy language researchers is "what is the best way to learn a language?". This explains the proliferation of methods to designing language programmes as a commitement to finding more efficient ways of teaching. Our research intends to investigate english teaching as a foreign language in a particular multilingual and sociocultural context (morocco) through the most common pedagogical tool used, the textbook entitled english in life (eil), and to suggest some proposals to promote the teaching of english. It also raises the ambiguity and vagueness of the official documentation revealing a sharp discrepancy between the achievements of the english instructional programme and the objectives assigned. After a brief survey on different teaching methods used in morocco showing its yearning to cope with the new trends, it underlines the main fundamental notions about second language learning. Moreover, this research aims mainly to analyse eil in terms of selection, gradation and presentation. By determining how its content (phonetics, lexicon and grammar) is selected, how it's arranged to facilitate the process of learning and what types of procedures are used to present it in a helpful way, we investigate whether eil gives prominence to the principles of the communicative approach, which is prevailing nowadays and to which it tends to adhere. Furthermore, the analysis of errors committed by moroccan learners sheds light on some difficulties they meet, indicates to teachers and curriculum designers which part of the target language displays most difficulty and underlines the errors due to the exposure to some aspects of english language in eil
Peng, Yuan. "L' interlangue, aspects linguistiques et culturels (cas du français, langue indo-européenne et du chinois)." Limoges, 2012. http://aurore.unilim.fr/theses/nxfile/default/8179b331-30bd-4ad8-9dc2-c7e4bfc3685f/blobholder:0/2012LIMO2014.pdf.
Our research relates to two important factors during interlanguage learning - the mother tongue and native culture. We are going to study the ways in which these two main factors influence the acquisition of interlanguage from a psychological and socio-cultural point of view, which will allow us to build on the idea that input does not have to be reduced to linguistic rules, and that standards used to explain linguistic production should also be extended to cover lanquage's fuctional dimension. This last element seems optimal but problematic. If the assimilation of linguistic rules allows us to produce grammatically correct statements, cultural knowledge makes it possible to adapt one's expression to the context of communication and to native's judgements. Thus, the transfer of the mother tongue and native culture perpetually manifests its influence
Wantz, Bauer Frédérique. "Interactions entre pairs dans l'appropriation d'une langue étrangères : travail de groupe entre apprenants." Rouen, 2001. http://www.theses.fr/2001ROUEL403.
Randriamasinony, Soloalijaona. "L' apprentissage de l'espagnol, langue étrangère, par l'apprenant bilingue franco-malgache." Perpignan, 2006. http://www.theses.fr/2006PERP0744.
This thesis analyses the contact of languages in both the social and educational domain and focuses on «the learning of spanish as a foreign language by the bilingual franco-malagasy learner». Indeed, the often inexplicable errors made in work, for the most part written, produced by learners of spanish has aroused numerous questions of both a linguistic and didactic nature with regard to their origin. Amongst the four languages – malgache, French, English and Spanish – used in an educational context and therefore in the learner assimilated was French whereby the common origin of two romance languages would imply either success or failure, a priori shared between the two at the time of learning Spanish. However, the analisis taken from different perspectives of the corpus constituted from the carrying out of classes – input and intake – and from the work produced by the learners – output – brought to the forefront other domains susceptible to providing some of the more plausible explanations social and psychological dimensions of the language characterise the interlanguage not only as an amalgam of previously acquired systems, but also as a combination of the «sous-systems» according to which the targzet language is acquired in a purely procedural manner
Paganini, Gloria. "Entre le "très proche" et le "pas assez loin" : différences, proximité et représentation de l'italien en France." Paris 3, 1998. http://www.theses.fr/1998PA030135.
Learning a foreign language necessarily requires that one should develop a representation of otherness related to this language. This representation arises from the experience of those involved in the learning process but it also comes from the knowledge and values acquired through education and social communication. It plays a part in practical decisions such as the choice of a foreign language when it is offered and the choice of a foreign destination when international mobility is undertaken. Our purpose is to reconstruct the representation of a "minor" foreign language such as italian in the french school system, especially at the level of higher education. Since the representation of a foreign language is highly dependant on its position in the range of the foreign languages which are available, we have attempted to highlight the priorities which determine this hierarchic ranking. We have therefore conducted a survey (involving interviews and written questionnaires) in an engineering school. It offered two significant advantages for the learning of italian because of the variety of foreign languages available and because it provided students with a professional environment which valued this plurality as a strategic element in a training course with an international orientation. The results of this survey will help bring to the fore the various categories of preconceptions which constitute the field of foreign languages as well as the motives leading to the choice of italian and the link between the acquired linguistic abilities, the desire for international mobility and the specificity of a professional culture. This study is based on the conviction that, in the french school system, maintaining so called minority languages is at the same time the sign and the guarantee of a real diversification both linguistic and cultural
Ismaïl, Lamia Bilal. "Vers l'autonomie de l'apprenant en français dans les collèges expérimentaux en Egypte." Paris 8, 2004. http://www.theses.fr/2004PA082409.
Nowadays, new data impose the necessity to reconsider the foreign languages learning in the educational system. The principle of autonomy, the change from the languages didactic to the didactic of plurilingualism, the high multicultural and multilingual abilities, the development of knowledge (linguistic and/or of learning) and its relations with the widened contexts are at the centre of reflection about innovation in educational systems. This thesis presents the future of French language learner in Egypt by the introduction of autonomy in the school environment. The problematic is structured around two main axes: development of the autonomy concept and the learner profile. The proposed project, of empirical nature, do collaborate several levels (cognitive-linguistics, emotional, méta-cognitive) in order to test if the individual can live a partial autonomy that would only concern his/her learning of foreign language. The obtained results cast new light on the complexity of the teaching/learning situation in language class and lead to conclusions about the development of the French language learning and the implementation of autonomy within the school environment in Egypt
Takeuchi, Yasuko. "Analyse conversationnelle contrastive franco-japonaise : autonomie vs interdépendance ou quand l'usage de la langue révèle deux visions de soi-même et d'autrui." Grenoble 3, 2003. http://www.theses.fr/2003GRE39013.
Книги з теми "Interlangue (enseignement des langues) – Indonésie":
Tarone, Elaine. Variation in interlanguage. London: E. Arnold, 1988.
Matthey, Marinette. Apprentissage d'une langue et interaction verbale: Sollicitation, transmission et construction de connaissances linguistiques en situation exolingue. 2nd ed. Bern: Lang, 2003.
Matthey, Marinette. Apprentissage d'une langue et interaction verbale: Sollicitation, transmission et construction de connaissances linguistiques en situation exolingue. Bern: New York, 1996.
Yip, Virginia. Interlanguage and learnability: From Chinese to English. Amsterdam: J. Benjamins, 1995.
R, Eisenstein Miriam, ed. The Dynamic interlanguage: Empirical studies in second language variation. New York: Plenum Press, 1989.
Ellis, Rod. SLA Research and Language Teaching (Oxford Applied Linguistics). Oxford University Press, USA, 1997.
Petitat, Andre, Marinette Matthey, and Rita Hofstetter. Apprentissage D'Une Langue Et Interaction Verbale: Sollicitation, Transmission Et Construction de Connaissances Linguistiques En Situation Exolingue 2 ... En Sciences de L'Education. Vol. 98). Peter Lang Publishing, 2003.
Mackey, Alison, Naoko Taguchi, and Jonathan Culpeper. Second Language Pragmatics: From Theory to Research. Taylor & Francis Group, 2018.
Mackey, Alison, Naoko Taguchi, and Jonathan Culpeper. Second Language Pragmatics: From Theory to Research. Taylor & Francis Group, 2018.
Roever, Carsten, and Naoko Taguchi. Second Language Pragmatics. Oxford Univ Pr, 2017.