Дисертації з теми "Interlangue (enseignement des langues) – Indonésie"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Interlangue (enseignement des langues) – Indonésie".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
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.
Koudache, Malika. "La langue des néo alphabétisés, la langue arabe standard en Algérie : contribution à une analyse des productions écrites de sujets berbérophones et/ou arabophones." Grenoble 3, 2003. http://www.theses.fr/2003GRE39012.
Arroyo, González Encarnación. "La reformulation dans l'interaction orale chez des locuteurs non-natifs : étude des formes et des fonctions de reformulation en communication exolingue en français et en espagnol." Paris 10, 2003. http://www.theses.fr/2003PA100123.
This research seeks to elucidate the nature of reformulations in exolingual communication. From an inter-actionist approach, the reformulation displays the metalingual activity of the speaker in order to ensure an efficacious discourse and communication, with the support of those lingual means. A corpus comprising recordings of three tasks carried out by non-native speakers served to reveal the forms and functions of reformulations. Comparisons demonstrate how they vary according to each task, how their functions are intrinsically connected to the forms, such connections depending on the native or non-native status which influences the frequency and type of reformulation. Mis or her experience and communicative competence constitute further variables. Finally, a study of sequences with focalisation on the linguistic code attempts to demonstrate the strategies utilised in order to ensure a successful communication and capable of facilitating the acquisition of the non-native language
Al-Housary, Helou Samira. "L'évolution de la cohérence textuelle dans les productions d'étudiants adultes faux débutants." Lyon 2, 2003. http://theses.univ-lyon2.fr/documents/lyon2/2003/alhousary_s.
This thesis includes one theoretical part that discusses the learning process of languages and highlights the external factors that might enhance and/or obstruct its acquisition. Moreover, it exposes the factors of textual coherence as well as the rules that the learner must have to acquire the written skills. Furthermore, this part stress out the presumed components of the learner's second language in addition to presenting and justifying the use of mistakes analysis as a medium to reveal the evolution of the learner's second language through a longitudinal survey of a corpus. The theoretical part is followed by a study of hundred subjects. The study results, allow to follow the textual coherence evolution within the studied productions highlighting the common points as well as the deviation during the acquisition process of a second language. In the light of theses results, pedagogical activities regarding the acquisition and the writing of a second language are proposed
Abbas-Badran, Ansam. "Les déterminants dans l'interlangue des apprenants syriens : le cas des articles." Grenoble 3, 2003. http://www.theses.fr/2003GRE39009.
German, Berrini Yolande. "Interculturalité et multimédia appliqués à l'enseignemnet des langues vivantes : apprentissage de l'italien en milieu universitaire : thèse." Nice, 2003. http://www.theses.fr/2003NICE2008.
1. Where are methods for teaching foreign language going ? A multicultural society, the multimedia, to be competent quickly, are changing the priorities of teaching methods. The recent operating methods for teaching are examined, in the scope of italian language learning. 2. About interculturality in foreign languages learning. It is even more difficult to dissociate the language from the culture it carries. The introduction of unexprected elements, daily present in the Italian context, allows achieving a cultural alterity, from the factual side. The interactive nature of our approach transforms those elements into helping factors to learning. 3. Development of a computer tool to perform exercices for learning Italian. We develop exercises from needs of students and from new operating methods for teaching. We have developed an application for foreign languages learning
Besse, Anne-Sophie. "Caractéristiques des langues et apprentissage de la lecture en langue première et en français langue seconde : perspective évolutive et comparative entre l’arabe et le portugais." Rennes 2, 2007. http://tel.archives-ouvertes.fr/tel-00267662/fr/.
First, this crosslinguistic study aimed to investigate graphophonological, grapho-morphological and grapho-syntactical implicit and explicit knowledge development and the contribution of this knowledge to reading in vocalised Arabic and Portuguese mother tongue. Results indicate that Arabic pupils focus on root/pattern morpho-derivational structure, more than on inflected cues, whereas Portuguese pupils show a phonological sensitivity to rime and syllable but also better knowledge about inflexional than derivational morphology. Moreover, whatever mother tongue we studied, morphological knowledge plays a role on written words recognition, when more decontextualized knowledge occurs mainly in Arabic. The grapho-morpho-derivational knowledge contribution in Arabic reading comprehension accentuates the significance of morphology in this written language. Lastly, reading comprehension seems to be more dependent from automatised processes in Portuguese because of its relatively irregular orthography. The second aim of this research was to study the role of reading acquisition in mother tongue (Arabic vs. Portuguese) on learning to read in French as a second language. Comparisons allow to conclude that the special status of morphology in Arabic can conduct learners to pay attention on internal structure of French words in order to read it. In the other hand, similarity between Portuguese and French facilitates the development of graphophonological sensitivity and emphasises the symmetry between first and second language reading words skills. French second language reading comprehension profiles and their development are also very different between Arabic and Portuguese speakers
Chardon-Isch, Nicole. "Apprentissage linguistique et intégration sociale d'écoliers étrangers à la Martinique." Antilles-Guyane, 2002. http://www.theses.fr/2002AGUY0084.
This thesis inscribes in the wide field of didactic of languages in Martinique. How do caribean stranger children learn french, how do they live? When they arrive with one or two languages (one official and the other creole), how do they learn a third language in martinican school which hasn't resolved itself the question of bilingualism? Speaking several speeches in a country causes peculiar problems, so I shall deal of maternal tongue, of sociology and immigration, of socio lingualism, of relation with the old norms, of new standard, of linguistical problems linked with oral, of psychological problems due to child development in uneasy situations, of didactical problems of teacher's formation. All these topics are interdependent. It was necessary to take the census of population of strangers, to study what martinican think about them, and to study school official structures. We've got a moderate establishment: there is not enough welcome structures in martinican school, teachers are isolated and insufficiently prepared, there is o lack of information and evaluation about the natives languages and countries of stranger children. Some isolated initiatives and a pedagogy of linguistical variation have been tried successfully. Insertion of caribean stranger children interpellates us by it critical situation
Tamagnini, Nora Vera de. "Influence de la représentation de la langue première sur l'acquisition du lexique des procès en FLE par des apprenants argentins en milieu institutionnel isolé : le cas de l'Argentine." Paris 10, 2007. http://www.theses.fr/2007PA100204.
The lexical acquisition of the processes in Foreign Languages (LE) is affected by the determining influence of Mother Tongue (MT) - a model of the operations concerning the reference construction - mainly in the case of the typological proximity between L1 and L2. This process acquires specific characteristics in what is known as "captives publics" these being similar to the Argentinean learners of French as a foreign language in the institutional environment and which are isolated when dealing with the socio-linguistics environment of reference. These learners have to elaborate the specificity of L2 within the similitude in relation to L 1 in all levels of description at linguistic analysis. The processes of lexical acquisition will be developing, on the hand, on the basis of the metalinguistic elaboration of the typological distance and of the continuous monitoring of the learner's processes and, on the other hand, it will be based on the teacher’s talent of French language in creating interactive and productive instances for the lexical acquisition in adequate conditions of the expository environment of the foreign language studied by the students
Carrasco, Perea Encarnacion. "Parenté linguistique et apprentissage répercuté : l'espagnol en tant que deuxième langue romane de référence chez des lecteurs francophones débutants en catalan." Grenoble 3, 2000. http://www.theses.fr/2000GRE39031.
Aquino, Garcia Ofelia Elena. "Dysfonctionnements et difficultés d’apprentissage des déterminants possessifs français chez les apprenants hispanophones (Cas de figure des apprenants mexicains)." Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00562498/fr/.
This research focuses on dysfunctions and learning difficulties and manipulation of French possessive determiners facing the Hispanic community (specifically the Mexican community) when learning of the ELF. Based on research on interlanguage and constructivist models giving the error status much more positive than before, this study traces, within the four chapters, the various steps taken, first, to better identify and analyze problems written and oral learners and secondly to achieve structure, based on the analysis performed, the path best suited to overcome the various difficulties encountered. The analysis based on a diagnostic evaluation allows us to explore and verify the degree of impact of various assumptions associated with dysfunction and difficulties in the use of possessive determiners in L2
Champion, François. "Le mot et ses indices : rôle du lexique dans l'interaction didactique avec des adultes migrants en situation professionnelle." Paris 10, 2004. https://tel.archives-ouvertes.fr/tel-00169179.
This thesis of didactic of the French Foreign Language analyses the role of the lexicon in the interaction with migrant adults en a professional environment. This context reveals that the lexicon holds a central place in the procedures of teaching and training. Their description requires a model of analysis of the word's relationships with its indications present in the didactic situation. Analysis of the indication, "process from witch an uncertainty starting from an indication is dissipated", such as Prieto (1964 sq. ) proposed, is integrated into advanced research on pragmatic and agrees with the Bange's model of pragmalinguistic (1982), witch it even supplements by the concept of universe of speech, returning its coherence an autonomy on the discursive level of data analysis. This integrates model is put to the test on a corpus collected during a training. The conclusion presents the prospects for didactic treatment of the lexicon
Normand, Claude. "Pourquoi l'École se mêlerait-elle d'enseigner les langues étrangères ? : le cas de l'espagnol dans le secondaire en France." Lyon 2, 2005. http://theses.univ-lyon2.fr/documents/lyon2/2005/normand_c.
The Spanish language has recently become part of the standard school curriculum for a large majority of French teenagers. Such an evolution of its status has not brought about drastic changes in the teaching methods: teachers still try to strike a balance between developing communication skills to meet social demands on the one hand, and maintaining the traditional link with humanities on the other. Since the core of such teaching is the collective commentary of documents, we have carried out a modelling of this activity, based on a corpus grouping together various types of approach. The model shows that the collective commentary of documents does not meet the demand for language autonomy required by the Official Instructions. Our case study is meant to offer a new, seminal concept for the teaching/learning of the Spanish language, together with other languages within the framework of the school system (including the native language). While meeting the social demands for communication efficiency, this type of teaching/learning can be a vital contribution to the teenager's building up his own language symbolical system, which will later determine the way he relates to the world around him
Kunene, Ramona Nkosinathi. "A comparative study of the development of multimodal narratives in french and zulu children and adults." Grenoble, 2010. http://www.theses.fr/2010GRENL018.
When children's language abilities develop, so does their use of co-speech gesture. We tested this hypothesis by studying oral narratives produced by French and Zulu children and adults. Eighty two : 46 Zulu and 36 French participants were asked to watch a Tom and Jerry cartoon and then tell the story to the experimenter. All narratives were videotaped, and subsequently transcribed and annotated for language and gesture using the gesture coding manual on ELAN software. The results showed a strong effect of age on language complexity, discourse construction and gesture for both languages confirming that the development of speech and gesture are a part of the same language process; one cannot study speech without studying gesture if we aim at understanding the complete communicative act. Zulu oral narratives were longer and accompanied with more co-speech gestures than the French narratives due to the difference of perception of the task, the French gave brief, summaries of the narratives, whilst the Zulu gave detailed narratives in line with the norms of orature, confirming that language and culture do have an influence on discourse construction. This developmental shift towards more complex narratives through words and gestures as well as the effect of language and culture is discussed in terms of its theoretical implications in the study of gesture and discourse development
Sambou, Aly. "Traduction pédagogique et didactique des LVE en milieu multilingue : le cas du Sénégal : Implications sociolinguistiques." Caen, 2011. http://www.theses.fr/2011CAEN1616.
Considered on university space, this thesis focuses on pedagogic translation and foreign language teaching in a so multilingual context like Senegal. Without addressing in depth the issue of universality of a translation teaching method in language departments, this study proposes, among other things, to reconsider it in a context of important cultural and linguistic profusion. Assuming that this situation of multilingualism inevitably entails certain peculiarities in teaching and learning, we explore some ways and means conducive to the setting-up of an integrated approach to translation teaching, likely to assist Senegalese students to ensure linguistic productions with fewer interferences in vernacular language and culture. Thus, through a corpus consisting mainly of students’ translations from three English texts into French, research and analysis of the influence of local languages on performances in translation reveal the presence of three components with unequal impact: grammatical-syntactic, lexical and tropological. The latter are features of the various forms of interference frequently found out. With this plural observation, we intend to contribute in paving the way for an integrated teaching approach of translation in a undoubtedly complex sociolinguistic context
Alanazi, Bander. "Étude de la compétence communicative écrite chez les étudiants saoudiens de français langue étrangère." Montpellier 3, 2008. http://www.theses.fr/2008MON30025.
Nowadays, the competence of communication is universally recognized as the ultimate goal of teaching/learning a foreign language. Obviously, Saudi students, who learn the French as a foreign language, are facing some difficulties regarding their written communication skills. This study is part of the analysis of written communication skills of these students. In this regard, it is believed that a good analysis of production can provide a written contribution to the knowledge of what students have already achieved and what remains to acquire them at a crucial moment in their learning a foreign language, in this case, the French. This analysis can also be a gateway to linguistic and communication systems that shows the difficulties that students face. It can be used to adjust the programs or teaching methods of French in Saudi Arabia. Following the analysis of productions written and given the results obtained, this research provides didactical suggestions that could help the Saudi student to overcome difficulties related to writing. Finally, this study addresses a real need and may help to discover some new avenues of research on the communicative competence of the Saudi students
Avram, Carmen. "Rédaction de texte en français langue étrangère : stratégies argumentatives et processus psycholinguistique de construction de l'interlangue en situation d'acquisition trilingue : Une analyse intra et interculturelle de la lettre de candidature en contexte universitaire." Caen, 2011. http://www.theses.fr/2011CAEN1629.
This study, which is focused on text construction in foreign language by expert writers at university level, proposes a pluridimensional approach of text analysis as a finished product of a complex psycholinguistic activity. The theoretical and methodological approach is done within the framework of text construction psycholinguistics and aims to analyse cover letters as a writing activity. This type of document, which represents the studying and teaching object of the French for business class, is a complex textual genre, rich in psycholinguistic information due to its argumentative aim. The cover letter– an essential document within the teaching world because of its vocational dimension – is seen at different levels: formal, thematic, interactional and psycholinguistic. This thesis’ first objective is to analyse the degree to which the existence in the long term memory of a mental textual model, acquired during French classes, influences the quality of the written text. The second objective is aimed at text writing in relation to the linguistic competences in French as a foreign language: different language levels are also considered and analysed (intermediate, upper intermediate, advanced and native), as well as different linguistic systems, with Romanian, Albanian, Hungarian, Lithuanian, Moldavian and French students. The results confirm the starting idea of this thesis, according to which the quality of the finished text depends on the existence in memory of a mental textual model and on the level of language mastered and can be influenced by the languages (mother tongue and foreign languages) present in the linguistic system of the writer
Contreras, Roa Leonardo. "Prosodie et apprentissage des langues : étude contrastive de l’interlangue d’apprenants d’anglais francophones et hispanophones." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20053.
This thesis is a study of the prosodic interlanguage of students of English as a foreign language whose native language is French or Spanish. It is organized in two main parts. The first part is a study of the methods of conception and representation of prosody for the analysis of interlanguage – a hybrid linguistic system which includes characteristics of the student's native language, characteristics of the target language, and intermediate developmental or characteristics. This provides a methodological framework for the phonetic analysis and phonological interpretation of this type of prosodic systems. The second part is the implementation of this methodology through a contrastive interlanguage analysis conducted through the study of an oral corpus of students of English as a foreign language. The results show traces of the influence of their respective native languages at the phonetic and phonological levels, as well as developmental characteristics common to both groups of learners. The results serve as a basis for reflection on the levels of abstraction in the study of prosody and on the didactic priorities for teaching oral English at a university level
Yiboe, Kofi Tsivanyo. "Enseignement/apprentissage du français au Ghana : écarts entre la culture d'enseignement et la culture d'apprentissage." Strasbourg, 2010. https://publication-theses.unistra.fr/public/theses_doctorat/2010/YIBOE_Kofi_Tsivanyo_2010.pdf.
The teaching/learning of a foreign language in the school set up require the integration of multiple social factors. This research attempts to describe patterns of communication in French as a foreign language class in some senior high schools in Ghana. Lesson sessions are videotaped in three schools in the Cape Coast municipality. The results show that inference as a teaching technique plays several roles and may contribute to the development of communication strategies in foreign language classroom. However, the approach is hampered in Ghanaian schools by a misunderstanding between the European culture and the culture of socialization of the students. Moreover, code switching in French as a foreign language classroom takes many forms controlled by teachers. Different linguistic codes within the class are therefore limited to only metalinguistic discourse. In addition, nonverbal communication is also reflected in various complex communicative functions that teachers and students play in class. Finally, the analysis reveals the importance of emotion in the acquisition of foreign languages in Ghanaian secondary schools
Cao, Yanyan. "Enonciation et Français Langue Etrangère." Thesis, Rennes 2, 2013. http://www.theses.fr/2013REN20008.
Chinese learners face specific problems when learning French tenses. Our aim is to determine the reasons for this situation and make didactic proposals to adapt the teaching of the French language to Chinese characteristics. The study of the corpus collected from Chinese students at different stages of learning shows an enunciative perspective that isunstable during the construction of the tense system. A contrastive linguistic analysis of Chinese and French temporal systems, as well as an observation of the descriptive language tools commonly used in French teaching in China and didactic practices highlight on the one hand the influences of the mother tongue and secondly the teaching received onthe French tense system construction by Chinese students
Darcy, Isabelle. "Assimilation phonologique et reconnaissance des mots." Paris, EHESS, 2003. http://www.theses.fr/2003EHES0131.
Phonological assimilation may change the acoustic shape of words according to the influence of surrounding segments. Word recognition has to cope with this systematic variability which characterizes spoken language. Three word-detection experiments in French, English and American English show that listeners use implicit phonological knowledge of the assimilation processes that exist in their language. Moreover, this knowledge of the assimilation independently of the activation of a lexical form, as the same compensation patterns have been observed in words and in non-words. This compensation mechanism shows some flexibility : comparing French and American second language (L2) learners shows that beginners use the phonological system of their native language to compensate for assimilation processes that exist in L2, but that more advanced learners develop a specific system dedicated to L2 within a few years of exposure
Skoruppa, Katrin. "Mécanismes de l'acquisition phonologique précoce." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0043.
In this thesis l studied the cognitive mechanisms that allow for the surprising speed and ease of early phonological acquisition. In a series of cross-linguistic experiments l analyzed the respective roles of distributional learning and linguistic knowledge
Bley, Hiersemenzel Inge Anna. "L’allemand oral L4 à Hong Kong : vers l’identification des interférences phonético-phonologiques issues des langues source chez des apprenants cantophones adultes." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20035.
This thesis aims to investigate salient mispronunciations from Cantonese adult L4 learners of German in Hong Kong, in order to support the design of effective pedagogical and remedial instruction for pronunciation improvement. For these learners of the first post-colonial generation, the other source languages are Hong Kong English (L2) and putonghua/Mandarin (L3), both non-native/non-foreign languages. The overall aims of this study are to promote ourunderstanding of cross-linguistic interference between source languages and the target language in adult learners whose first language is genetically and typologically distant from German, as well as to identify typical linguistic features of German L4. The proposed approach involves a systematic contrastive description of phonology and phonetics primarily between German and Cantonese, followed by a shorter description of learners’ L2 and L3. To address the question of deviant features and language transfer, data gathered from students reading German were compared to native speaker data, as well as to a canonical form of pronunciation. The analysis of interlanguage data revealed segmental and suprasegmental deviations from the underlying canonical form, as well as contexts where L1 and L2 transfer effects are prominent. Thismethodology enabled us to propose an inventory of salient pronunciation errors, useful for the domain of linguistics and for pedagogical purposes. Though further studies should be conducted at both the segmental and suprasegmental level, this work contributes to our understanding of aspects of this particular L4 interlanguage
Mokh, Hilda. "L’exploitation des textes littéraires dans l’enseignement des langues étrangères : l'exemple de la langue arabe." Thesis, Rennes 2, 2014. http://www.theses.fr/2014REN20061/document.
The methodologies used to teach foreign languages and the materials they promote have largely varied over time. The present work specifically adresses the question of the place of literary texts as pedagogical materials in foreign languages teaching. Originally literary texts were nearly the only materials available for this teaching. Then various societal and scientific evolutions brought them to almost completely disappear from methodologies for foreign languages teaching. For some time these literary texts reappear quite widely. Our question is whether this type of pedagogical material is usable in foreign language classroom and what is the relevance of this usage. After reviewing the different arguments of the debate and take into account some data from the field through questionnaires survey, we ackowledge the numerous advantages of literary texts as pedagogical materials, provided an appropriate use. We specifically think that they present a perfect document to implement the intercultural approach that is well accepted today. We take teaching of Arabic as a foreing language as an exemple to demonstrate how, in our opinion, literary texts could be used in an intercultural approach
Najai, Mouna. "Développement lexical précoce et biais nominal : études expérimentales et approche interlangue français / arabe." Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20026.
Razafimandimbimanana, Elatiana. "Langues, représentations et intersubjectivités plurielles : une recherche ethno-sociolinguistique située avec des enfants migrants plurilingues en classe d’accueil à Montréal." Rennes 2, 2008. http://www.theses.fr/2008REN20015.
Examining identities in Quebec inevitably points to language-related issues, especially when migration and plurilingualism are implied along with the future generations. The French language is the province's single official language and it's a delicate balance between the will to protect its vitality on the one hand and the will to recognise the forces of social diversity. Schools play are at first rank when it comes to ensuring the transmission of social values and the French language is definitely a major part of educational politics. The core concept of this project is actually "languages" through their social dimensions. The aim is to explore how young plurilingual migrants negociate their repertoires in French Welcome Classes in Montreal. When asked to define themselves, they also shed light on how identities and "otherness" are related (or not). The researcher's epistemological framework will first be explained then, the Quebec context will be questioned in an attempt to better understand the specificities related to migration, plurilingualism, social identities and schooling. The data based on ehtnographic fieldwork will then be analyzed as intersubjective discourse and representations on migrance, symbolic shifts and intercultural themes
Mefidene-Sahel, Tassidit. "Effets du contexte plurilingue sur les pratiques didactiques en classes de langue étrangère en Algérie." Rennes 2, 2010. http://www.bu.univ-rennes2.fr/system/files/theses/TheseMefidene.pdf.
This research examines the role that the first "foreign language" , i. E. French , can play in the process of learning a second foreign language, i. E. English, in Algeria. The first part is devoted to describing the Algerian sociolinguistic and educational situation and the theoretical concepts that seem relevant to our work. The second part presents, in a first step, the investigation and the corpus used (teacher and student questionnaires, excerpts, interviews), and a second step, the analysis of our data in order to understand, on the hand, the perceptions that teachers and learners have about the languages they use, and on the other hand, the functions of language alternation in second foreign language classes. We show indeed, how learners resort systematically to languages alternation to indicate a moment of distress in their learning or to confirm understanding. The teachers themselves also have resort to language alternation to reach their educational goals either for developing language skills, or for the construction of communication skills. In our conclusion, we recommend the adoption of a contextualised multilingual perspective in a situation of language alternation because of its potential help for acquisition
Trévisiol, Pascale. "Problèmes de référence dans la construction du discours par des apprenants japonais du français, langue 3." Paris 8, 2003. http://octaviana.fr/document/134104560#?c=0&m=0&s=0&cv=0.
This thesis deals with the instructed acquisition of French as a 3rd language (L3) by Japanese learners (initial, intermediate, advanced) from a functional point of view. The study investigates the way in which learners refer to 3 basic conceptual categories (entities, time, space) in the construction of a narrative (film retelling). These productions form the basis for an analysis of the expression and organization of temporality, spatiality and reference to entities, as well as its development from a group of level to another. Also studied is the question of the influence of mother tongue and/or another foreign language (english L2) : the comparison of the learners' data with those of Japanese native speakers in the same task makes it possible better to determine the respective role and weight of L1 and L2, as well as the conditions allowing the transfer of former knowledge in L3 production
Sanchez, Leon Nelly Beatriz. "Etude de l'apport d'une réflexion dans l'apprentissage des langues dans une université colombienne." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030192.
In the light of current theoretical knowledge, this action-research focuses on a project in which learners at the National University –Palmira have the opportunity of improving their inter-language in English. Our main hypothesis is that by adopting the task-based approach, L2 learning would be more efficient. It is inferred based-learning activities will help them to develop ways of obtaining knowledge and strategies to interact in real-life situations, and techniques to extract information from scientific written texts. This hypothesis has been validated through the realization of teaching / learning practices. Some secondary hypotheses to establish learners‘ and teachers‘ needs, expectations, goals and attitudes of formal training in English were also verified in this action-research. We hope this contribution may lead our university to adopt pedagogical innovative practices in which learners feel more concerned and involved in acquiring a second language
Michel, Johan. "Modèles d'activités pédagogiques et de support à l'interaction pour l'apprentissage d'une langue : le système Sampras." Phd thesis, Université du Maine, 2006. http://tel.archives-ouvertes.fr/tel-00090250.
Marchand, Rachel. "Influences de la culture et de l'identité sur l'apprentissage du FLE : étude comparative des enseignements/apprentissages en France et en Chine." Thesis, Nancy 2, 2009. http://www.theses.fr/2009NAN21026/document.
How do culture and identity influence the learning of French? What are the difficulties of the Chinese learners in the French classes, and why do they ask for grammar courses and rarely take part in oral activities? Through the research conducted by G. Hofstede about the cultural models associated to each country, and through studies in comparative education, I present the main differences between the French and the Chinese cultures as regards the learning and teaching of French. In a second part, the analysis of individual interviews of young Chinese learners in France shows that personality and individual identity take precedence over the cultural "conditioning" of each learner. Moreover, the discovery and the situation of interculturality necessarily lead to the modification of the learning habits and of the cultural references. These changes are favourable to the learner's decentralization and his/her adaptation to the new methods of learning, as they are practised in France. Consequently, their difficulties and "failures" tend to disappear progressively. But this means that French teachers should be aware of the cultural differences and needs of their learners, and turn interculturality into an advantage
Barri, Houayda Al. "Analyse des marques transcodiques dans l’interlangues d’arabophones apprenant le français : le cas d’apprenants syriens." Rennes 2, 2005. http://www.theses.fr/2005REN20015.
In this PhD dissertation, the aim is to study the difficulties Arabic-speaking people have in learning French as a Foreign Language. Therefore this topic enables us to make a brief account of the history of the different methods used to teach French to foreigners. The way each method considers the language, the learner and his relationship to the teacher will be examined. Thus, talking of communicative skills is of the utmost importance here. These skills are the root of multilingualism and the idea of multi-culture. The of researches have revealed that Arabic-speaking people use code-switching or code-mixing when speaking the foreign language. As a consequence, it is important to use a contrastive approach, which takes into account the inner nature of the learner in this multilingual and multi-cultural context. The contrastive approach enables us to compare the structure of French and Arabic, their different aspects and how they enable people to communicate
Breton, Jean-Luc. "Apprentissage de l'anglais en section européenne au lycée : représentations et pratiques." Phd thesis, Paris 10, 2011. http://tel.archives-ouvertes.fr/tel-00812568.
Esteve, Justine. "Influence translinguistique dans l'apprentissage en français en Malaisie." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC044/document.
This study analyses oral productions in French of Malaysian beginner learners. The objective is to offer an improved approach to the teaching of past tenses in French language classes. In order to do so, we analyse the importance of translinguistic influence in past tense learning in French as a second language. The data are made of two corpora : on the first hand, 17 Malaysian learners in Year 10 preparing their IGCSE oral exam which represent 6 hours of recording and on the second hand, 4 English learners preparing their IGCSE oral exam which represent 45 minutes of recording. The Malaysian learners study French in Penang, Malaysia at the Prince of Wales Island International School. The comparison of both corpora leads to underlining the translinguistic influence on each type of population. We pay special attention to oral production and especially the expression of the past (passé compose / imparfait) and traces of translinguistic influence that could derive from the learners’ known languages (English, Mandarin and Malay for the Malaysian corpus and English for the English corpus). The study will also present the expression of time and aspect in each relevant language. The comparison of data, viewed from the known languages perspective, shows that statistically Malaysian learners are more prone to omitting the verb and to using neutral verbal forms than the English learners. The analysis of both corpora also confirms that Malaysian learners produce more non-conform occurrences due to a confusion between different French tenses than the English learners whose non-conform occurrences are mostly due to grammatical or morphological non-conformity. If indeed, major differences were found, certain similarities stick out and allow us to highlight French second language learning hypotheses. Firstly, French second language learners seem to omit state verbs mostly when omitting verbs and secondly, the close link between lexical and grammatical aspect for the learners
Siddiqa, Aisha. "La politesse dans un contexte d'apprentissage, par des francophones, de l'anglais langue étrangère : enjeux pragmatiques, interlangue et acquisition de stratégies." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR2007/document.
This study of interlanguage pragmatics (ILP) investigates empirical data on English as a foreign language (EFL) learners in French secondary schools to contribute to our understanding of the development of second language (L2) politeness. With the increase in multilingual interactions around the globe, awareness of what is polite or impolite has become indispensable. However, pragmatic skills are generally not easily acquired in foreign language settings. The observation that even advanced learners do not necessarily exhibit target-like norms has led to calls for further investigation (Kasper & Schmidt, 1996; Bardovi-Harlig, 1999). Although there is now a solid body of research in this area, most studies have focused on adult learners (Kasper & Rose, 1999) using written discourse completion tasks (see e.g., Hill, 1997; Billmyer & Varghese, 2000; Su, 2010; Jebahi, 2011) to elicit explicit pragmatic knowledge (Bardovi-Harlig, 1999; 2013). The present study seeks to extend the scope of ILP research by focusing on a large group of young, beginning learners using mixed methods including a cartoon oral production task, open-ended role plays, and naturalistic data from classroom video recordings. Participants were some 240 secondary school learners at three different levels (age 11 to 18) to allow the tracking of ILP development with language proficiency. To contextualise findings, secondary data was collected in the form of additional analysis of classroom films, textbook analysis, and teacher interviews. The analysis of request data is based on the seminal L2 discourse analytic framework cross-cultural speech act research project (Blum-Kula et al., 1989) which allows the analysis of both pragmalinguistic and sociopragmatic dimensions of requests. L2 pragmatic development was observed almost exclusively in terms of increased frequency of pragmalinguistic strategies, particularly by the end of upper secondary school, less so in terms of range of strategies or sociopragmatic features, and this across all data collection methods. French baseline data (L1) revealed similar development, suggesting that L1 transfer may be one explanation for the L2 development observed in the study, particularly since analysis of secondary data revealed little focus on ILP in teaching programs
Cejudo, Napoles Mayra. "Le développement de la compétence de compréhension de lecture de textes juridiques : les stratègies des étudiants de la faculté de droit de l'université de La Havane." Thesis, Nancy 2, 2008. http://www.theses.fr/2008NAN21020/document.
No summary in english
Actualmente asistimos a una evolución de los objetivos en la formación universitaria hacia el desarrollo de competencias profesionales, para responder a la compleja realidad del mundo del trabajo. Esto implica una transformación de los procesos de aprendizaje y de enseñanza de las lenguas extranjeras. En la Facultad de Derecho de la Universidad de La Habana, los textos de especialidad ocupan un lugar esencial en la formación profesional por lo que, entre las competencias que serán útiles a los estudiantes para sus futuras situaciones profesionales se encuentra la competencia que garantiza una correcta comprensión de dichos textos. Es en este contexto, que nos interesamos por el logro del desarrollo de dicha competencia de comprensión lectura de los textos de especialidad por parte de los estudiantes como competencia profesional. Para lograrlo deberán desarrollar las estrategias que facilitan la comprensión de lectura de los códigos, de las leyes, de las sentencias, etc. Con este objetivo proponemos la integración gradual de esta formación en estrategias, en los contenidos de los programas de la Disciplina de Idioma Extranjero Francés, lo cual constituye una novedad en el campo de la didáctica de las lenguas extranjeras. Otra dimensión innovadora de esta evolución es la consideración del estudiante como centro del proceso de aprendizaje teniendo en cuenta sus características propias de manera que se sienta responsable de dicho aprendizaje hasta llegar a convertirse en un lector autónomo. Por último, teniendo en cuenta la presencia de las tecnologías de la información y de la comunicación en el mundo del trabajo, consideramos la incorporación de las mismas en las clases como un medio de apoyo en este nuevo enfoque
Salah, Eddine Tarik. "Langue italienne en bouche marocaine – la prononciation des voyelles italiennes par des étudiants arabophones." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL035/document.
This thesis is dedicated to the analysis of the vocalic system of the interlanguageof Moroccan students of Italian (FL). The aim of this work is to determine whichis the language that has the biggest influence on the pronunciation of Italianvowels: Arabic (NL) or French (L2).The empirical part of this research took place in the faculty of Ain Chock-Casablanca, during the academic year 2012-2013. The informants, on whose datathe research is based, were been recorded while reading a list of sentences whichcontains minimal pairs. In order to verify the correct pronunciation we used acontrol group of Italian natives (recorded at the University of Turin). All the oraldata were treated with PRAAT and analyzed in an electronic document (LFSAG).For visualization of the vowel spaces we opted for the measurement of the firstand the second formants and their display in F1-F2 diagrams.After analyzing the different errors of pronunciation of the Italian vowels wenoticed that they are attributable to phonological difficulties due to vocalicexchange of the phonemes /e/ with /i/ and /o/ with /u/ and vice-versa. Additionallythe results show that the interference of the French language less than expected,and only occurs when there are two words with the same graphical aspect. Arabic,on the other hand, as the mother tongue of all the informants, is the languagewhich has the most effect on the pronunciation Italian vowels.The analysis of the phonological system of both Moroccan and standard Arabichas revealed that it is characterized by secondary articulation manners which aretraditionally attributed to emphasis, which modifies the timbre of the consonant.The consonant in its turn change that of the adjacent vowel. While the articulationof the Italian vowels is more independent from the consonantal context, thearticulation of the Arabic vowels appears to be dependent on the context sincetheir timbre depends partially on the preceding and following consonants: if theseare emphatic, then the vowel is emphatic ([e], [o]), and if they are not emphatic,then the vowel is non emphatic ([i], [u]).The results obtained in this research confirm that what affects the pronunciation ofthe vowels are the emphatic modes present in Moroccan and standard Arabic.These difficulties can be overcome with specific exercises, which allow thestudents to acquire new articulatory habits in order to reach a good pronunciationof the Italian language
La presente tesi è dedicata all’analisi del sistema vocalico dell’interlingua deglistudenti marocchini di italiano (LS) per risalire alla lingua che interferisce di piùsulla corretta pronuncia delle vocali italiane: arabo (LM) o francese (L2).La parte empirica si è svolta presso la Facoltà di Ain Chock-Casablanca (FLSU),durante l’anno scolastico 2012-2013. Gli informanti, sui cui dati si basa la ricerca,sono stati registrati mentre leggevano una lista di frasi contenenti coppie minime.Per verificare la loro pronuncia ci siamo affidati a un gruppo di controllo nativo diitaliano (registrato presso l’Università di Torino). Tutti i dati orali sono statitrattati in una seconda fase con PRAAT e analizzati in un foglio elettronicopredisposto per la rappresentazione dei grafici (LFSAG). Per la visualizzazionedelle vocali abbiamo optato per la misura della prima e della seconda formante ela rappresentazione sui classici diagrammi F1 - F2.Dopo aver analizzato i diversi errori di pronuncia delle vocali italiane abbiamonotato che sono prevalentemente riconducibili a difficoltà fonologiche dovute alloscambio vocalico del fonema /e/ col fonema /i/ e del fonema /o/ col fonema /u/ eviceversa. I risultati ottenuti rivelano che l’interferenza della lingua francese èminore del previsto e si verifica quando si hanno due parole che presentano lostesso aspetto grafico. Quanto all’arabo è la lingua che influisce molto di più sullapronuncia delle vocali italiane essendo la madrelingua di tutti gli informanti.In effetti, l’analisi del sistema fonologico sia dell’arabo marocchino sia di quellostandard, rivela che si caratterizza per la presenza di modalità articolatoriesecondarie, ricondotte tradizionalmente alla cosiddetta enfasi che cambia il timbrodella consonate che a sua volta cambia quello della vocale adiacente. Sel’articolazione delle vocali italiane risulta più indipendente dal contestoconsonantico, quella delle vocali arabe, invece, avviene in modo dipendente dalcontesto dato che il loro timbro dipende in parte dalla consonante che precede osegue, cioè se è enfatica ne consegue una vocale enfatica ([e], [o]), e se invecenon è enfatica ne consegue una vocale non enfatica ([i], [u]).I risultati ottenuti in questa ricerca confermano che ciò che influisce sullapronuncia delle vocali italiane sono le modalità enfatiche presenti sia in dialettomarocchino sia in lingua araba. Tali difficoltà possono essere superate con degliesercizi specifici permettendo agli studenti di acquisire nuove abitudiniarticolatorie cui consegue una buona pronuncia della lingua italiana
Mboumba, Laurence G. "Recherche sur l’apprentissage de l’espagnol au gabon : analyse phonétique contrastive de l’espagnol, du français et du punu." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100029.
This present work tries to give an explanation to difficulties that meet the gabonese learners in learning spanish, foreign language. In its development, this thesis draws up a panorama on the situation socio-linguistic of Gabon, on the concepts mother tongue, foreign language and on the models of analysis: Contrastive Analysis, errors Analisis and Interlanguage. This thesis gives also a vision of the three languages, Spanish, French and punu like autonomous systems, with particular characteristics which present certain similarities. From the written productions of the pupils of third and terminal, this thesis proposes to analyze the interferences produced by learners. A sample of 100 copies of duties has constituted the tool of this study. Through these productions, we have identified two types of errors: interlingual and intralingual. The first come from the contact of french with the Spanish, and the seconds of the Spanish language. This study leads to an essential work: to give proposals for the improvement of teaching/learning by the approach of tasks in focusing teaching/learning on the pupil
Caslaru, Mariana diana. "L'interlangue des apprenants roumains de FLE au carrefour des langues romanes (études de cas sur des apprenants roumains étudiant aussi l'Italien et l'espagnol." Thesis, Avignon, 2013. http://www.theses.fr/2013AVIG1128/document.
Learning a new language means making use, more or less consciously, of the sphere ofproximity between the target linguistic system and the other languages. This proximitystimulates some transfers between the linguistic systems, thus acquiring either a positive or anegative value within interlanguage. This one is considered the third language system developedby the learner, being different from the source language and the target language. We focus onthese transfers and on their influence over interlanguage, in the case of the Romanian learnersstudying French as a foreign language, but also Italian and Spanish.The data analysis enables us, on the one hand, to give an account of the connectionexisting between the conformity to the norm and the complexity of interlanguage and, on theother hand, to ascertain the role of both positive and negative linguistic transfers against thesetwo dimensions of interlanguage (the complexity and the conformity)
A învăţa o nouă limbă înseamnă a exploata, în mod mai mult sau mai puţin conştient,spaţiul proximităţii sistemului lingvistic ţintă cu alte limbi. Această proximitate încurajeazătransferurile între sistemele lingvistice, care capătă o valoare pozitivă sau negativă în interiorulunei interlangue vazută ca fiind al treilea sistem lingvistic dezvoltat de un elev, diferit de limbasursă şi de limba ţintă. Suntem interesaţi de analiza acestor transferuri şi de influenţa pe careacestea o exercită asupra acestei interlangue, în cazul elevilor români care studiază FLE şiitaliana sau spanilola.Analiza datelor ne permite să explicăm raportul care se stabileşte între conformitatea cunorma şi complexitatea limbii elevului şi să determinăm rolul transferurilor lingvistice pozitive şinegative în raport cu aceste două dimensiuni ale unei interlangue (complexitatea şiconformitatea)
Alvarado, Isabel. "L'influence des langues sources dans l'acquisition du français L3 dans un contexte universitaire chilien : une analyse du groupe verbal : description linguistique et propositions didactiques." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0158/document.
Our research is related both to Second Language Acquisition Research and to Foreign Language Didactics, and has a twofold objective.First, we described crosslinguistic influences, from Spanish L1 and English L2, in the acquisition processes of some structures related to the verb construction in French L3, i.e. the verb construction with noun phrases, the selection of prepositions that potentially introduce these complements, and the acquisition of complement pronouns. To carry out this identification of syntactic transfers, we consider theoretical contributions from both multilingual acquisition research and studies that define developmental stages in French acquisition. Our study is based on written productions taken from first-year students, beginners in French, of the Translation/Interpretation university program at Universidad de Concepción in Chile.The second objective of our research consists of a didactic transposition of empirical results in order to better support the learning of French in our training context. Our teaching proposals deal with the selection and sequencing of grammatical contents, the methodological approach of grammar instruction, and the correction/evaluation of learners’ grammatical competence. In the end, our didactic purpose is to contribute to multilingual learners training and self-conscience of their acquisition processes, to support them with the reflexive use of their linguistic knowledge, in particular their grammatical knowledge
Vingadessin, Nadia. "Approche sociolinguistique et sociodidactique de l’anglais dans l’espace créolophone et plurilingue de l’île de La Réunion." Electronic Thesis or Diss., Rennes 2, 2023. http://www.theses.fr/2023REN20002.
Our research deals with English language teaching and learning, and the effective assessment modalities in secondary schools situated in Reunion Island, a French overseas department in the Indian Ocean. It is a multilingual milieu where French remains the dominant official academic language and the main medium of knowledge transmitted by school. Although creole is spoken by most of the population and has been recognized as a regional language for more than two decades, the language is still struggling for acceptance in educational settings. It continues to be stigmatized, even though its boundaries with the French language through interlectal productions are constantly being renegotiated. The schools rarely adopt this cultural linguistic and sociocultural reality aiming at a new perspective of teaching adaptation. Reunionese creole language orally as well as in the written language; moreover, French interlectal productions have an impact on English teaching and on its assessment. For example, fragile French language skills, particularly in reading and analyzing strategies are revealed by assessing the English language comprehension skills from French language in High schools. These low French skills consequently have a significant influence on understanding a foreign language and acquiring knowledge in this new language. The mainly qualitative investigations achieved in this environment highlight the incompatibility between an exclusive monolingual French educational system and the specific sociolinguistic patterns of the Reunionese learners