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Автор: Grafiati
Опубліковано: 4 травня 2024

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Статті в журналах з теми "Teaching learning french as foreing language"

1

Ismail, Saidah, Omrah Hassan, Nor Azhar Mohd Taib, and Noor Hanim Rahmat. "Surviving Online Foreign Language Learning: The Case for French Language." International Journal of Asian Social Science 11, no. 9 (September 29, 2021): 421–33. http://dx.doi.org/10.18488/journal.1.2021.119.421.433.

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Анотація:
Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.
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2

Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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3

Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Multidisciplinary Studies 1, no. 4 (April 30, 2016): 106. http://dx.doi.org/10.26417/ejms.v1i4.p106-113.

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Анотація:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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4

Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/ejser.v6i2.p147-154.

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Анотація:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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Myslihaka, Leonarda. "Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)." European Journal of Social Science Education and Research 3, no. 2 (April 30, 2016): 147. http://dx.doi.org/10.26417/948onc27s.

Повний текст джерела
Анотація:
Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.
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6

Kang, Jiajia. "Digital Technical Language Teaching ---- Teaching/Learning Principles of Duolingo." Learning & Education 10, no. 2 (September 16, 2021): 50. http://dx.doi.org/10.18282/l-e.v10i2.2264.

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Анотація:
Duolingo is a free online language learning app. It adapts to the needs of “mobile learning” and allows language learners to take full advantage of “fragmented” time for language learning, using gamification and adaptive learning techniques to teach foreign languages. Once on the start screen of Duolingo, 16 language courses will be presented in English. Learners can control four learning modes and choose their learning styles. Beginners can start from basic courses. If you are not a beginner, take a five-minute placement test to match your placement. In addition to the 16 languages mentioned above, there are 38 language learning combinations (English <> Spanish, English > French, English > German or English > Portuguese, etc.). The system will prompt the user to create a personal profile to save the learning progress, and be able to set the learning, practicing content and learning time. Duolingo is as effective as any leading language learning software. As a language-learning app, Duolingo can be used as a tool for self-study or blended learning context.
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7

Andriani, Merry, Wening Udasmoro, Roberta Salsano, and Tri Indri Hardini. "Stymie patterns: The case of French-language learning in Indonesian universities." Indonesian Journal of Applied Linguistics 12, no. 1 (May 31, 2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.

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Анотація:
Learning languages is inevitably related to one’s learning culture and patterns. Despite the existence of different language learning strategies in Indonesia, students’ achievements in general show unsatisfying facts. Several learning patterns have the potential to stymie foreign-language learning at particular educational levels. Those learning patterns are the accumulation of a long traditions and practices in teaching and learning of foreign languages. This study examined the practices of teaching and learning French as a foreign language at two universities in Indonesia. These institutions were selected based on their approaches to teaching and learning the language; one employs a pedagogic approach, while the other applies a generalist approach. Data were collected through in-depth interviews with nine students and six lecturers, as well as observation of four classes between March 2016 and October 2017. The data were subsequently selected and analyzed with a didactic of foreign language methodology. The methodology was based on a post structural paradigm with an emphasis on intertextuality and interdiscoursivity. This method implied the approach to discourse analyses referred to the French perspective. Results from the analysis showed that the universities tended to teach French with a repetitive and uniform approach. The most prominent didactic technique was rote memorization through mnemonics, which permeated almost all aspects of learning the foreign language. The failure to combine this technique with other learning strategies stymied students' efforts to learn the language.
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Messaoudani, Sara, and Ouarda Mecili. "The Role of Contrastive Analysis in Foreign Language Teaching_From the Point of View of French and English language Professors." Milev Journal of Research and Studies 7, no. 2 (December 31, 2021): 127–42. http://dx.doi.org/10.58205/mjrs.v7i2.926.

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Анотація:
The subject of teaching and teaching foreign languages ​​is one of the most important issues that preoccupied researchers in the past and present, in which thinkers of different intellectual and scientific specializations have researched. Contrastive analysis is one of the most important curricula that had a significant impact on the preparation of curricula for teaching foreign languages. The contrastive analysis approach is one of the most important approaches that had a significant impact in the preparation of curricula for teaching foreign languages, and which proved its effectiveness in teaching languages, and from this point of view and given the importance of teaching and learning languages, we will try through this research paper to reveal the effectiveness of contrastive analysis in teaching languages. The foreign language, by going to the field and questioning the professor of French and English about the importance of this approach in teaching and learning a foreign language within the department, and the extent to which the learner and teacher employ the language interview in learning and teaching a foreign language.
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.

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Анотація:
The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (October 2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.

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Анотація:
An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.
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Більше джерел

Дисертації з теми "Teaching learning french as foreing language"

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Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.

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In second language research and pedagogy, motivation has been labeled as a key factor for success (Clément, 1980; Dörnyei, 1998; Tremblay & Gardner, 1995; Deci & Ryan, 1985); namely, language learners with high levels of motivation will be more successful than those who exhibit more negative attitudes towards learning the TL. Through classroom observations, student survey responses and personal interviews conducted in a beginner-level university French class, this study attempted to determine broad motivational patterns using Gardner's (1982) binary integrative and instrumental model, and then determine specific origins for these motivations. Four interviewees were selected: two with high instrumental and integrative orientation, and two with low integrative and instrumental orientation. Research questions aimed to determine initial motivational tendencies of the students and how these changed or remained consistent throughout the semester; additionally, a comparison between what interviewees indicated about their own motivational tendencies and their class performance were analyzed. The findings of this study indicated that integrative motivational tendencies shifted positively over the course of the semester, whereas instrumental motivational tendencies remained consistent. The change in integrative motivation was mainly due to cultural francophone insights brought to the classroom through the instructor and textbook materials. The malleable nature of integrative motivation presupposes that students' investment (Norton-Pierce, 1995) in, or motivation, to learn the TL language culture must grow in order for integrative motivation to do so as well. Implications include how larger university environments can more successfully hone in on individual achievement through teacher awareness of student motivational behaviors in the classroom. Additionally, pedagogical implications will aid educators in better understanding their pupils' motivation for learning foreign languages and recognizing how student behavior can be helpful indicators of waning or waxing motivation in class. Results suggest that teaching culture in the FL classroom can help augment integrative motivation.
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2

Murray, Garold Linwood. "Bodies in cyberspace : language learning in a simulated environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27209.pdf.

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Murphy, Elizabeth. "Strangers in a strange land, teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ54025.pdf.

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4

Marsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.

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Анотація:
This thesis demonstrates the effectiveness of using computer technology and the Internet to enhance classroom teaching. A variety of computer and internet based projects that complement lessons initiated by the classroom teacher provide real life situations for additional practice, reinforcement, motivation and greater student achievement.
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5

Michelson, Kristen E., and Kristen E. Michelson. "Mediating Pedagogies for Teaching and Learning Language and Culture as Discourse: A Multiliteracies-Based Global Simulation in Intermediate French." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/560942.

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Анотація:
Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally situated practice. Despite this, lower level FL teaching in the US continues to feature instructional practices that promote decontextualized, transactional language usage with attention skewed toward oral communication (Byrnes, Maxim, & Norris, 2010; Kern & Schultz, 2005; Schulz, 2006) through materials that locate conversations in students' own contexts rather than in target language discourse contexts (Liddicoat, 2000; Magnan, 2008b). Further, foreign language (FL) departments contain bifurcated curricula where lower-level (LL) courses rooted in instrumental views of language focus on skills of communication, and upper-level (UL) courses primarily center around the study of canonical literature. In 2007 an Ad Hoc Committee of the Modern Language Association (MLA) problematized these divisions, calling upon departments to transform traditional structures toward a more coherent curriculum where language, culture, and discourse are taught holistically (MLA, 2007).This dissertation responds to this call with a curricular design project for intermediate collegiate-level French through a Global Simulation (GS) carried out through a genre-based approach and a Pedagogy of Multiliteracies (New London Group, 1996). For the duration of the course, students adopted character roles through which they enacted contextually- and identity-bound discourse styles within a culturally-grounded fictitious world. Informed by sociocultural theory, this research took a socio-constructivist qualitative approach to analysis of data from learner artifacts, participant written reflections, semi-structured interviews, and questionnaires to explore learners' responses to this fusion of pedagogies from three perspectives: 1) how prior experiences combined with goals and beliefs about language shaped learners' engagement and learning outcomes, 2) how the characters, context, tasks, and textual genres worked in combination to evoke situated language use, and 3) how character-adoption and reflective engagement with LC2 textual meanings invited cross-cultural perspective-taking in the discussion of contemporary social issues. Findings from these three inquiries demonstrate that despite the prevalence of traditional beliefs about language, culture, and FL study, learners are indeed inclined to adapt to new instructional contexts. Further, the combination of pedagogical activities - character, texts, tasks, and critical reflection - can foster second language learners' abilities to recognize culture, context, and identity in communication, and to appropriate language and other symbolic forms selectively for communication of particular meanings across different discourse contexts. These findings point to both the viability and the need to continue ongoing efforts to shape FL curricula and materials in ways which recognize the integral links between language, culture and discourse.
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Fazio, Lucy 1947. "The role of an experimental component in the analytic classrooms of minority-language students /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36011.

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Анотація:
This study, undertaken in the classrooms of minority-language students in French-language schools in Montreal, aims to test Stern's (1990, 1992) proposal for integrating analytic and experiential teaching strategies in second language pedagogy. A related objective seeks to establish the pedagogical orientation of instructional practices during French language arts as being more analytically---or more experientially---focused and to describe the setting from the perspective of these culturally and linguistically diverse students for whom French is a second language. Research procedures entailed the implementation of an integrated activity---journal writing with differential feedback (form-focused, content-based, and a combination of form-focused and content-based)---in four Grade 5 classrooms (N = 112 in total) for approximately four months of one academic year. Twenty-four classroom observations that included coding with the COLT observation scheme and taking fieldnotes were also carried out, and individual interviews were conducted with students, teachers, and administrators. Throughout the study, the francophone students in the participating classrooms acted as a comparison group. The study demonstrated that minority-language students' home cultures and the potentially positive role of the mother tongue in second language learning were not well understood in this context of submersion. COLT findings and qualitative outcomes triangulated to reveal instructional practices that were more inclined towards an analytic than towards an experiential approach to teaching. For both groups of students, MANOVA results indicated no significant effects for quantity of production, accuracy, and overall effectiveness in the journal writing as a function of differential feedback; behavioural and attitudinal data proved helpful in the interpretation of these statistical outcomes. A qualitative analysis of various aspects of the journals' contents revealed that the activity had b
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Capliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.

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Анотація:
De plus en plus de chercheurs s'accordent à dire que la prosodie a un rôle crucial dans la communication, la compréhensibilité du discours et la détection d'un accent étranger. L'apprentissage et l'enseignement de l'anglais langue étrangère bénéficieraient ainsi à mettre au premier plan les traits suprasegmentaux, ou prosodiques (accent, rythme et intonation), plutôt que les traits segmentaux (consonnes et voyelles) comme le font beaucoup d'enseignants, d'autant que les erreurs prosodiques ont souvent un effet plus néfaste que les erreurs segmentales. Cette thèse de doctorat part de l'hypothèse que les francophones apprenant l'anglais pourraient davantage améliorer leurs capacités à l'oral (production et perception) si on leur enseignait avant tout les caractéristiques prosodiques de la langue cible, plutôt que de mettre en avant les segments. Notre étude expérimentale compare ainsi l'impact d'une approche « prosodique » avec l'impact d'une approche « segmentale » sur des apprenants français non-débutants. Bien que les deux méthodes d'enseignement aient permis aux participants de s'améliorer en production et perception L2, en comparaison avec un groupe de contrôle n'ayant pas reçu de cours, aucune des deux méthodes ne leur a permis d'améliorer leurs capacités à l'oral davantage que l'autre, ce qui montre l'importance tout aussi forte d'inclure les aspects segmentaux que suprasegmentaux dans l'enseignement de l'anglais langue étrangère
Researchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
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Luk, Yuen-chau, and 陸婉秋. "The role of phonological awareness in second language reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36890613.

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Vitullo, Maria Elisabeth. "O papel da gramática no ensino e na aprendizagem de francês - língua estrangeira: importância, função e delimitação." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-29082012-093335/.

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Анотація:
Este trabalho discute o espaço destinado à gramática e sua complexidade no processo de ensino e aprendizagem do francês como língua estrangeira, em meio institucional. Para tanto, a pesquisa contempla desde um estudo retrospectivo do aprendizado de línguas estrangeiras desencadeado pela simples necessidade das trocas sociais, até a sistematização e surgimento de métodos de ensino, observando sempre a relevância da gramática no pensamento linguístico e pedagógico. Na sequência, apresenta uma revisão de metodologias modernas de francês para estrangeiros, com destaque na abordagem e no tratamento dado a pontos gramaticais selecionados de livros didáticos da área. Em seguida, investiga o que pode ser considerado o cerne do trabalho: a concepção, a importância e o enfoque conferidos à gramática no desenvolvimento do ensino e aprendizagem. Tal investigação foi feita por meio de questionários aplicados a professores e alunos bem como de observações de aulas. O intuito foi o de abranger várias situações pedagógicas a fim de obter-se maior confiabilidade nos resultados. Finalmente, a tese pretende mostrar o lugar destinado à gramática no ensino e aprendizagem do francês como língua estrangeira.
This study aims at discussing the issue of teaching and learning French as a foreign language, more specifically, the role of grammar and its complexity in such process in institutional environments. In order to achieve its goals, this research starts with a retrospective study of foreign language learning, triggered by the simple need for social exchanges until the systematization and development of teaching methods, considering the relevance of grammar in the linguistic and pedagogical thinking. It also presents a review of modern teaching methods of French for foreigners, with emphasis on the approach given to grammar as well as the way to cope with it in related textbooks. Then, it investigates what can be considered the core of this study: the concepts, the importance and the focus on grammar in the development of the teaching and learning process. The investigation was conducted by applying questionnaires to teachers and students, as well as class observation. The aim was to comprise the context taken into account in order to obtain more reliable results to the analysis. Finally, it intends to show the role of grammar in the teaching and learning of French as a foreign language.
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Oliveira, Sônia Regina Nóbrega de. "Da dificuldade de produção oral à construção do indivíduo-aprendiz-adulto em língua francesa." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-27022009-153048/.

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Esta dissertação de mestrado teve por objeto de estudo e pesquisa um fator preponderante da aprendizagem de uma língua estrangeira: a necessidade de comunicação. Nesse sentido, a produção oral entre os interlocutores é fundamental para o êxito da aquisição da performance lingüística no novo idioma. No entanto, alguns aprendizes-adultos mostram-se bloqueados no momento da oralização, o que lhes acarreta um duplo dano: aquele que atinge a dimensão da interação social e um outro, que afeta a sua identidade pessoal e de aprendiz. Ao buscar compreender o silêncio demonstrado por um grupo de alunos universitários, iniciantes completos em língua francesa, constatamos que crenças profundamente cristalizadas sobre o ensino/aprendizagem de língua estrangeira, bem como fatores psico-sócio-afetivos surgem como possíveis indícios da não verbalização. As considerações preliminares, obtidas por meio de uma pesquisa qualitativa junto a esses aprendizes, nos levaram a crer na necessidade imperiosa de uma mudança de comportamento por parte desses aprendizes-adultos, a fim de que pudessem pôr em prática, através de suas características individuais, as estratégias necessárias para suplantar os conflitos psico-sócio-afetivos ou de resistência às mudanças e, assim, desenvolver a expressão oral. A pesquisa prática consistiu na criação de um curso de apoio experimental, ministrado durante dois semestres a esses aprendizes-adultos com dificuldade. As aulas foram anotadas em forma de diários reflexivos e as discussões mantidas com os aprendizes, devidamente registradas por escrito. Com esses instrumentos de pesquisa, pudemos identificar os bloqueios de ordem psico-sócio-afetiva que limitavam a expressão oral, interação e, finalmente, a aprendizagem desses alunos. Mediante essa dinâmica, observamos que, não somente os esforços dos aprendizes com dificuldade são considerados relevantes, mas de todo o grupo8 classe, ressaltando-se a necessidade de um comprometimento do professor com cada aprendiz, bem como com o ensino/aprendizagem, buscando juntos o crescimento e aprimoramento de todos.
This dissertation had as research and study object one prevalent factor in foreign language learning: the need to communicate. In this sense, the oral production between the conversationalists is fundamental to the success of the linguistic performance acquisition in the new idiom. However, some adult learners showed themselves blocked up in the moment of oralizing what causes them a double damage: the one that hits the social interaction and another that affects their personal and as a learner identity. When trying to understand the silence shown by a group of university students, complete beginners in French language, it was verified that deeply crystallized beliefs about the teaching/learning of foreign language, as well as psycho-socio-affective factors appear possibly in a cause-effect relationship to the non-oralizing. The preliminary considerations, obtained by means of a qualitative research with these learners, led us to believe in the imperious need of a behaviour change by these adult learners, in order to be able to accomplish, through their individual characteristics, the necessary strategies to overcome the psycho-socioaffective conflicts or resistance to the changes and in this way develop the oral expression. The research consisted in the creation of an experimental aid course, ministrated during two semesters to these adult learners showing difficulty. The classes where note taken in form of reflexive diaries, and the discussions maintained with the learners, appropriately registered by writing. With these research instruments it was possible to identify the psycho-socio-affective order block up that where limiting the oral expression, interaction and finally the learning by these students. Through that dynamic, it was observed that not only the efforts of these learners with difficulties are considered relevant, but of all the group-class, standing out the need of a commitment of the teacher with each learner, as well as 10 with the teaching/learning, together looking for the growth and the improvement of all.
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Книги з теми "Teaching learning french as foreing language"

1

Stein, Gail. Learning French. 5th ed. Indianapolis, IN: Alpha Books, 2009.

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2

Carter, Beverly-Anne. Teacher/student responsibility in foreign language learning. New York: Peter Lang, 2006.

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3

Rehorick, Sally. French second language learning in New Brunswick schools: Paradigms, challenges and strategies. [Fredericton, NB]: Faculty of Education, University of New Brunswick, 1993.

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4

Gail, Stein, ed. The complete idiot's guide to learning French. 2nd ed. Indianapolis, IN: Alpha Books, 1999.

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5

Stein, Gail. The complete idiot's guide to learning French. 4th ed. Indianapolis, IN: Alpha, 2006.

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6

The complete idiot's guide to learning French. 3rd ed. Indianapolis, IN: Alpha, 2003.

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7

Heilenman, L. Kathy. Voilà!: An introduction to French. 4th ed. Boston: Heinle & Heinle, 2001.

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Heilenman, L. Kathy. Voilà!: An introduction to French. New York: Harper & Row, 1989.

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9

Heilenman, L. Kathy. Voilà: An introduction to French. 3rd ed. Boston, Mass: Heinle & Heinle, 1997.

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Heilenman, L. Kathy. Voilà!: An introduction to French. 5th ed. Boston, MA: Thomson/Heinle, 2006.

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Частини книг з теми "Teaching learning french as foreing language"

1

Wrembel, Magdalena. "Foreign Accent Ratings in Third Language Acquisition: The Case of L3 French." In Second Language Learning and Teaching, 31–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.

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2

Lindqvist, Christina. "Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language." In Second Language Learning and Teaching, 87–99. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.

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3

Phillips, David, and Caroline Filmer-Sankey. "Pupils' experience of learning languages other than French as first foreign languages." In Diversification in Modern Language Teaching, 88–115. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003420156-6.

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4

Lipoff, Sabrina. "Issues and Challenges of Continuing Education for Teachers of French as a Foreign Language in the English-Speaking Caribbean." In New Language Learning and Teaching Environments, 129–49. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34182-3_7.

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Abeillé, Anne. "A Lexicalized Tree Adjoining Grammar for French and its Relevance to Language Teaching." In Intelligent Tutoring Systems for Foreign Language Learning, 65–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_6.

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6

Maire, Jean-François. "Les Mots régionaux, c’est du “chenit” (or What to do with Regionalisms in the Teaching of French as a Foreign Language)." In Learning, Keeping and Using Language, 41. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul2.06mai.

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7

Nuccorini, Stefania. "Chapter 3. Teaching phraseology in the 19th century." In AILA Applied Linguistics Series, 43–58. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.03nuc.

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Phraseology has long been associated with lexicography (Knappe, 2004), especially with bilingual dictionaries, which have traditionally had a didactic aspect (Moon, 2000). In the 19th century, it was considered a fundamental area of concern in teaching and learning a foreign language and the Royal phraseological English–French, French–English dictionary (Tarver, Vol. 1, 1845; Vol. 2, 1849) addressed it by recording “an extensive phraseology to illustrate the proper manner of using the words” (1845, p. 7), with a novel lexicological, lexicographical and pedagogical approach. This chapter shows that Tarver’s dictionary innovates in relation to the few previous, comparable lexicographical works, and that it foreshadows later, especially 20th-century, approaches to the inclusion and treatment for didactic purposes of word combinations in English general-purpose and specialized learner dictionaries.
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Ouald Chaib, Sara, Imane Joti, and Samira Khoulji. "Learning Analytics in the Teaching of French as a Foreign Language (FFL) and Big Data: What Resources? For What Skills?" In Artificial Intelligence and Smart Environment, 572–80. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26254-8_83.

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9

Caldas, Stephen. "French in Louisiana." In Language Learning & Language Teaching, 450–77. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.22cal.

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Ramsey, Laurie Anne. "Treating French intonation." In Language Learning & Language Teaching, 141–70. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.5.10ram.

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Тези доповідей конференцій з теми "Teaching learning french as foreing language"

1

Chantova, Yasena. "USING CROWDSOURCING LANGUAGE RESOURCE GAMES IN TEACHING FRENCH AS A FOREIGN LANGUAGE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0794.

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2

Míguez Álvarez, Carla María. "CRITICAL READING AND USE OF COMICS IN TEACHING FRENCH AS A FOREIGN LANGUAGE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0271.

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3

Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.

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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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4

Panicheva, Elena V., Alexandra V. Radyuk, and Beibitkul S. Karimova. "INTEGRATION PROBLEMS OF INTERACTIVE FORMS AND METHODS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE BASED ON THE EXAMPLE OF THE FRENCH LANGUAGE." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.35.

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Interactive forms of teaching a foreign language include modern tools for the teacherstudent relationship within the global Internet. The purpose of this work was to identify these forms of communication, as well as to determine the possibilities of interactive forms of cooperation in the framework of learning the French language. The authors give an overview of the historical transformation of interactive means of teaching a foreign language. It is highlighted that interactive forms of language learning continue to improve, including new technologies such as virtual reality and artificial intelligence. These innovations allow learners to practice their language skills in an even more immersive and realistic environment. Nevertheless, the authors conclude that the best way to learn a foreign language is to combine several of these methods to create a personalized learning plan that suits individual learning style and goals in a consistent fashion. As a result, the advantages of interactive learning were identified, and the platforms through which it can be carried out were considered.
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5

Nistor, Cristina mihaela. "BLENDED LEARNING IN THE LANGUAGE CLASS: TEACHING ROMANIAN TO MULTICULTURAL GROUPS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.

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In the University "Politehnica" of Bucharest, first-year students may choose to study at least one language out of the four foreign languages we teach: English, French, German and Russian. That is the case with all our Romanian students, as well as with some of the foreign ones. Still, there is another option, reserved for those who come to this country to study in our own language, Romanian. Indeed, in recent years, I have perceived a constantly growing interest in the study of Romanian, and that can be explained in various ways; some foreign students come here to avoid the difficult situation they would have to deal with if they went back home (war, rebellions), while others are only interested in learning new skills and techniques that will help them give their careers a boost. In this paper, I intend to touch upon some points that refer to assisting these students, who belong to multicultural groups, in their attempt to live and learn in Romania. The type of learning we, teachers of Romanian, choose to adopt for this particular type of students is, naturally, the blended one, as the difficulties posed by the Romanian language at all levels (pronunciation, grammar, vocabulary) cannot be overcome without face-to-face interaction and communication. Still, since we now live in the Internet age, we resort to all possible tools we can afford in order to accomplish our task. My study, then, refers to my own experience with some multicultural groups whom I have taught Romanian; I will describe the multicultural groups I intend to discuss, and I will refer to the methods that I, for one, adopt in my language class. The conclusion I will draw reflects mainly on the necessity of striking a balance between the usage of on-line learning and face-to-face meetings.
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6

AVORNICЕSĂ, Natalia. "Project-based learning as a strategy of developing literary skills." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p160-165.

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The project-base learning is a basic method in the context of education sciences and language teaching. However, there are aspects that are not valued in certain pedagogical contexts. This article aims to elucidate the teaching approaches of the project-based learning in the study of French literature by students, future teachers of French as a foreign language. Thus, among the many examples of projects that could determine the development of literary competence are the elaboration of a literary anthology, the creation of a blog, the writing of a collection of quotations for a certain period studied in literature, the elaboration of a dictionary with literary terms specific to a certain century, participation at literary competitions, etc.
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7

Mavropoulou, Eleni, and Panagiotis Arvanitis. "INTEGRATION OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING FRENCH AS FOREIGN LANGUAGE: A CASE STUDY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1897.

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8

Kushner, P. S., L. A. Kistrina, and I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.

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The article discusses the importance of teaching phonetics as part of a short course of learning a foreign language, when the program does not provide a special introductory phonetic course for a new foreign language, examples of exercises for Spanish and French for the formation of correct pronunciation skills are given.
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Yashina, Maria, Nataliia Poliakova, Svetlana Popova, and Elena Kuznetsova. "NEOLOGISMS IN BUSINESS DISCOURSE OF A FOREIGN LANGUAGE: TEACHING METHODS AND STRATEGIES (BASED ON THE ITALIAN AND FRENCH MATERIAL)." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1471.

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Mavropoulou, Eleni. "DIGITAL STORYTELLING IN THE TEACHING AND LEARNING OF FRENCH AS A FOREIGN LANGUAGE: DESIGN AND CREATION OF AN E-BOOK." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0372.

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Звіти організацій з теми "Teaching learning french as foreing language"

1

Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new primary curriculum has been rolled out to schools in stages by year level, starting with Year 1 in 2016, and is accompanied by the distribution of teaching and learning materials and training. The new curriculum facilitates content uniformity and promotes pedagogical approaches, such as student-centred learning, that aim to transform teaching and learning. The National Language Policy is an important change implemented as part of the new curriculum, allowing agreed local languages to be used throughout the primary years as students make the transition to English or French (MoET, 2012). 1 Phases I and II of the VESP have been integral to the design and implementation of the new primary curriculum. In-service training modules have supported the curriculum rollout. VESP also supports the distribution and development of teaching and learning materials as part of the new curriculum. This study has provided the opportunity to investigate teaching quality and student learning outcomes in Vanuatu linked to the rollout of the national curriculum.
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