Dissertations / Theses on the topic 'Arabe (langue) – Étude et enseignement – Mauritanie'
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Sidi, Mohamed Ould Hademine. "Socio-pragmatique des interactions et didactique des langues : l'arabe aux non-arabophones en Mauritanie : quelques propositions pour l'enseignement supérieur." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/ould-hademine_sm.
Full textStarting from the observation that a large majority of Mauritanian students of black African origin who have followed pre university studies in the so called bilingual system where, in addition to French as the main teaching language, instruction is also carried out in Arabic as a compulsory and complementary second language and to which a substantial number of hours are devoted, it can be observed these students often arrive at university without a sufficient level in Arabic to be able to follow the courses given in this language. The methodology consisted firstly to review of the current situation; and this has been done through a brief historical presentation, an analysis of the institutions involved and a questionnaire survey. Once this diagnostic had been done, different techniques and approaches were investigated with the aim of making this type of teaching efficient, so that bilingual French Arabic teaching can become an effective reality. To be able to do this, the hypothesis has been taken that to be efficient, the teaching of a foreign language must envisage the language as a useful and practical communication tool. This implies that language consists above-all of a certain number of linguistic tools which native speakers employ in verbal interactions and which allow them not only to express their feelings, to communicate with other, to influence their attitudes and behaviour etc. , but also to manage interpersonal relations and social dynamics. In conclusion, the study investigates various methods of learning to communicate, using the very same methods as the educated native speakers, at the same time as giving priority to the linguistic needs of the learners as determined by the institutional demands of official teaching which are directed exclusively towards the literary Arabic forms (glosses). Thus, the proposition to design, as a preferred didactic teaching aid, oral texts in literary Arabic based on current phrases that are commonly used in daily communication; and using the model of "real" verbal interactions
Ould, Cheikh Mohamed. "La didactique des langues et le bilinguisme : l'exemple du système éducatif mauritanien." Lyon 3, 2007. https://scd-resnum.univ-lyon3.fr/out/theses/2007_out_ould_cheikh_m.pdf.
Full textThis work focuses around three essential parties. The first party, will be devoted to the study of the different reformations of the educational Mauritania's system since the foundation of the first schools by the French to the launch of the reformation of 1999. This period constitutes an Arabization phase general, where a wave of students without level in Arab or almost illiterate in the matter, for the claimed bilingual, poured itself in the schools in Mauritania. The second party, as for her, concerns the concept of bilingualism, its definitions, his problematic one, its effects and its contexts, etc. She quotes as example bilingualism (French Arabic) in Mauritania. The third party in majority devoted to this new promulgated reformation April 13 1999 : his provision, its recommendations, his planning. And in a general way, his new educational philosophy and his compatibility with the need in languages in the objective to sit a true stable bilingualism. Our study carries equally in this party on the Reinforcement Center of the Languages to the university of Nouakchott (C R E L). This is the good example of a big experience in educational of the languages seconds in the country. In Mauritania a multilingualism was composed of himself. This is the result of this process historic by which the country passed and of which inherited the linguistic current state
Ould, Mohamed Mahmoud Mohamed Lemine. "L'enseignement de l'arabe aux non-arabophones en Mauritanie : spécificité et perspectives didactiques : 1967-2000." Lyon 3, 2004. http://www.theses.fr/2004LYO31019.
Full textOuld, Cheikh Mohamed Vall. "Le français en Mauritanie : bilan et perspectives." Paris 3, 1996. http://www.theses.fr/1996PA030114.
Full textThis thesis written within the framework of languages and culture didactics describes the situation of the french language in mauritania. It retraces the history of learning and teaching french during both the colonial and post-colonial periods putting the emphasis the emphasis on methods, teaching programmes and teachers training- in addition, it underlines the evolution undergone by french. The language has shifted from an official language statuts to that of a privileged foreign language on with all the consequent pedagogical implications. Borrowing its theoritical tools from sciences of language, psychopedagogy and sociolinguistics. This thesis attemps to describe and analyse the setback of french in mauritania. Findly it forsees the language future perspectives in a multilingual context in the light of the given data for geopolicy science and economy
Amouri, Fatiha. "Développement de la capacité narrative en français langue étrangère et en arabe algérien langue première." Paris 10, 2001. http://www.theses.fr/2001PA100026.
Full textThe principal goal of research is to examinate how the learners use the « learner langue » to structure their discourse all over their acquisition. It is about the languages acquisition process : the description of linguistic ways that the subject used in his language production, allows to characterize the «learner langue» and to infer their growthing characteristics. In the training we exanimate the links estalished between the linguistics forms created and the role they play in the interlingua evolution. The unit kept results from the characteristics of the narrative production : the expression of the time reference. We extend it to three themes that allow to extend the analysis of the narrative capacity to other aspects telling about the way which is used by the speakers to build their global representation of the events and turn into words their texts : the development of the narrative macrostructure, the temporary specification, and the complex terms. We lateral study that compares oral productions in French a foreign language and in Algerian Arabic a first language from four groups of learner speakers in an acquisition levels in institutional background : second and third levels of elementary school, high school and university. This study gived results that allowed to characterize the building and the narrative speech development process in the building of the speakers used some discursive and linguistical capacities in L2, and view of a better understanding the acquisition methods by the learner who acquires a second langue. In an educational perspective, seeing that it is about to make easier the education by using a pedagogical reasoning. The interest of such a reasoning allows to know more about the nature of the linguistic activity of the learners
Ez-Zaher, Ahmed. "Représentations métaphonologiques et apprentissage de la lecture en arabe." Toulouse 2, 2004. http://www.theses.fr/2004TOU20028.
Full textThis study was designed to examine the relation between phonological awareness and learning to read arabic. The main hypothesis holds that, unlike other alphabetic languages, syllabic awareness may play important role in learning to read. Some phonological and orthographic characteristics of the arabic language do have an influence both on phonological awareness children, shows clearly that syllabic awareness is strongly related to learning to read in beginning years, both as prerequisite or as a consequence of this learning. Syllabic segmentation appears much useful to establish letter/sound correspondences in the vowelised script. In contrast, phonemic awareness is needed only later in a second stage when children have to process an unvowelised, deep orthography. It was concluded that in the first stage phonemic awareness is not necessary to acquire reading abilities in vowelised arabic orthography and thus teaching methods must rely on syllabic units to introduce children to literacy
Zaafrani, Riadh. "Développement d'un environnement interactif d'apprentissage avec ordinateur de l'arabe langue étrangère." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/zaafrani_r.
Full textAl-Miqdad, Akram. "Etude comparative de quelques fonctions lexicales en arabe et en français avec application à l'enseignement de ces langues." Besançon, 1988. http://www.theses.fr/1988BESA1011.
Full textTaleb, Ibrahimi Khaoula. "Apprentissage de la langue arabe par les adultes : contribution à ĺélaboration de contenus et de matériels didactiques pour ĺenseignement de la langue arabe aux adultes en Algérie." Grenoble 3, 1991. http://www.theses.fr/1991GRE39025.
Full textThe purpose of this research is to present a contribution for the elaboration of syllabus and materials for teaching arabic to the adults in algeria
AMMAR, MOHAMED. "Les strategies d'identification des mots ecrits en arabe." Nantes, 1997. http://www.theses.fr/1997NANT3006.
Full textThe purpose of this study was to describe identification strategies of words written in arabic. The data dealt with a sample of tunisian pupils who participated in tasks of words' identification in a pictorial context, reading words aloud and metaphonological evaluating tasks (segmentation, counting and deletion). We examined various children groups from kindergartners to secondary school second graders. We found that logographic, alphabetic and orthographic strategies were in use while reading arabic, but their functioning mode was different from the one observed in the english language. Arabic written word identification is mainly based on morphological analysis which allows to distinguish between the root (consonantal skeleton) and vowel morphemes (diacritical marks). When arabic script is vocalized, children initially identify the word consonantal skeleton as they do when reading an unvocalized arabic script. In this case, pronunciation is obtained through orthographic analogy. However, this strategy need prior consonantal skeleton decoding skills. Like other script alphabetic languages, learning to read arabic requires a phonemic awareness whose importance is greater when consonants are concerned. Vowel information provided by the diacritics is treated secondly and enables subjects to read unfamiliar visual words. It was shown that skilled readers did better identificationof diacritics than poor readers. Strategies only limited to consonantal skeleton decoding are constrained by phonological interference between dialectal arabic and standard arabic. Data are discussed in the light of the two-cycles model of phonology assembly proposed by berent and perfetti about adult skilled readers in english
Boukra, Mourad. "Entre l'arabisation et la langue française : la question de l'école et des langues en Algérie : aspects sociolinguistiques et didactiques de l'enseignement - apprentissage du français." Nantes, 2002. http://www.theses.fr/2002NANT3012.
Full textJalaly, Az-Eddine. "Pour un enseignement communicatif de l'arabe marocain : recherche et application dans l'enseignement aux adultes." Paris 3, 1995. http://www.theses.fr/1995PA030078.
Full textDiscussions in the field of social sciences have formed the basis of the development of foreign language teaching theory. The communicative approach is one example of this tendency. Today, the essentials, once acquired, guarantee a systematic approach to resolving problems. There are only a few languages that benefit from this evolution. The teaching and learning of other language largely depends of the teacher's inclination. This is certainly true of arabic and particularly true of the moroccan dialect which is composed of several regional and social speech varieties (usually unwritten) and its teaching often entails numerous problems. Studies have shown that most students prefer to communicate in everyday life, and that a traditional approach based on grammar and translation is inadequate to satisfy this demand. Nevertheless the transition to an alternative approach has proved difficult due to the specific institutional setting where the experiments were conducted. Didactic theory should not be reserved for a few priviledged languages. What is gained in economic depth (in publishing only in english for example) is lost in academic breadth. With a larger audience, certain aspects could be treated much more rigorously
Rachidi, Amal. "La valorisation du bilinguisme franco-arabe : un avantage pour la réussite scolaire ?" Nantes, 2011. http://www.theses.fr/2011NANT3046.
Full textBOULOS, NOUHAD. "Pour une adaptation du niveau-seuil en arabe : reflexion methodologique." Paris 7, 1997. http://www.theses.fr/1997PA070020.
Full textOn the basis of the approach evolved and put forth in le niveai-seul, this thesis aims at showing the interest of an adaptation of this approach in the teaching of arabic, and at formulating some suggestions on what this adaptation could be, in view of a coherent didactic practice answering the needs of communication in this language. Special reference is made to the linguistic situation in the arabic world : on the basis of a caracterisation of the communicative competence of an arabic speaker, the problem of diglossy has been approached, together with the place it should occupy in teaching ; in this context, several methods have been examined and their strategies have been confronted to the linguistic reality
Moustaph, Ahmed. "L'enseignement traditionnel en Mauritanie. Rôle éducatif et perspectives d'évolution." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030127.
Full textThe present study, entitled "Traditional teaching in Mauritania: educational role and perspective of evolution", is about history and nowadays situation of the traditional Islamic teaching in this country. The first part of the work includes a presentation of Mauritania in its various geographical, historical, socio-cultural and linguistic dimensions. The traditional education system in pre-colonial period as well as colonial period is discussed in this part; the role of mahadra in the conservation of the cultural identity of the country is highlighted. In the second part, traditional teaching and other different kinds of teaching are described since the independence of the country until now. We examine the evolution of the policies carried out by the public authorities in this field. The present situation of the traditional education, as well as that of other public and private institutes, is then discussed. Finally, in the third and last part, we give an interpretation of the results of the survey we conducted in February - July 2011 in some mahadras and institutions of traditional education. We analyze also the interactions between public school and traditional system, in the light of some experiments and studies carried out in this field since the introduction of the medersas, in the beginning of the XXth century, until now
Belhadj, Hacen Abdelhamid. "Les problèmes liés à l'arabisation en Algérie : analyse et critique du système éducatif." Lille 3, 1997. http://www.theses.fr/1997LIL30018.
Full textGhettas, Cherifa. "L'enfant algérien et l'apprentissage de la langue arabe à l'école fondamentale : essai d'analyse des compétences narrative et textuelle chez l'enfant algèrien entre cinq et neuf ans." Grenoble 3, 1995. http://www.theses.fr/1995GRE39053.
Full textThe teaching learning of arabic to the young algerian school-children poses questions which are still dealt with in a hugger-mugger way. This is due to the conceivers evaluations of the infant language before his entrance to school. The latter, view that the infant language at a preschool stage, is poor and not well-structured. Such an intuitive and groundless view-point has lead methodologists to advocate an oral teaching based on a reduced linguistic content, below the child's abilities. Our conviction that the first language is acquired in a condensed system of social relationships which are extremely ritualized, and which provide an appropriate ground for a second language to be grafted on, invalidates this thesis. De parting from our analysis of 297 narrative productions collected withim a population of 75 children divided up into 5 groups of age (5-9 years), and from contrasted social and economic back-grounds, we have tried to discover the real and potentieal competences of the child. Unlike the first part which was devoted to the theoretical context, the second part of our thesis, puts forward the results of the narrative and textual analysis. This has revealed that the child, as early as preschool level, is capable of concatenating a certain number of sentences on a standard model. All these chaonologically concatenated sentences are distributed after a narrative sheme which appears to be at work for 5 year-old children
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/.
Full textFirst, 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
Ould, Eleyou Ichemkhou. "Les politiques linguistiques en Mauritanie et leurs effets sur la formation des enseignants de français : analyse et propositions." Paris 10, 2005. http://www.theses.fr/2005PA100098.
Full textOur thesis research deals with a political analysis on educational changes in Mauritania. We have been considering the all reforms that took place in that country from 1960 to 1999. We assume that all changes are generally generated by latent social conflict within society and between group interests. Moreover, when a country has many languages it makes the cohabitation subject to tensions and the educational place is the scene where these dynamics are reflected. We have been analysing how these tension may occur through education, taking as an example "teaching French" in a multilingual context. We assume that the different reform were mainly linguistic and occurred when some social group interest are at stake. We assume also that the interest of schools are not considered when other interest came to danger. In this study, we tray to demonstrate how French and Arabic languages were taught and what was the impact of that teaching on political and social streams. Finally we brought ways to improve teaching in French in that context by improving teacher status and general conditions for education in order to get knowledge to new generations
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.
Full textGerghaba, Ahmed. "L'Etude contrastive des systèmes verbaux du français et de l’arabe dans la perspective de la didactique du Français Langue Etrangère." Caen, 2011. http://www.theses.fr/2011CAEN1602.
Full textThis thesis aims at presenting and analysing the methods of teaching the French verbal system to Libyan students in an institutional setting: the French department at Al Fateh University. Our research explores in particular some issues related to the use of past tenses. According to the corpus analysis that we have made, our students showed difficulties in using correctly these tenses. In fact, the French verbal system shows numerous ways of refering to past events, and this is a pitfall for foreign learners and one of the greatest difficulties in the task of language teachers. This research is structured in five chapters. We first studied the situation and the conditions of French language ajouter teaching in Libya. Then, we discussed the different views related to the French and Arabic ( classical and colloquial ) verbal systems. Finally, we presented some new perspectives and concrete methodological propositions that can be applied to the teaching / learning of French in Libya
Dia, Alassane. "Le français en contact avec les langues en usage en Mauritanie : étude de quelques productions d'élèves en filière bilingue." Université Marc Bloch (Strasbourg) (1971-2008), 2007. https://publication-theses.unistra.fr/restreint/theses_doctorat/2007/DIA_Alassane_2007.pdf.
Full textThis thesis is a description of French as practised in Mauritania. This work is based on a corpus made up written productions by secondary school pupils in French classes. It seeks to find out wether the situation of permanent contacts between French and the Mauritanian languages could have instances which produce a particular form of the local practices of French. Such an objective requires taking into account the subsystems of the languages concerned. Thus, the adopted perspective lies primarily in the prolongation of the comparative works, carried out in contrastive linguistics. But the nature of the subject itself and the choice of the field of study locate this study at the confluence of several disciplines at the same. The contrastive analysis has here, indeed, for base the transfer theory used in the didactic studies in the learning situations of a second or foreign language and centred mainly of the effects which the native tongue of the pupil can have on such a learning situation. The reductive framework of the sentence itself cannot account for all the observed forms of restructuring, the method of analysis is widened thanks to the tools of textual grammar. It is to be mentioned in this regard, however, that the majority of the pupils whose productions we study in this project, is that they already practise at least two, or even come to know three, of the local languages which are acquired generally well before French. The complexity of the human framework necessitates a sociolinguistic presentation of the Mauritanian context, as a prerequisite. This entails foregrounding the power relations between the various languages and the effective management of plurilinguism, parameters without which one cannot understand the restructurations caused by the local practices of French
Khoury, Maguy. "Pédagogie de l'arabe dans l'enseignement primaire au Liban : approche théorique et pratique." Paris 3, 1988. http://www.theses.fr/1988PA03A010.
Full textThis work aims to present the triple interactions existing between teaching, apprenticeship and linguistic and extra-linguistic environment, in the acquisition of the linguistic tool. By interaction we mean the reciprocal actions and influences which are exercised by the protagonists of the educational activity. So, this work aims to describe and explain the influences we previous ly mentionned. Also it tries to specify two kinds of phenomena: theaching's nature and its pedagogical, sociological and institutional implications in the mental process, which is developped by the subject when elaborating the language grammary. Our major preoccupation can be summerised as following: help-teachers to give a meaning to their daily experiences, then rationalize interactions between teachers and pupils; because "alimentation in energy" is still the best pedagogical way, specially for apprenticeship. In spite of criticisms, teaching remains the best way for learning; it is indispensable, specially when rationalized adequatelly wih apprenticeship. The reflexion is no more a kind of datas which we analis and understand, it's already a way to appropriate theorethical tools which must explain these datas and embrace the whole didactic area
Fauzar-Farid, Ghislaine. "Apprentissage de la lecture et de l'écriture en arabe chez les enfants marocains : approche psycholinguistique." Paris 7, 2001. http://www.theses.fr/2001PA070076.
Full textThe aim of this psycholinguistic study is to evaluate reading strategies used by Moroccan-speaking children in the first year of the primary school. To test the role of phonological information in building up the reading mechanisms, a series of experiments were proposed to one group of children. Data from the silent-reading and semantic categorization tasks shows evidence of "phonological mediation". The results of the reading aloud and spelling tasks show that children use of the orthographic procedure for words and the phonological procedure for pseudowords. This confirms the hypothesis that both "phonological mediation" and orthographic processing are used in the early stage of reading Arabic. The phonological processing permits the establishment of the orthographic lexicon. The development of phonological awareness is a key factor in reading acquisition. Though, our experiments show a close correlation between the results obtained from phonemic and syllabic segmentation and reading tasks. The metaphonological abilities are developed in parallel with reading and spelling acquisition. .
Osman, Abdallah Sirine. "Les temps verbaux narratifs à l'écrit en français et en arabe : Étude linguistique comparative et propositions didactiques." Montpellier 3, 2007. http://www.theses.fr/2007MON30011.
Full textThis thesis is about the analysis of tenses, and more precisely about narrative tenses that we define and determine in the light of two concepts: temporal junction (sociolinguistic pragmatic) and “ascendance” (praxematics). We study the way in which grammars present these tenses. After having identified the value in language of each one, we analyze the various meaning effects with which they are associated, as well as textual operations which enable them to tell or report an event. The followed methodology takes support on a literary and journalistic written corpus. Complementarily, we realize a contrastive study of narrative tenses, starting from a bilingual corpus French-Arabic and Arabic-French. Moreover, by taking account of the Common European Framework of Reference for Languages: learning, teaching, assessment (the Council of Europe, 2000), and the development of technologies of information and communication (TIC), we propose various activities, facilitating teaching / learning of French narrative tenses for Arabic-speaking learners
Abou, Haidar Laura. "Variabilité et invariance du système vocalique de l'arabe standard." Université de Franche-Comté, 1991. http://www.theses.fr/1991BESA1014.
Full textWithin the framework of this thesis, we start from a reflexion on the consensual status of the standard arabic language, beyond the present dialectal variations in the arab world. Our aim is to extract parameters that contribute to the structural stability of the arabic language beyond the variability induced by individual or dialectal elements, in order to see whether it is possible to establish tests of vocal audiometry for arabic speaking people, whatever their dialectal origins. To achieve this, we start by explaining the theoretical basis of our approach, that is the problematic of variability and invariance in the process of spoken communication. Then, we highlight the existence of a great phonological and phonetical stability of the arabic language, on the diachronic as well as on the synchronic levels. This enables us to define the material we use for the acoustic analysis, that is the vocalic system of the arabic language within the syllable cvc. We explore the phenomenon of variability and invariance through a comparative analysis of the temporal and spectral structuration of the vocalic system of the arabic language, beyrond the dialectal and individual variability, in significant words of the syllabic structure cvc (long and short vowels), produced by eight arab speakers from different dialectal origins
El, Youbi Belkacem. "La pédagogie de l'arabe et ses développements sur micro-ordinateur." Paris 5, 1995. http://www.theses.fr/1995PA05H065.
Full textNowdays, pedagogy of Arabic language and the development of its learning strategies on computer supports for a native or foreign public does not make detailed scientific studies. We are involved in this research for a help and a scientifisation of the pedagogy of its language by introducing computer. Our study is made up of three complement ry parts : survey, pedagogie by ordinator and the execution of the software that we called Luqman
Ben, Kilanie Imed Eddine. "Les effets didactiques des différences de fonctionnement de la négation dans la langue arabe, la langue française et le langage mathématique." Lyon 1, 2005. http://www.theses.fr/2005LYO10195.
Full textKantari, Mohamed. "Les problèmes d'arabisation dans le primaire marocain (CM2) et la grammaire de transfert." Rouen, 1988. http://www.theses.fr/1988ROUEL055.
Full textThe questionning raised in this work deals with the teaching of classical Arabic to primary schools pupils who already have acquired a linguistic competence in their mother langue. First Arabic language and Morroco's dialects are replaced in their socio-historical and sociolinguistic environment. Then a sociolinguistic survey (whose population includes pupils and their teachers) puts light on the usage of classical arabic within and outside school. The last part deals with a transfert grammar as a global analysis approach. The elaboration of such a type of grammar has brought about deep analysis of verbal forms (primitive forms) both in dialectical and classical Arabic in order to show the differences and the similarities. Such a comparative approach is the application of some of the most important "transfert rules"
Asmi, Mohamad Jamal. "L'élaboration du vocabulaire de base de l'arabe moderne : contribution à la mise en œuvre d'un dictionnaire bilingue arabe/français à vocation pédagogique." Paris, INALCO, 1996. http://www.theses.fr/1996INAL0001.
Full textOur objective in this work es very precise : to give to students of Arabic as a foreign language a linguistic instrument which corresponds to their needs : a selective dictionary with a pedagogical purpose which limits itself to the most useful lexical units with a view to the learning of the basic language system of modern Arabic. As a matter of fact, the teaching of modern languages has experienced throughout the world during about the last 25 years immense changes due in particular to the development of two recent sciences, linguistics and informatics. We have tried to show in this work the most important findings and their effects on the teaching of modern languages in general and of Arabic in particular. This study has enabled us to put into place our methodology concerning the production of a dictionary grouping the fondamental vocabulary destined to the teaching of Arabic : a simple every day vocabulary, understandable by any Arabic speaking person which corresponds to the immediate lexical needs of the users. This dictionary would interest a large and varied public : 1. Arabian countries : schools (example : primary school children) 2. France : a. Introduction to Arabic at University. B. Students of secondary education having chosen Arabic as a foreign language. 3. A public of Arabian origin : pupils or students born in France (commonly called " second generation" speaking French but whose mother tongue is Arabic)
Kerzazi, Hocine. "Enseigner la langue arabe aux musulmans francophones : entre héritage mythique et défis de la modernité." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAK008.
Full textThis thesis examines the discourse of islamic teaching aids of the arabic language marketed in France, used in religious circles and on the internet, and affirms that it is the vector of a more or less explicit religious discourse. As a result, we are exploring editorial projects and didactic content for both textbooks and online sites in order to analyze the proportion and typology of religious discourse that unfolds there. At the crossroads of historical and sociological approaches, we appreciate at the local, national and transnational scales the extent to which the ideas of textbook designers and methods are reflected in these contents, thus establishing that the designers have seized islamist doctrines, have them oriented towards Muslim minorities in the West and thus shaped a very specific muslim identity
Naoui, Mohamed. "Efficacité des manuels scolaires dans l’acquisition et la maitrise de la lecture sémantique en arabe langue étrangère : diagnostic et orientations pédagogiques avec la réalisation de corpus." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0324/document.
Full textIf we take the following definition literally: « Reading is understanding », Reading Comprehension thus, becomes the sole significant measure to take into account when we evaluate the capacity to read a text.Indeed, the students who learn Arabic are unable to master semantic reading at the end of their Lycée (High school) cycle. When we consider the results of their oral exams, we note that they decipher a text without really being able to introduce, explain and analyse it. They do not really understand its meaning. They often spend their time talking about it at a superficial level, without being able to nuance their explanations. In the end, they remain no more than novice readers who can only decipher! These difficulties can also be noted with their written exams, therefore affecting the oral and comprehension of the students who can speak the dialect as well as those who cannot.Yet, The Common European Framework of Reference for Languages (CEFRL) clearly recommends a totally fresh approach whose aim is to rethink the objectives and the teaching methods of foreign languages, and most of all, it sets a common basis for the conceptions of curricula. Indeed, the CEFRL considers that the teaching/learning of a foreign language must be done through media or textbooks that take into account not only the social and cultural background, but also the language itself in its evolution and in its diglossic reality, unlike what is unfortunately still too often the case in Arabic language textbooks, which are randomly devised according to a normative, orthographic and grammatical inspiration. In chapter 6 of the CEFRL, the requirement is on methodology and can be epitomized in two questions: “How can we acquire and learn a new foreign language? What can be done to facilitate the learning and acquisition process?”That is how, from 2005 onwards, how some language textbooks designers started to devise methods, books, toolboxes, which in their introduction parts claim that they are productions that comply with the recommendations of the CEFRL, and labelled them A1, A2. These language textbooks unfortunately keep considering the acquisition of the reading skills as a deciphering or decoding operation. They are presented according to a linguistic and grammatical progression without taking into account the fact that a number of our students not only belong to heterogeneous social and cultural backgrounds, and that many come to the Arabic class already speaking an Arabic dialect, with its multiple regional varieties.As for other course books, honourable efforts can indeed be observed. Some designers take into account the different dialectal varieties by integrating some dialectal references so as to reassure the students who speak a dialect about the existing and possible bridges between the different language levels and registers of Arabic, and to enable the learners who do not speak a dialect to use expressions that will be socially understandable and ready to be used in order to make them aware of the diglossic problems of Arabic.It is true that “Official Instructions” recommend that Arabic teachers should leave an important place to dialectal varieties and to communication, but unfortunately, a lot of course books simply ignore all that wealth, for they are guided by an all normative approach.We are convinced today that French students (of Arabic origin or not) are not taught the Arabic language the same way and with the same objectives, Arabic students from Morocco, Lebanon or Egypt are
Janssen, Bouassida Maike Antje. "Le tunisien arabophone et la linéarisation de l'énoncé en allemand : une étude didactique." Paris 4, 1999. http://www.theses.fr/1999PA040165.
Full textGraba, Fadhila. "Les étudiants initialement de formation littéraire et l'explication de leur niveau de réussite dans deux disciplines insérées à leur formation, au cycle secondaire, l'arabe et le français (Alger)." Paris 5, 1988. http://www.theses.fr/1988PA05H020.
Full textAmargui, Lahcen. "Problèmes de transposition du sens de l'arabe au français langue étrangère, chez les élèves de fin d'études secondaires au Maroc." Paris 5, 1987. http://www.theses.fr/1985PA05A077.
Full textMokh, 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.
Full textThe 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
Mazari, Abdelfattah. "Analyse d'erreurs dans l'apprentissage de la L2 : l'exemple arabe-anglais." Paris 10, 2006. http://www.theses.fr/2006PA100032.
Full textThe prime objective of this study was to inquire into the syntactic and semantic difficulties encountered by Moroccan learners of English as a foreign language in writing. We first tried to show the relationship between language and culture and the role of the latter in L2 learning process, as well as the different kinds of motivation that students possess in their learning. We analyzed 120 compositions written by Moroccan students in first year of English at the University of Oujda. We recorded syntactic and/or semantic deviated structures and then classified them according to their source of interference, interlingual and/or intralingual. We also tried to establish the link between the data of this study and the general theories of linguistics. By holding account of the structures of the various languages and while drawing the conclusions of the data on learners of various mother tongues, we tried to explain certain categories of deviations compared to universal parameters of the language that learners have in general
Ngainyo, Gisele. "L'enseignement des langues et l'intégration sociale et politique au Cameroun : le cas de la langue arabe dans l'Adamaoua (Nord-Cameroun) : 1960-2006." Perpignan, 2009. http://www.theses.fr/2009PERP0949.
Full textThis thesis is talking about the teaching of languages in general an arabic language in particular in Adamaoua (Nord-Cameroon) since 1960 to 2006. Since 1960 islamics schools in general and the teaching of arabic language in particular is confronted to many problems : administrative, pedagogic, and financial. All these problems don’t facilitate the social and political integration of arabics students in Cameroon. Can franco-arabics schools contributed to the national integration of those who learn arabic language in multicultural and multilingual society? What is did by the government to resolve these problems?
Femmam, Chafika. "Approche des systèmes graphiques et focalisation sur FLM/FLE : méthodologie à angles de vue multiples." Besançon, 2006. http://www.theses.fr/2006BESA1015.
Full textThe thesis is about writing conceived of as a graphic system. A varied methodology is adopted in order to focus on problems relative to writing and on how writing is taught in the classroom. The subject is first approached historically in an attempt to reconstruct a definition of writing limited to that of a simple notation of sounds. Dating the invention of writing back 35000 years, in contrast to the conventional date that many specialists set at 35000B. C. , we have reconsidered prehistoric traces as a first graphic expression and a determining step toward modern written forms. From here we have shown that a writing is a mainly of iconic origin, a space constructed intelligently that the eye interrogates so as to attribute to it a significance independent of the phonic representation. Wanting to verify whether this new conception had influenced how writing is taught, we looked to two methods of experimentation : both questionnaires sent to primary school teachers working in the first year of scriptural teaching/learning, and also observation of classes involved in this activity. The publics concerned are : 1) French primary school teachers and their first year classes (A. F. ) for Arabic as a mother tongue, and fourth year classes (4ème A. F. ) for French as a foreign language. The result show that, scholastically, writing is still looked upon in its most restrictive conception linking it closely to the oral language, and that the exercises which prepare students to appropriate in have no really evolved for nearly a century. To remedy this situation we think that, without neglecting the oral, writing must first be liberated from it. In other words, it is indispensable to conceive of innovative scriptural exercises that are less constraining and more efficient, all the while taking into account the true and complex nature of writing
Chahine, Aoun Colette. "Performances orales des enfants de trois à six ans dans un contexte de bilinguisme français/arabe au Liban Nord." Paris 7, 2003. http://www.theses.fr/2003PA070010.
Full textIntroduced in 1995 and applied in 1997 for 3 years of testing, the new curricula aimed at promoting the cultural awareness and the acquisition of foreign languages, namely French in the French speaking schools. The objective of this study is to describe and analyse the pedagogical practices of French language teaching/learning in North Lebanon kindergartens, following the restructuring of the Lebanese educational system. The concern is to have a grade 1 bilingual student French - Arabic well prepared to learn different subjects in French, since French is a language of instruction. It is worth wondering about the oral competence of these arabic speaking students who start learning at the age of 3 without any previous knowledge of French. Our study is organized in 3 parts : - The first part introduces the research, with a review of the literature and a presentation of the Lebanese context. - The second part is empirical; it consists of 2 subdivisions: the first one is a comparative study of the student's socio-cultural identity and the teachers' pedagogical practices in two kindergartens; the second one presents an analysis of the students' oral performances. - The third part is a description of the pratical techniques that enable teachers to reach a successful teaching/learning of the French language in the kindergarten
Al, Besht Maryam. "La construction inchoative en arabe : étude contrastive avec le français "commencer (à/par/de)" et "se mettre à"." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCC003.
Full textThis thesis in contrast linguistics aims to study the syntactic-semantic specificities of inchoative verbs in Arabic and compare them with those of start to (commencer (à/par/de)) and to begin (se mettre à) in French. We relied on a corpus of French and Arabic literary texts from the following authors (Najube Mahfouz, Marcel Pagnol and Albert Camus). According to our corpus, inchoative verbs can appear in the following simple constructions : (subject + inchoative verb + direct object complement, indirect object complement, adverb or without complement), as well as in compound constructions (subject + V1 accomplished inchoative verb + V2 uncompleted) in Arabic, and (S + conjugated V1 + V2 infinitive) in French. Our analysis is based on the syntactic frameworks proposed by Peeters (1993). Indeed, the application of this theory and the syntactic variation of the grammatical elements of the Arabic sentence lead us, first, to propose different syntactic frameworks of certain inchoative Arabic verbs found in our corpus by determining their syntactic and semantic specificities. Concerning the simple form of inchoative verbs in Arabic, بدأ (bada'a) is the most frequently used verb. It is compatible with certain prepositions and accepts any type of subject and complement. As a result, it is distinguished by six grammatical constructions and four syntactic frames. On the other hand, the verbs هم (hamma), شرع (šara῾a) and أخذ ('aẖaḏa), in their simple use, each of them is governed only by a preposition, therefore, their simple construction is mainly characterized by a syntactic framework. In addition, the verb راح (rāḫa) is combined with two syntactic frames. Regarding their compound form, it should be noted that all inchoative verbs in Arabic are shared by a compound construction (S + V1 completed + V2 uncompleted). Semantically, most of these verbs are characterized by an imperfective value. It should be noted that the verb بدأ (bada'a) conveys a determinative as well as a non-determinative value. On the other hand, the verb شرع (šara῾a) is defined only by a perfective value, whereas هم (hamma) by a semi-perfective value. Therefore, from the results of Peeters as well as ours, we find that, on the one hand, the verb بدأ (bada'a) and commencer (à/par/de) are almost syntactically and semantically equivalent. On the other hand, the verbs هم (hamma) and se mettre à always serve to indicate speed and suddenness, but the action of the former is always semi-perfective. We can say that there are always points of divergence and convergence between inchoative verbs in both languages (Arabic and French). In fact, the relation between arabic verbs هم (hamma), راح (rāḫa), بات (bāta), مضى (maḍā), أصبح (aṣbaḫa), أقبل (aqbala), جعل (ǧa'ala), أخذ (aẖaḏa), أنشأ ('anša'a), قام (qāma), انطلق ('inṭalaqa), هب (habba) and se mettre à in French is the fact that their inchoative use is governed by a grammaticalization.Finally, based on the written productions of FLE Libyan learners, we have tried to identify pedagogical approaches in order to identify the origin of the difficulties in the use of verbs, commencer (à/par/de) et se mettre à
Sridi, Iman. "Réflexions traductologiques et didactiques : vers un espace de rencontre entre les deux disciplines : domaine arabe - français." Thesis, Paris, INALCO, 2014. http://www.theses.fr/2014INAL0018/document.
Full textThis research seeks to highlight the need for reflections within Translation studies for an interdisciplinary approach to the designing of translation and how to improve its pedagogy within the framework of the teaching of Foreign Languages, with the aim to establishing complementary links between Foreign Language teaching and Translation. From a communicational perspective, the two disciplines could have a lot in common. We propose to define the conditions for a possible convergence between two approaches : -The Action-oriented approach recommended by the Common European Framework of Reference for Languages for the teaching and learning of foreign languages and cultures. - The Discursive approach based on the Interpretative Theory of Translation which constitutes a basis for the pedagogy of translation
Saad, Samar. "La manuélisation des langues et des cultures : le Français et l'Arabe en Syrie." Paris 3, 2008. http://www.theses.fr/2008PA030048.
Full textThe didactic issue of this thesis is to know what role is played by the manualisation of languages and cultures in the teaching/learning of French in Syria. This thesis is divided into three parts, which are made of nine chapters. The first part aims at making out the notion of manual and its evolution through History. It also deals with the linguistic policy that determines the manualisation of Arabic as a native language and French as a foreign language. The descriptive and methodological analysis of French school manuals in high schools constitutes the corpus of this research. The second part deals with the linguistic and theoretical aspects of manualisation: text, culture and grammar. The third part defends the primacy of literary texts as far as manualisation is concerned, given that these texts express a whole culture inside which language carries the societal values. Teaching, starting with denotation, is to be located in the sociocultural context that determines the text’s connotation. Hence comes the importance of literature in the French language, including Arab literature written in French, and notions such as intertextuality and hypertextuality which both refer to linguistic and historical links enhancing the interaction between one text and others. Through intercultural hermeneutics, teaching encourages the pupils to a comparative and constructive reflection. The whole research leads to the elaboration of a didactic unity conceived as a synthesis of theoretical and experimental data exposed throughout our work
Nasr, Véra. "Quelle place pour la traduction dans l'enseignement/apprentissage du FLE au niveau avancé en milieu exolingue ? , le cas du Liban." Paris 3, 2001. http://www.theses.fr/2001PA030137.
Full textThis research aims at reflecting upon the use of one's mother tongue in the learning process of a foreign language, by rehabilitating the one activity which allows a systematic use of mother tongue, translation. However, it's important not to mix up the believes that we entertain in this thesis with assumptions that were those of the traditional methodology of language teaching. We're proposing here a "new" translation, a creative one, a translation as a (re)-creation. . . No more word for word rendering, no more hindering or useless exercices. Only a spontaneous expression of the meaning. The use of bilingual dictionaries is no more enough : a wide panel of documents contributes to the understanding and to the writing processes. .
Idrissi, Kacemi Mohammed. "L'enseignement de la langue et de la culture arabe aux enfants de migrants maghrebins en France." Paris 8, 1998. http://www.theses.fr/1998PA081444.
Full textMy research is based on mv experience as a teacher of the arab language and culture in paris. This teaching essentially consists in initialing those children into heir mother langue. The search tries to define the link between the teaching of the language and the original culture as a means of integration into french society. Thus this action will be able to lead to a success ful schooling. Our mettrod is essentially based on information, on the reading of documents and books, on observations and experiences. Those courses can be found in 5 000 schools concerning more than 12, 000 children. More than 1,500 foreign teachers look part in them in 1991
Benchaïd, Salima. "Évolution des pratiques de l'enseignement des langues : le cas du primaire algérien." Paris 3, 2004. http://www.theses.fr/2004PA030135.
Full textThe linguistic situation in Algeria is a reflection of the ceaseless fracturing of this society. The languages in use, be they literary Arabic, dialect Arabic, French or Berber, and whose joint use originates in the history of the Maghreb itself, is a reflection of a multilingualism of a living and special kind. In this context, the teaching of mother-tongue and second languages, not to mention foreign languages, forms part of a complex situation. The aim of this study is to raise a series of questions, by interrelating two types of issues. The first relates to the building by the Algerian school student of his or her identity within a multilingual environment. The second is the building of knowledge through the learning/apprenticeship of taught languages in primary education. The interrelatedness of these issues requires the study of the development of the teaching practice of these languages from a diachronic perspective, which not only places them in confrontation but side by side, involving the methods of teaching of the national language (literary Arabic) with the first foreign language (French). The hypothesis is made that the teaching practices approaches for the two languages remain identical, in spite of the difference in their relationship to society. A type of teaching is thus proposed by this study. This involves the didactic methods of a second language rather than mother-tongue for literary Arabic on the one hand and on the other hand an approach closer to contemporary didactic eclecticism in regard to French language teaching
Mohamed, Ahmed. "Langue et culture d'origine : rôle et effets de leur apprentissage chez des jeunes d'origine maghrébine en France." Paris 5, 1993. http://www.theses.fr/1993PA05H014.
Full textOur present work underlines the part played and the effects on learning of natural language and cultural background of young people of north Africa living in France within the immigrant context which is specified by its acculturation. As a mattern of fact, the comparative analysis of 2 groups of young people (on one hand, young people that are learning Arab in school, and on the other hand, those which either are not following this teaching or have refused to do so), has shown that the acquisition of language and culture of their country in which they were born has a positive effect on both their behavior and the representation of these young boys and girls towards their original language and culture. The teaching of their original language turns out to the main backbone in structuring the sense of identity in those young people who have followed Arabic courses in school
El, Yagoubi M'hamed. "Pour un regard évaluatif complexe sur les processus d'apprentissage et d'enseignement des langues vivantes et étrangères : Apprendre et connaître la langue arabe en tant que système de communication et d'intercompréhension scolaire et institutionnelle." Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10007.
Full textBouzidi, Laïd. "Conception d'un système d'E. A. O. Pour l'apprentissage d'une langue : application à l'enseignement de la morphologie de l'arabe." Lyon 1, 1989. http://www.theses.fr/1989LYO10106.
Full textNajai, Mouna. "Développement lexical précoce et biais nominal : études expérimentales et approche interlangue français / arabe." Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20026.
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