Relevant bibliographies by topics / Didactics of French as foreign language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Didactics of French as foreign language'

Author: Grafiati
Published: 25 May 2024
Last updated: 31 July 2025

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Journal articles on the topic "Didactics of French as foreign language"

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Bud, Ioana. "Challenges in Teaching French Language Didactics." BULETIN ŞTIINŢIFIC SERIA A Fascicula Pedagogie-Psihologie-Metodică 24 (December 31, 2024): 38–42. https://doi.org/10.37193/bs-ppm.24.04.

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The present paper aims to address the tripartite approach regarding challenges encountered in teaching French language didactics within university education, in bilingual specializations. Aspects related to the design of documents, methods, techniques, and strategies used, along with evaluation within FLE (French as a Foreign Language) activities, will be exploited.
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Orchowska, Izabela. "De la relation entre le positionnement épistémologique d’un chercheur et ses représentations relatives à l’écriture de la recherche. Amorce d’une réflexion méta-didactologique." Studia Romanica Posnaniensia 52, no. 1 (2025): 23–41. https://doi.org/10.14746/strop.2025.52.1.2.

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This paper explores the dialogical relationship between a researcher’s epistemological stance and his representations of research writing in the field of language and culture didactics. It emphasizes the importance of considering the relationship of these two processes in the professional development of novice researchers. Drawing on the epistemological aspects of the French conception of foreign language didactics fr. didactique-didactologie des langues-cultures), understood as an autonomous academic discipline, the author analyses meta-didactic papers by two French scholars Christian Puren a
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Zalesskaya, Daria. "Language as an “independent unit”: Ferdinand de Saussure vs. Paul Boyer." Sign Systems Studies 50, no. 1 (2022): 133–42. http://dx.doi.org/10.12697/sss.2022.50.1.07.

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Didactics and semiotics are two fields that have been interconnected for a long time. Russian language teaching in France in the 20th century, especially in its first half, had several interesting didactic features closely related to the understanding of Ferdinand de Saussure’s theoretical conceptions. Through the works of influential Slavist professor Paul Boyer (1864–1949), some of Ferdinand de Saussure’s ideas became reflected in French didactics in a particular way, providing the basis for a new method of teaching Russian as a foreign language. The article offers an analysis of the textboo
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Aubin, Sophie. "Conscience musicale du français langue parlée : éléments pour son conditionnement didactique." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.

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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of t
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Sielanko-Byford, Elżbieta, and Janina Zielińska. "Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania." Neofilolog, no. 62/1 (April 12, 2024): 139–54. http://dx.doi.org/10.14746/n.2024.62.1.9.

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The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of lingu
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Daoudi, Safaa, and Wafaa Adlouni. "Interculturalism in Moroccan Institutions: The Case of Secondary Education in the French Language." International Journal of Secondary Education 12, no. 4 (2024): 97–101. https://doi.org/10.11648/j.ijsedu.20241204.13.

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Didactics and language pedagogy place great importance on integrating the intercultural dimension into language teaching. This concern is also present in the Moroccan education system, which has undertaken a reform aimed, among other things, at developing intercultural competence. However, despite these ambitions, a survey conducted among French as a Foreign Language (FLE) teachers in the Rabat-Salé-Kénitra region, specifically in the Skhirat-Témara prefecture, revealed that most of these teachers do not have a clear understanding of the concepts of cultural and intercultural competences, even
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Evain, Christine, Clara Millan Destais, and Elisabeth Richard. "DECLAME’FLE Project: Advancing Inclusion and Understanding through Literature on Migration and Exile in French Language Education." Journal of e-learning Research 4, no. 1 (2025): 40–49. https://doi.org/10.33422/jelr.v4i1.919.

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The DECLAME’FLE project, an interdisciplinary initiative focused on Migration and Exile Literature (MELit), integrates literature with digital learning to foster empathy, inclusion, and cross-cultural understanding. Developed as part of the European Erasmus+ strategic partnership (2019–2021), the project has produced a Massive Open Online Course (MOOC) dedicated to the didactics of French as a Foreign Language (FFL), with a particular emphasis on migration narratives. This MOOC supplies French and FFL instructors with Open Educational Resources (OER), empowering them to address migration theme
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Bendaoud, Mechri Bendaoud. "Which linguistic resources for the teaching / learning of French as a foreign language?" Journal of Science and Knowledge Horizons 3, no. 02 (2023): 120–29. http://dx.doi.org/10.34118/jskp.v3i02.3394.

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This study is truly intended to be a contribution inscribed in a scrupulously didactic context, hence the idea of teaching – learning French as a foreign language in an Algerian context. Our attention is mainly vocalized on the attitude of the learner and his previous achievements in terms of FLE in the secondary cycle. However, it is therefore appropriate to specify from any language task, i.e. the written expression considered as the outcome of any learning from a didactic point of view, the exploitation of its achievements according to a theme whose concept of instruction is already present
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António, CHINHAMA DOS SANTOS. "NOVA TENDÊNCIA EM DIDÁCTICA DO FRANCÊS LÍNGUA ESTRANGEIRA: CONSTRANGIMENTOS E DESAFIOS NO CONTEXTO ANGOLANO / NEW TREND IN FRENCH FOREIGN LANGUAGE DIDACTIC: CONSTRAINTS AND CHALLENGES IN THE ANGOLAN CONTEXT." Studii şi cercetări filologice. Seria Limbi Străine Aplicate / Philological Studies and Research. Applied Foreign Languages Series 20 (December 15, 2021): 36–54. https://doi.org/10.5281/zenodo.6366165.

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<em>The present study is part of the teaching-learning field of Foreign Languages in the Angolan context, whose aim is to describe the new trend in French Didactics, constraints, and challenges in the Angolan education system. However, the approach to this theme implies re-examining the methodologies that marked the course of Didactics itself, relating them to the pedagogical practices of French teachers in Angola. This is descriptive and explanatory research and theoretically we rely on Claude Germain (1993), Maria Marques (1990), HoniQotb (2009), Vera Maria Candau (2010) and Sousa and Cardos
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Whyte, Shona. "Moving with the times: new developments in languages in French higher education contexts." European Journal of Language Policy: Volume 12, Issue 2 12, no. 2 (2020): 193–214. http://dx.doi.org/10.3828/ejlp.2020.10.

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Since the turn of the century, the increasing internationalisation of French higher education has been felt in research and teaching across a broad range of disciplines. The challenges and opportunities affect different sectors of foreign language (FL) education, including modern foreign language (MFL) studies, languages for specific purposes (LSP) and FL certification. This paper offers a review of recent developments in these three areas in France and other European countries, before examining a key difference in French higher education (HE), that is, the schism between second language acqui
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Dissertations / Theses on the topic "Didactics of French as foreign language"

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Santoro, Elisabetta. "Da indissociabilidade entre o ensino de língua e de literatura: uma proposta para o ensino do italiano como língua estrangeira em cursos de Letras." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-26022008-141241/.

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Muito se escreveu sobre a integração entre ensino de língua e ensino de literatura e entre estudos lingüísticos e estudos literários. Entretanto, observa-se que a separação entre língua e literatura persiste, embora a literatura não seja pensável fora dos quadros da língua e a língua desenvolva suas máximas potencialidades na literatura. Muitos métodos de ensino de língua estrangeira recomendam que se comece a aquisição/aprendizagem de uma língua estrangeira com textos que utilizam a linguagem em função utilitária e que, mais tarde, se introduzam textos que se valem da função poética. Ao contr
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Salhi, Sonia. "Mythes et légendes dans la didactique du Français langue étrangère." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20052/document.

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La présente recherche s’inscrit dans le cadre de la didactique des mythes en classe de Français Langue Etrangère. Elle s’interroge sur les différents problèmes rencontrés au niveau de l’exploitation des mythes en classe de FLE en Tunisie et s’articule autour de trois grands axes de recherche. Le premier axe est consacré au cadre théorique se rapportant aux catégories mythiques et leurs enjeux alors que le deuxième consiste à attirer l’attention sur le statut privilégié des mythes dans les programmes officiels tunisiens. Il rend compte de leur exploitation dans les pratiques de classe à travers
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Cros, Isabelle. "Contribution à l'histoire du français langue étrangère au prisme des idéologies linguistiques (1945-1962)." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA146.

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Bien que la didactique du français langue étrangère ne soit reconnue comme telle que vers 1960, ses prémices sont à chercher dans les années d’après-guerre, période d’une rénovation en profondeur de la politique culturelle française à l’extérieur et de l’enseignement de la langue. À l’instigation conjointe du ministère des Affaires étrangères, des acteurs privés de la diffusion du français, des organisations de coopération culturelle internationale (Conseil de l’Europe et Unesco) et des pays francophones nouvellement indépendants, se répand dans le champ du FLE l’idéologie d’un français utile,
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Faleiros, Rita Jover. "Didática da leitura na formação em FLE: em busca dos leitores." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05032010-122202/.

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A leitura em Francês Língua Estrangeira (FLE) pode ser abordada de diferentes maneiras em função dos objetivos individuais ou institucionais para sua aprendizagem. Esta pesquisa concentra-se num público de leitores bastante específico: alunos de primeiro ano do curso de Letras/Francês da Faculdade de Filosofia, Letras e Ciências Humanas da USP que devem ler literatura francesa no original dispondo de pouco ou nenhum conhecimento dessa língua. Essa é uma situação paradoxal que se coloca para um número considerável de estudantes ao ingressar nesse curso a cada ano e que fez com que se buscasse d
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Ismaïl, moubarak marzouk Isa. "Le recours à la traduction et son rôle dans l'enseignement/apprentissage du FLE à Bahreïn." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958833.

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La didactique des langues étrangères ne cesse de s'enrichir des méthodes nouvelles pour mieux répondre aux besoins et assurer le meilleur rendement en termes d'enseignement/apprentissage. Ce travail propose un enseignement du français langue étrangère par la traduction à Bahreïn. Cette proposition a pour objectif de prendre en considération le contexte plurilingue de ce pays et de se conformer à la réalité de cet enseignement en classe de français. Pour cela, nous avons d'abord exposé la place du français dans son contexte, y compris en comparaison avec les langues et les variétés de langues e
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Camredon, Van Berten Christine. "L'enseignement du français dans les universités américaines : Étude des représentations, des attentes et des besoins des étudiants." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030094.

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Certains étudiants américains, à Washington notamment, déclarent arrêter l’apprentissage du français ou renoncer à se spécialiser en français, car ils estiment que les cours proposés ne correspondent pas à leurs attentes. Le but principal de cette recherche a été d’essayer de formuler des propositions pour enseigner le français de la manière la plus motivante et la plus efficace dans le contexte universitaire washingtonien où nous enseignons. A cette fin, nous avons tenté de mettre en évidence les caractéristiques dominantes des représentations, des attentes et des besoins des étudiants, afin
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Vallat, Charlotte. "Etude de la stratégie enseignante d’étayage dans des interactions en classe de français langue étrangère (FLE), en milieu universitaire chinois." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20025/document.

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La recherche porte sur des analyses de pratiques de classe mises en place dans le cadre d’une expérience contrôlée, au sein de l'Université Normale de Chine du Sud (Canton, Guangdong, Chine). Est mise en évidence la manière dont les enseignants de français langue étrangère (FLE) guident leurs apprenants lors de séances de cours d’oral et la nature de leur étayage. En situation d'enseignement/apprentissage, l'étayage recouvre toutes les manières dont l'enseignant accorde ses interventions aux capacités des apprenants ainsi que tous ses processus d'ajustement lors de la séquence didactique. L’ob
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Bogliotti, Amelia Maria. "Le théâtre de Marguerite Yourcenar : Approches didactiques pour une classe de Français langue étrangère de niveau supérieur en Argentine." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030001/document.

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Cette thèse rédigée dans le cadre de la Didactique des Langues et des Cultures explore les potentialités du texte de théâtre en tant qu'outil pédagogique pour une classe de FLE de niveau avancé. Le texte de théâtre, matériau singulier, défini par son double aspect verbal et non-verbal, imopose des contraintes de lecture que nous nous occupons de dégager. Suivant les orientations genettiennes qur le paratexte, nous parcourons les autours de l'écrit théâtral comme autant de voies pour son approche et sa compréhension. Le théâtre yourcenarien, noyau de notre corpus, a été lu à l'appui des notions
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Hassan, Soulaf. "La pratique des ateliers d'écriture créative en classe de FLE comme formation à la compétence linguistique, interculturelle et esthétique : le texte littéraire au sein du projet didactique." Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2049/document.

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Aujourd’hui, la pratique des ateliers d’écriture créative a véritablement sa place dans les classes du Français Langue Étrangère. Mais force est de constater que les activités proposées dans ces ateliers portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche doctorale met en place une modalité originale de mise en œuvre de la perspective actionnelle préconisée par le CECR. Elle propose de croiser les champs de la didactique des langues, de la didactique de la littérature et de la didactique de la production de l’écrit en FLE pour tenter de déterm
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Bouzar, Fadhila. "L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.

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Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissemen
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Books on the topic "Didactics of French as foreign language"

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Anthony, Lodge R., ed. Exploring the French language. Arnold, 1997.

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Christine, Penman, and HarperCollins (Firm), eds. Collins French dictionary. 4th ed. HarperCollins, 2008.

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Janes, Michael. French. 4th ed. Lonely Planet, 2011.

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Rowlinson, W. French grammar. Oxford University Press, 2000.

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Kendris, Christopher. French the easy way. 4th ed. Barron's Educational Series, 2007.

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Kendris, Christopher. French the easy way. 2nd ed. Barron's Educational Series, Inc., 1989.

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R. De Roussy de Sales. French Verb Drills. McGraw-Hill, 2004.

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Lang, Margaret. Interpreting French: Advanced language skills. New York, 2001.

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Christopher, Kendris, ed. French grammar. Barron's Educational Series, 1990.

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Kurbegov, Eliane. French Vocabulary. McGraw-Hill, 2007.

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Book chapters on the topic "Didactics of French as foreign language"

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Whyte, Shona. "Chapter 5. La linguistique appliquée." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/aals.20.05why.

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At the creation of the Association Internationale de Linguistique Appliquée (AILA) in 1964, the new field of applied linguistics was marked by international collaboration on second and foreign language teaching among linguists in the US, the UK, and France. Over six decades later, while applied linguistics is a well-established discipline around the world, la linguistique appliquée is a much less common term in France. Research on FL teaching is called la didactique des langues [language didactics] and involves language teaching theories drawing more on education theory than applied linguistic
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Lindqvist, Christina. "Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_5.

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Nuccorini, Stefania. "Chapter 3. Teaching phraseology in the 19th century." In AILA Applied Linguistics Series. 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
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Dakowska, Maria. "Foreign Language Didactics Encounters Cognitive Science." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23547-4_1.

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Casadomet, Aránzazu Gil, and Marta Tordesillas. "Design Of A Training Tool For Teaching Written Expression In French As A Foreign Language, Based On An Argumentative And Enunciative Didactic Approach." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-408-2_50.

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Dakowska, Maria. "Foreign Language Didactics as a Human Science." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_3.

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Díaz Cintas, Jorge, and Marco Fernández Cruz. "Using subtitled video materials for foreign language instruction." In The Didactics of Audiovisual Translation. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.20dia.

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Simensen, Aud Marit. "25. Subject didactics as the science of the foreign-language teaching profession." In Reflections on Language and Language Learning. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.33sim.

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Block, David. "French Foreign-Language Teachers in London." In Multilingual Identities in a Global City. Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230501393_6.

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Chapelle, Carol A. "Québec’s Cultural Narrative and French Textbooks." In Teaching Culture in Introductory Foreign Language Textbooks. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_2.

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Conference papers on the topic "Didactics of French as foreign language"

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Lutas, Liviu. "TEACHING FRANCOPHONIE IN CLASSES OF FRENCH AS FOREIGN LANGUAGE IN SWEDEN: AN INTERMEDIAL APPROACH." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1231.

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Ruyffelaert, Ariane. "REFLECTIVE PRACTICES AND EUROPEAN STANDARDS IN FRENCH FOREIGN LANGUAGE TEACHER TRAINING: INSIGHTS FROM THE UNIVERSITY OF GRANADA." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1548.

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Bonello, Ruth. "SCHOOL-BASED ASSESSMENT IN THE 'FRENCH AS A FOREIGN LANGUAGE' CLASSROOM WITHIN THE MALTESE CONTEXT. A CASE STUDY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0223.

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BELLINI, Serge. "AI at the service of teaching French as a foreign language: state of play and prospects." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p423-428.

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Artificial intelligence (AI) has profoundly transformed various sectors of our societies, and education is no exception. We observe that its development is extremely rapid and that what was said, done and written a year ago already seems to be obsolete. This article raises questions about AI in the teaching of French as a foreign language (FLE). Drawing on research in language didactics, we examine innovative applications, the challenges encountered, and sketch out the paths to be followed for the judicious use of this technology, which is not new since the terminology has existed since 1955,
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TSYBENKO, V. A. "THE LINGUO-DIDACTIC POTENTIAL OF FRENCH MEMES." In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_544.

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The article focuses on the key characteristics of an Internet meme and evaluates its potential application as a tool for developing school students’ linguistic and communicative competence. The author investigates scientific researches on Internet technology and methodology of foreign language teaching, and, thus, the author views Internet memes as a form of polycode text that contributes to the development of readers’ functional literacy. TThe study proves that the use of internet memes, both during lessons and within independent and project work, facilitates a more effective development of f
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AVORNICЕSĂ, Natalia. "Praxeological approaches to high school literature in the teaching of French in the Republic of Moldova." In Probleme ale lingvisticii și didacticii limbilor străine: tradiții și inovații. Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.03-05-2023.p46-51.

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The evolution of literature in the foreign language class in recent years is determined by the appearance of the Complementary volume of the CECRL in 2018. From this perspective, the new trends in the teaching of the French language tend to include the recommendations and descriptors present in the document in question. This study aims are to identify the new role of literature in the formation of specific skills according to the National Curriculum for foreign language and thus to generalize the new approaches and elements of literature from a pragmatic point of view for high school classes i
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AVORNICЕSĂ, Natalia. "Praxeological perspectives of literature at the a2 level in the teaching of french as a foreign language in the Republic of Moldova." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p237-241.

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Literature in foreign language teaching offers new cultural and linguistic dimensions with the appearance of the Complementary Volume of the CEFR in 2018. The praxeological perspectives of literature at A2 level are illustrated by the approach of different language activities and the development of specific skills according to the National Curriculum for Foreign Languages of the Republic of Moldova. Literary exploration at A2 level aims tasks with titles of works, names of authors, biographical elements, book covers, etc. The final didactic perspective in the language class derives from the po
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Trofin, Roxana anca, and Maria ana Oprescu. "THE INTEGRATION OF DIGITAL TECHNOLOGY IN A LANGUAGE COURSE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-107.

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Concurrently with the advent of new technologies, the content and typology of language courses have changed. The borders between the courses we propose to our students have become more permeable in view of the society demands, educational needs and institutional constraints. In a francophone country such as Romania, where there are French streams receiving students who have French as their mother tongue, or as a second or foreign language, having relatively heterogeneous linguistic and cultural backgrounds, the French for Specific Purposes (FSP -FOS) modules also comprise components of French
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Wu, Qinning. "Speaking Application of A Foreign Language-French." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.45.

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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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Reports on the topic "Didactics of French as foreign language"

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Tuarmenskaya, A. V. Electronic educational resource «Children`s literature of the country of the second foreign language» for the direction of preparation 44.03.05 Pedagogical education (with two training profiles) Orientation (profile) Foreign language (German / French. Ryazan State University named for S.Yesenin, 2024. http://dx.doi.org/10.12731/ofernio.2024.25294.

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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.
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