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

Author: Grafiati

Published: 25 May 2024

Last updated: 31 July 2025

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1

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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Shamrai, Olena, and Nataliia Skrypnyk. "Peculiarities of teaching a second/third foreign language based on English." Bulletin of Kharkov National Automobile and Highway University 1, no. 105 (2024): 120. http://dx.doi.org/10.30977/bul.2219-5548.2024.105.1.120.

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Problem. The article deals with general issues relating to the main features of teaching a second or third foreign language (German and French, based on English) to students specializing in applied linguistics. A short list of similarities and differences between English, German and French in the context of their learning is given. This study presents an overview of the concept of multilingual education and analyses the main methods of teaching a third language. The problems associated with teaching a second foreign language are not sufficiently revealed, as this discipline is not very widespr

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Stepanyuk, Yu V. "Types of Texts in Teaching French as a Foreign Language." Prepodavatel XXI vek, no. 2/1 (March 30, 2023): 68–80. http://dx.doi.org/10.31862/2073-9613-2023-2-68-80.

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The article aims to present the typology of texts to be studied in the course of French as a foreign language. The relevance of the research is due to the insufficient development of a general typology of texts, the variability of the composition of typologies offered by French-speaking linguists and methodologists, as well as the terminological disorder of the names of the types of texts included in them. The article deals with the main typologies of texts, developed in French linguistics, then with the typologies based on them, used in French lingua-didactics. Then a personal structural and

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Lundquist, Lita. "From Contrastive Text Linguistics to Didactic Applications – and back again." New Approaches in Text Linguistics 23 (September 25, 2009): 73–90. http://dx.doi.org/10.1075/bjl.23.07lun.

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Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danis

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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.

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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-ga

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El Bakali, Naoufal. "French Language Teaching at the Heart of the Translation Course." Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, no. 103 (September 17, 2021): 276–87. http://dx.doi.org/10.31861/pytlit2021.103.276.

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Language learning is the foundation of any translation business, especially for students admitted to translation courses. In our case, mastering the French language, in order to carry out a translation, requires a perfect knowledge of the linguistic workings, likely to come to the aid of students who are learning translation techniques. In the current state of affairs, learning to translate at the graduate level suggests a perfect mastery of languages, both at the start and at the end. We would like to develop our study from a didactic and linguistic point of view, calling on other interdiscip

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Beljaev, Oleg. "Didactic Games in the French Language Classroom." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 425–37. http://dx.doi.org/10.37384/va.2022.17.18.425.

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The growing interest in studying foreign languages in Latvia, including the study of French as a foreign language, is a feature of our time. This indisputable position determines the relevance of the article. All students choosing French for study have very different motivation. At the same time, everyone is aware that a good knowledge of foreign languages is an indispensable precondition for career growth and the key that opens the door for us to enter another culture. French language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produc

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17

Tholin, Jörgen. "Language Didactics Dissertations in Sweden 2000 – 2009: A Research Survey." Moderna Språk 109, no. 2 (2015): 75–103. http://dx.doi.org/10.58221/mosp.v109i2.7930.

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This article surveys doctoral dissertations in language education written in Sweden over the ten years from 2000 to 2009. The survey concentrates on foreign languages. 23 dissertations are studied, 12 dealing with English, five with French, two with German, one with Spanish, one with Italian, and two with no specific language. Eighteen of the dissertations principally deal with years seven to nine of primary/lower-secondary school and with upper-secondary school, two deal with language studies at university level, and one deals with upper-secondary school and university. The article ends with

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Kucharczyk, Radosław. "REPREZENTACJE SPOŁECZNE WIELOJĘZYCZNOŚCI STUDENTÓW FILOLOGII ROMAŃSKIEJ." Neofilolog, no. 40/1 (October 16, 2019): 93–109. http://dx.doi.org/10.14746/n.2013.40.1.7.

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The aim of this paper is to show the social representation of plurilingualism among students of French. The theoretical part of the paper presents definitions of plurilingualism used in sociolinguistics and foreign language didactics. The experimental part presents a survey conducted among the students, as well as a comparison of the results with the outcomes of a similar survey conducted in 2003, in order to indicate possible differences or changes in the didactic paradigm. The purpose of the study was to analyse the concept of plurilingualism, and to find to what extent students regard thems

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Paternostro, Roberto. "The appropriation of oral/spoken French by L2 learners." Scandinavian Studies in Language 14, no. 2 (2023): 118–81. http://dx.doi.org/10.7146/sss.v14i2.142548.

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The expressions ‘oral French’ and ‘spoken French’ are often used as equivalents. However, they have implications that are far from trivial, especially when it comes to teaching the French language. In this article, we will attempt to point out the nuances behind the expressions oral and spoken French, through reflections on the diamesic and the diaphasic variational dimensions. Secondly, we shall present the implications that this perspective may entail when it comes to the teaching of French as a foreign language (FLE). This research on the teaching of spoken French will also allow us to take

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Bationo, Jean-Claude. "Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 117–31. http://dx.doi.org/10.47963/asemka.vi10.279.

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The teaching of foreign and second languages such as English, French and German in Burkina Faso has always used literature. However, its exploitation has always been limited to the handling and knowledge of the language. The potentialities of literary texts go beyond linguistic aspects. The didactic of literature helps to discover the potentialities of literature. They transmit cultural, socio-cultural, intercultural, empathic and educational skills. The purpose of this paper is to show not only how to teach literature in language class but also how to use didactic literature to develop social

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Lafontaine, Fanny. "Proposal to use the study corpus for contemporary French in Didactics of French as a Foreign Language." Journal of Linguistics/Jazykovedný casopis 73, no. 1 (2022): 951–66. http://dx.doi.org/10.2478/jazcas-2022-0019.

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Abstract The ORFÉO platform (Tools and Research on Written and Oral French) has been making available to users since 2018 a Study Corpus for sampled Contemporary French as well as operating tools. Although this resource is intended for an audience of researchers and students in the fields of linguistics and automatic language processing, we endeavor in this article to report on the didactic potential that it offers within the framework of a Licensing Syntax course treating “subordination” and intended for Czech and Slovak students at levels B1 to C1 in French. We propose a didactic sequence co

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Caspari, Daniela. "Literaturwettbewerbe - ein sinnvoller Beitrag für den fremdsprachlichen Literaturunterricht? Überlegungen zu den französischen Wettbewerben Prix des lycéens und Francomics." Fremdsprachen Lehren und Lernen 51, no. 1 (2022): 74–89. http://dx.doi.org/10.24053/flul-2022-0006.

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Although student competitions play an important role in school life, they are hardly discussed in the field of foreign language didactics (referring to the German context). This article presents the two largest competitions for French language teaching, Prix des lycéens and Francomics, and explores their potential for engaging with literary texts in a school context. What seems particularly successful about the competitions is that they take students seriously as readers and challenge them to engage creatively with the works they read. This is especially meaningful since French language teachi

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Vergara Luján, Omaira, and Gladys Stella López Jiménez. "Didáctica de la escritura académica en una licenciatura en lenguas extranjeras." Educatio Siglo XXI 39, no. 1 (2021): 147–66. http://dx.doi.org/10.6018/educatio.452051.

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Se presentan resultados de una investigación exploratoria sobre la enseñanza de la escritura y la formación en su didáctica en un programa universitario que forma profesores de lenguas extranjeras. La propuesta se inscribe en la intersección de los estudios de escritura en la universidad con la formación de docentes y con la didáctica de lenguas, ejes que atraviesan el currículo de la Licenciatura. El objetivo fue caracterizar la didáctica de la escritura en la primera fase del programa de estudios, para lo cual se examinaron prácticas de enseñanza de la escritura en lenguas extranjeras (inglé

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Dańko, Magdalena, Fabrice Marsac, and Witold Ucherek. "Grammaire et méthodes de FLE : enquête sur les constructions infinitives de perception." Romanica Wratislaviensia 69 (November 29, 2022): 207–21. http://dx.doi.org/10.19195/0557-2665.69.18.

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Through our observations of classroom practices, as didacticians and linguists, we note that infinitive constructions governed by a verb of perception (ICP) are only extremely rarely included in French as a Foreign Language teaching programmes. Yet, the perception of reality through the senses is one of the sociolinguistic objectives. In this case, unless we are inattentive, this is a notable gap in didactics that should be filled. We would propose to elucidate the specificities of the French ICP from a semantic-logical and cognitive perspectives.

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Ráčková, Lucia, François Schmitt, and Monika Zázrivcová. "Développer la compétence interculturelle en classe de français langue étrangère à travers le roman noir Derrière les panneaux il y a des hommes de Joseph Incardona." Neofilolog, no. 59/1 (October 24, 2022): 95–109. http://dx.doi.org/10.14746/n.2022.59.1.8.

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Current research on interculturality in foreign language teaching focuses on the development of the intercultural personality of the learner based on his social representations. In this context, the introduction of crime fiction in French foreign language teaching makes it possible to take the complexity of the human personality more efficiently into account when developing the intercultural competence of the learner. Based on a thematic analysis of the novel Derrière les panneaux il y a des hommes (Behind the Panels There Are Men) by Joseph Incardona, which aims at highlighting the references

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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 (2022): 180–89. http://dx.doi.org/10.17509/ijal.v12i1.46548.

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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

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El ALAOUI, Rachid. "L’IMAGINAIRE DANS LES ÉCRITS DES APPRENANTS : ENJEUX ET DÉMARCHES DIDACTIQUES EN CLASSE DE FRANÇAIS." FRANCISOLA 2, no. 2 (2017): 215. http://dx.doi.org/10.17509/francisola.v2i2.9413.

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RÉSUMÉ. Cet article s’inscrit dans la lignée des travaux de recherche contemporains en didactique de l’écrit, dont ceux consacrés notamment à la question du sujet lecteur-scripteur. L’objectif est de poser les jalons à la fois théoriques et méthodologiques d’un dispositif qui peut remédier aux difficultés motivationnelles des apprenants en classe de français langue étrangère, en considérant amplement l’apport de l’imaginaire dans leurs propres écrits. L’article s’accotera alors sur l’analyse d’un corpus d’écrit élaboré par des apprenants, suivi par ricochet d’une démarche de réécriture visant

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Sielanko-Byford, Elzbieta, and Janina Zielińska. "Teaching how to build bridges between languages." Nordic Journal of Language Teaching and Learning 12, no. 2 (2024): XXXIV—XLV. https://doi.org/10.46364/njltl.v12i2.1331.

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The article presents examples of activities and tasks used during classes devoted to plurilingual education at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. In the first part of the paper, the context in which future teachers of languages are educated at the Centre is described. The description focuses on the Plurilingual and Pluricultural Education course and the Integrated Language Didactics course, which enable students to become acquainted with the pluralistic approaches to languages and cultures and to further develop their plurilingu

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БАБЫРЭ, Никанор. "Contrastive linguistics – the basic principle in the methodology of teaching foreign languages." Univers Pedagogic 4(64) (December 15, 2019): 14–23. https://doi.org/10.5281/zenodo.3567606.

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The present paper deals with the necessity of comparative-contrastive studies of the languages in toto – materials that are the fundamentals of the teaching foreign language methodology in national schools and, in our case, an indispensable item of learning Romanian, Gagauz, on one hand and these two languages in comparison with English, German, French, on the other. These investigations must synchronize with the main didactical principles as well as with the general particularities of teaching foreign languages, especially their practical application, for communicative purposes.

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BACHA, Youcef, and Nadia LARIBI. "Pour une éducation plurilingue et interculturelle : La langue de référence comme médiation didactique." Revue plurilingue : Études des Langues, Littératures et Cultures 4, no. 1 (2020): 82–90. http://dx.doi.org/10.46325/ellic.v4i1.52.

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Abstract  The didactics of Multilingualism aims to establish an exchange between reference languages and foreign languages. To do this, we started analyzing a play performed by third-year high school students. Based on the analysis, we realized that students always rely on the reference language as a crucial support to build up their discourse in French. Résumé  La didactique du plurilinguisme éradique les cloisons entre les langues en établissant l'intercompréhension entre les langues de référence et les langues étrangères. Pour ce faire, nous avons procédé à une analyse d'u

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Osmushina, Anastasiya Andreevna. "Cosmo-psycho-logos of the Spanish language in the teaching of foreign languages." Филология: научные исследования, no. 1 (January 2023): 48–59. http://dx.doi.org/10.7256/2454-0749.2023.1.38502.

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The relevance of the work lies in the understanding that knowledge of logic, epistemology, ontology of language contributes to the competent implementation of the dialogue of cultures. The purpose of the study is to formulate the Cosmo-Psycho-Logos system of the Spanish language in comparison with Russian, English, German and French, as well as to substantiate the importance of introducing CPL in teaching a foreign language. The subject of the study is the CPL of the Spanish language. The methods of our research include general scientific methods of analyzing sources, namely colloquial Spanish

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Barbosa, Lúcia Maria de Assunção. "*Las dimensiones de lengua y cultura e interculturales en la enseñanza y el aprendizaje de una lengua extranjera." Íkala, Revista de Lenguaje y Cultura 12, no. 1 (2007): 165–81. http://dx.doi.org/10.17533/udea.ikala.2717.

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The process of teaching/learning a foreign language cannot be reduced to the attainment of an instrument for communication. It is an interdisciplinary procedure with the objective of introducing the learner to the symbolic universe in which he wants to participate. This article presents some general considerations involving the cultural dimension in the context of teaching and learning a foreign language. It also touches certain aspects of the word “culture”, demonstrating how it differs from the word “civilization” which predominated for a considerable period of time in the French context of

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Cheikh, Saadia. "Le défi de la diversité culturelle et l’enseignement du FLE en Algérie." Traduction et Langues 14, no. 1 (2015): 28–35. http://dx.doi.org/10.52919/translang.v14i1.795.

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The challenge of cultural diversity and the teaching of French as a foreign language in Algeria The intercultural approach is imperative in the teaching French foreign language because no human, in archaic or modern society is without culture, but every culture is singular and Algeria does not make the exception and the Algerian learner is multicultural and multilingual. Then how can we make sensitive our learners in the cultural skill and which are the didactic proposals to approach the intercultural in class of French as a foreign language?

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Büyüksaraç, Zeynep. "Trends in Master's Theses and Doctoral Dissertations in the Didactics of French as a Foreign Language (FLE)." Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 64 (June 30, 2025): 1926–42. https://doi.org/10.53444/deubefd.1592886.

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This study aims to examine the master's theses and doctoral dissertations completed and published in the YÖK Thesis Center database between 2018 and 2025, according to certain criteria. In this context, 68 master's theses and 20 doctoral dissertations related to education and teaching, from French as a Foreign Language (FLE) departments, were subjected to documentary analysis based on data extracted from the national thesis database of YÖK. An evaluation form, developed according to criteria aligned with the objectives of the study, was used for the analysis; the data were examined through con

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Vladimirska, Elena, Jelena Gridina, and Daina Turlā-Pastare. "Discourse Markers of French: Multifaceted Look at a Controversial Category." Kalbotyra 74 (September 15, 2021): 268–85. http://dx.doi.org/10.15388/kalbotyra.2021.74.14.

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In this paper, we discuss the question of discourse markers (DM) – a category conceived differently by theoretical and applied linguistic approaches. Unlike in applied approaches, in which DMs are considered desemantized/grammaticalized lexical units devoid of their own semantics and therefore of status in the language, we consider DMs to constitute a full-fledged category of language, having its own semantics and distribution, both of which play a crucial role in the construction of discourse (Paillard 2011, 2012; Franckel 2008, 2019). This hypothesis has been developed in theoretical linguis

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Khairullin, Vladimir I. "The restorative-associativ method and present-day plurilingualism." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2022): 60–62. http://dx.doi.org/10.20339/am.02-22.060.

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The article deals with the problem of choosing innovative methods of teaching foreign languages in higher education. One of them recognizes the reconstructive-associative method as the most relevant in the conditions of modern globalization, characterized by a variety of cultures and a variety of languages, i.e. plurilingualism. The method is based on the concept of a bridge language, a connecting language or an intermediary language, proposed by the European Understanding program. This approach involves the use of English or French when teaching a number of Germanic/Romance languages. At the

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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, e

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Armada, Vanesa Freire. "Designing a didactic innovation project by using galician as a learning tool in foreign language classrooms." Zeszyty Łużyckie 61, no. 2 (2025): 134–53. https://doi.org/10.32798/zl.1312.

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This article presents the design of an innovative project targeted towards foreign languages classrooms. The title of the project is Galician Embassy, and its framework is the educational law provisions in force in Spain that regulate teaching within Bacharelato (Secondary education). The project is innovative in that it uses the Galician language as a learning tool through the implementation of activities in which FLE students have to explain, in French and to a French-speaking audience, elements of basic knowledge about the Galician language and culture (with which they are familiar), thereb

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EL GOUSAIRI, Anass. "LA CONSTRUCTION INSTITUTIONNELLE DE LA LITTÉRATURE EN CLASSE DE FRANÇAIS : QUELQUES PROLÉGOMÈNES À UNE ANALYSE DIDACTIQUE DE L’OBJET." FRANCISOLA 2, no. 1 (2017): 79. http://dx.doi.org/10.17509/francisola.v2i1.7529.

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RÉSUMÉ. Suite à la Réforme générale du système d’éducation et de formation au Maroc, engagée depuis déjà deux décennies et relayée récemment par la Vision Stratégique 2015-2030, l’enseignement du français, en tant que « première langue étrangère » selon les discours officiels, a fait l’objet d’une reconfiguration didactique majeure, à savoir la réintroduction de la littérature dans les programmes du lycée dès l’an 2002, après une longue éclipse au profit des « Documents authentiques ». Or, malgré ce renouveau, la conception esthétisante et formelle de l’objet « littérature », qui a encore la v

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AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.

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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.

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Horova, Helena. "Acquisition of lexical competence in didactic approaches aimed at specialized communication." XLinguae 15, no. 4 (2022): 213–22. http://dx.doi.org/10.18355/xl.2022.15.04.18.

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The main objective of our contribution is to determine the role of the acquisition of lexical competence among the specialized public in the current didactic approaches aiming at specialized communication, thus in the concepts such as French as a professional language, French for Specific Purposes and French for Academic Purposes. Students of all the mentioned didactic approaches use a foreign language as a means of communication in their field of study or activity. The aim of our paper is to define the position of vocabulary teaching in selected didactic approaches that deal with the teaching

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BENZERROUG, Souhila, and Samah BENZERROUG. "EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA." International Journal of Humanities and Educational Research 03, no. 06 (2021): 315–22. http://dx.doi.org/10.47832/2757-5403.6-3.22.

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The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed

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Boussif, Imad, and Estefanía Sánchez Auñón. "Cinema as a didactic tool in the secondary school foreign language classroom: French." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 129–47. http://dx.doi.org/10.30827/portalin.v0i35.15460.

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The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the th

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Sanz Moreno, Raquel. "L’écriture en français à travers l’appréhension d’un nouveau genre textuel : l’audiodescription." Çédille, no. 22 (2022): 455–73. http://dx.doi.org/10.25145/j.cedille.2022.22.21.

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"In this article we analyze students' appropriation of a new textual genre: audio description. We start from the application of a didactic sequence in French as a foreign language description script by means of external regulations (models of scripts in French and Spanish). This qualitative research focuses on the study of the initial and final products, i.e. the texts produced by the students in French, as well as a final questionnaire to determine their percep-tion of this new genre. The students establish a direct relationship between the models, their discursive, structural, and linguistic

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Hinc, J., J. Mampe, and A. Jarosz. "Academic tutoring as a form of personalized language education: a project and practice at the University of Gdańsk (Poland)." Linguistics & Polyglot Studies 7, no. 4 (2021): 24–30. http://dx.doi.org/10.24833/2410-2423-2021-4-28-24-30.

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The current paper elaborates on the effects of introducing elements of personalized education in the academic tutoring programme realized at the University of Gdańsk (in short UG, Poland). It begins with an outline of the key objectives of the project called Ideal Quality in Good Quantity, which was introduced at the University of Gdansk in the years 2014–2016. The programme originally aimed at equipping academic teachers with tools suitable for implementing elements of individualized didactics. Moreover, the project assumed a practical application of the aforementioned tools in scholarly work

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Souza, Tiago Barbosa, and Maria Iara Zilda Návea da Silva Mourão. "Ensinar francês por dispositivos móveis: uma experiência com Duolingo e WhatsApp / Teaching French by mobile devices: an experience with Duolingo and WhatsApp." Texto Livre: Linguagem e Tecnologia 10, no. 2 (2017): 206–19. http://dx.doi.org/10.17851/1983-3652.10.2.206-219.

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RESUMO: O presente trabalho objetiva apresentar o relato de uma prática pedagógica que enfatizou o uso de ferramentas tecnológicas no ensino de língua francesa. Essa prática foi pensada dentro do projeto de monitoria da UFPI, nos dois períodos de 2015, nas disciplinas de Língua Francesa I e II, nas quais se experimentou o uso de ferramentas virtuais pelos alunos, com fins pedagógicos. Dentre essas ferramentas, enfatizou-se o manuseio dos aplicativos gratuitos Duolingo e WhatsApp, com a intenção de que o aprendizado fosse levado para além das fronteiras da sala de aula, a partir de um contato f

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Chiritescu, Ileana Mihaela. "EXPLOITATION DIDACTIQUE D'UNE PIÈCE DE THÉÂTRE EN CLASSE DE FLE – APPRENDRE LE FRANÇAIS PAR LE THÉÂTRE." Journal of Social Sciences V, no. 1 (2022): 34–40. http://dx.doi.org/10.52326/jss.utm.2022.5(1).04.

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Learning French through theater is one of the modern methods of learning, methods that are put at the service of a new didactics of teaching French. Theater performances can be a real motivation for students when used as a teaching aid for foreign language courses. Used as a teaching tool, theater has the ability to raise awareness and encourage students, as well as the strength to bring them effectively closer to the roots of the language studied. Theater means symbols that include characters, makeup, costumes, music, colors, soundtrack, painting. According to his vision, each person has an i

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Loseva, Natalia, and Liudmila Metelskaya. "French for Learners in Hesitation Between Mother Tongue and English." Taikomoji kalbotyra 15 (June 4, 2021): 108–22. http://dx.doi.org/10.15388/taikalbot.2021.15.9.

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Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of diffe

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Hicham, Benmokhtari. "The Role and Place of Translation in The French Department: The Case of 3rd Year Students At University of Oran 2." Traduction et Langues 23, no. 1 (2024): 277–96. http://dx.doi.org/10.52919/translang.v23i1.983.

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Pedagogical translation is a specific type of translation employed in language education to enhance students' literacy skills. It is recognized that didactic translation involves transferring meaning between languages with the aim of improving language proficiency. This case study was conducted to emphasis the role of translation within the French Language Department at the University of Oran 2. The researcher aimed to explore the benefits of translation in teaching French and preparing students for careers as French language educators at both primary and secondary educational levels. The stud

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Makhlouf, Leila. "WRITING WORKSHOPS IN FRENCH FOREIGN LANGUAGE AT THE ALGERIAN UNIVERSITY." Journal of Social Sciences 6, no. 3 (2023): 114–25. http://dx.doi.org/10.52326/jss.utm.2023.6(3).09.

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This research takes stock of a didactic approach to remediation undertaken in a Frech foreign language class at the University of Blida 2. The experiment was initiated by a double observation. The first is the unsatisfactory quality of the texts produced by my students in the course of written comprehension-production, and the second being the negative relationship expressed by the latter vis-à-vis the literary modules. To remedy this, I designed a didactic device aimed at developing the scriptural skills of learners through the reading of literary short stories. The results generated by this

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