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1
ILUNGA, Anselmo. "Un dispositif pour les enseignants de FLE des universités angolaises." FRANCISOLA 3, no. 2 (March 2, 2019): 162. http://dx.doi.org/10.17509/francisola.v3i2.15749.
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RÉSUMÉ. La présente contribution, converge vers la didactique comparée et porte sur la description des dimensions génériques et spécifiques, sur le savoir et les pratiques (Mercier, 2000, Schubauer-Léoni & Sensevy, 2000) à partir des vidéographies qui nous permettront de décrire les activités de classe en nous intéressant à la fois sur la circulation des savoirs et surtout l’analyse des gestes professionnels des quatre professeurs du FLE de deux institutions universitaires (Groupe A et groupe B). Le résultat a démontré que les professeurs du groupe A semblent avoir de difficulté par rapport à leur congénère de B qui ont reçu la formation du FLE. Cette analyse didactique nous permettra de trouver des réponses aux difficultés dans l’activité enseignante et permettre aux apprenants d’être des acteurs de leurs propres apprentissages. Mots-clés : approche comparative, FLE, action conjointe, gestes professionnels ABSTRACT. This contribution, which converges on comparative didactics, focuses on the description of generic and specific dimensions, knowledge and practices (Mercier, Schubauer-Léoni & Sensevy, 2000) from the videographies that will allow us to describe the classroom activities by focusing on both the flow of knowledge and, above all, the analysis of the professional gestures of the four FLE professors of two university institutions (Group A and Group B). The result showed that Group A teachers appear to have difficulty with their B congener who received the FLE training. This didactic analysis will allow us to find answers to the difficulties in the teaching activity and allow the learners to be actors of their own learning. Keywords: comparative approach, FLE, joint action, professional gestures
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MOUSSAVI ROZATI, Parissa, Hamid Reza SHAIRI, Parivash SAFA, and Roya LETAFATI. "LE NIVEAU DE L’INTERACTION DE LA DIDACTIQUE DE FLE AVEC L’ART." FRANCISOLA 1, no. 2 (March 1, 2017): 175. http://dx.doi.org/10.17509/francisola.v1i2.5555.
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RÉSUMÉ. Aujourd’hui, les courants pédagogiques modernes dans le domaine de la didactique des langues telle que l’approche interdisciplinaire permettent au linguiste de franchir les frontières de sa discipline afin d’acquérir un enseignement-apprentissage plus efficace, approprié à la situation d’apprentissage. Vu le vaste domaine de l’interdisciplinarité, nous allons nous borner aux interactions entre l’art et l’enseignement-apprentissage du français. Cet article s’interroge sur le niveau d’interaction entre l’art et la didactique de FLE en Iran. A cette fin, nous essaierons d’enrichir notre recherche par une enquête de terrain qui consistera à démontrer la place et la fonction de l’art dans l’enseignement / apprentissage du français en Iran. Nous nous penchons dans cette recherche sur les rapports bénéfiques entre la didactique de FLE et l’art, ces derniers sont basés sur les sensations, les émotions, les prédilections, etc. Notre objectif principal est de montrer en quoi l’interdisciplinarité peut être un atout pour les apprenants iraniens. Mots-clés : apprenant, art, didactique de FLE, interdisciplinarité. ABSTRACT. Today, modern pedagogical trends in the field of language teaching as the interdisciplinary approach allows the linguist to cross borders of discipline in order to acquire more effective teaching-learning appropriate to the learning situation. Given the broad field of interdisciplinary, we will be limited ourselves to the interaction between art and the teaching and learning of French. This article examines the level of interaction between art and the teaching of FLE in Iran. To this end, we will try to enrich our research through field investigation will be to demonstrate the place and function of art in the teaching / learning of French in Iran. We focus in this research on the beneficial relationship between the teaching of FLE and art, they are based on sensations, emotions, predilections etc. Our main goal is to show how interdisciplinary can be an asset for Iranian students. Keywords: learner, art, didactics of french as a foreign language, interdisciplinary.
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BOURRAY, Mounir. "L’interculturel dans l’enseignement/apprentissage du FLE au Maroc." FRANCISOLA 3, no. 2 (March 2, 2019): 122. http://dx.doi.org/10.17509/francisola.v3i2.15746.
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RÉSUMÉ. Dans le cadre de la didactique des langues étrangères, cet article ayant tracé pour objectif d’étudier la place et le rôle de l’interculturel dans l’enseignement / apprentissage du FLE, présente, dans un premier temps, les résultats d’une enquête menée auprès des enseignants de FLE et des apprenants du cycle secondaire qualifiant au Maroc, et qui se résument comme suit : l’enseignement / apprentissage du FLE implique impérativement l’enseignement / apprentissage de sa culture. Ce rapport langue / culturelle exige de la part des enseignants et leurs apprenants l’adoption en classe de nouvelles approches pédagogiques qui doivent prendre en charge, en plus des dimensions linguistiques et communicatives, celles culturelles et interculturelles du FLE. Dans un second temps, il leur propose quelques pistes pédagogiques possibles pour profiter au maximum de leur contexte plurilingue et multiculturel dans l’enseignement / apprentissage de la dite langue. Mots-clés : apprentissage - enseignement – FLE - interculturel ABSTRACT. In the process of foreign languages didactic, the objective of this article is to investigate the place and role of the intercultural in teaching/ learning process of FLE, to present, in the first phase, the results of a survey on FLE teachers and high school Moroccan learners as follows: The teaching/learning operation of FLE dictates the teaching and learning of its culture. The language/culture rapport urges teachers and learners to adopt the pedagogical approaches and methods to account for the linguistic and communicative dimensions, be them cultural and intercultural of FLE. In the second phase, it recommends some pedagogical implications to be implemented in their multi-lingual and multi-cultural contexts in the process of teaching/learning of the same language. Keywords : FFL - learning – intercultural - teaching
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JEANNIN, Magali. "La francophonie en contexte FLE : Littérature et éducation interculturelle." Journal of Linguistic and Intercultural Education 13 (December 1, 2020): 117–32. http://dx.doi.org/10.29302/jolie.2020.13.7.
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Despite institutional recommendations, particularly those of the Council of Europe, advocating the development of plurilingual and pluricultural skills in language teaching, the contemporary context is characterised by the increasing development of identity-related tensions and by the enclosure in representations of languages and cultures. In this context, the learning of FFL (French as a Foreign Language) by the French-speaking world is a means of valuing cultural and linguistic variation and thus challenging a purely French vision of French, in order to overcome the stereotypes transmitted both by teaching materials and by teachers and reproduced by learners. It is therefore a question of restoring to the concepts of otherness and intercultural education their full meaning, which is today diluted, even betrayed, by a global approach that reduces the complexity of the encounter with the other. In this context, French-language literature appears to be a privileged tool for intercultural mediation because it presents an experience of linguistic and cultural plurality and allows the learner to live this experience himself, provided that the teacher implements a genuine didactic approach to involvement. Three examples are presented, from level A2 to C2, from works by contemporary French-speaking authors - including migrant literature. We attempt to show how a didactic approach to French-language literature at the service of intercultural education can mobilise the subjectivity of the learner and enable him/her to meet the subjectivity of the author on the one hand, and that of other learners on the other. The FFL class thus becomes the place where a community of readers develops, with universal and singular paths, and where intersubjectivity is experimented. The proposed examples show how the literary approach can reveal subjectivity, linguistic and cultural plurality, and also present universal and shared figures and principles. In this way, it fights against the enclosure and essentialisation of identity, and closes the gap between us and others. It enables the implementation of a dialogue between individuals and cultures, but also within each individual, who thus discovers that he or she is plural.
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KANG, Shin-Tae. "Outils didactiques, vecteurs d’interactions dans la classe de FLE en Corée du Sud." FRANCISOLA 3, no. 1 (July 9, 2018): 72. http://dx.doi.org/10.17509/francisola.v3i1.11893.
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RÉSUMÉ. Les apprenants de cours de langues hésitent souvent à prendre la parole en classe. Cet article vise à étudier comment les enseignants de FLE utilisent des supports pédagogiques variés dans leurs cours de conversation, et comment ces outils didactiques rendent les interactions plus vivantes et intéressantes pour les apprenants. La méthode de l’analyse conversationnelle sera appliquée à un corpus de données enregistrées authentiques et naturelles : des cours de FLE délivrés par des enseignants français à des apprenants coréens dans l’enseignement supérieur en Corée du Sud. Les données vidéo et les transcriptions seront analysées sous l’angle de la méthode empirico-inductive afin de décrire les zones d’interaction générées par chacun des outils didactiques employés dans le corpus. Il sera établit que ces zones d’interaction peuvent focaliser le regard et l’attention des apprenants dans des relations « émetteur-récepteur » entre enseignants et apprenants variant au gré des nombreux ateliers proposés. Mots-clés: apprenant coréen, FLE, interaction, outils didactique, salle de classe. ABSTRACT. Language learners are often reluctant to speak in class. This article aims to study how FFL teachers use a variety of teaching aids in their conversation classes, and how these didactic tools make interactions more lively and interesting for learners. The conversational analysis method will be applied to a corpus of authentic and natural recorded data: FFL courses delivered by French teachers to Korean learners in higher education in South Korea. The video data and transcriptions will be analyzed from the angle of the empirico-inductive method in order to describe the interaction zones generated by each of the didactic tools used in the corpus. It will be established that these interaction zones can focus the look and attention of learners in "transmitter-receiver" relations between teachers and learners, varying with the many workshops offered. Keywords: Korean learner, FFL, interaction, didactic tools, classroom.
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VAHED, Shiva, and Marzieh MEHRABI. "MISE EN PLACE DE L’APPROCHE ACTIONNELLE DANS UNE CLASSE INVERSÉE DU FLE : VERS UNE ÉVOLUTION DE LA PÉDAGOGIE UNIVERSITAIRE." FRANCISOLA 2, no. 1 (July 5, 2017): 93. http://dx.doi.org/10.17509/francisola.v2i1.7530.
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RÉSUMÉ. Les transformations des systèmes universitaires du monde, dues à l’insertion des TIC et des approches pédagogiques différentes, nous ont amenée à faire une recherche sur l’une des possibilités favorisant le terrain de mutation de l’enseignement supérieur du FLE, une mutation qui implique le changement du système universitaire et du comportement des acteurs du terrain afin d’acquérir le savoir comment agir. Cet article s’est donc assigné un objectif : créer un lien entre deux mouvements récents en didactique, la classe inversée et l’approche actionnelle. Après avoir effectué une étude analytique sur ces concepts ainsi que sur la pédagogie universitaire s’inscrivant dans les pédagogies active et numérique, un scénario didactique a été proposé pour les niveaux A1-A2 du CECRL destiné aux étudiants de la première année de licence, tout en appliquant les concepts théoriques présentés au cours de l’article. Mots-clés : approche actionnelle, classe inversée, pédagogie universitaire, scénario pédagogique, TIC ABSTRACT. The transformations of the world's academic systems, due to the integration of ICT and different pedagogical approaches, led us to research one of the possibilities providing the field of mutation of the higher education in the FFL, a mutation that implies the change of the university system and behavior of actors in order to acquire knowledge how to act. The goal of this article is to create a link between two recent movements in didactics, the flipped learning and the actional approach. After an analytical study on these concepts as well as on university teaching in active and digital pedagogy, an educational scenario was proposed for the A1-A2 levels for students in the first year of BA applying the theoretical concepts presented in this article. Keywords: Actional approach, Flipped learning, University teaching, Pedagogical scenario, ICT
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Martín del Pozo, Maria Ángeles, and Débora Rascón Estébanez. "Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?" Foro de Educación 13, no. 18 (2015): 123–41. http://dx.doi.org/10.14516/fde.2015.013.018.007.
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Grabowska, Monika. "Les dictionnaires dans l’apprentissage du fle en pologne : état des lieux." Romanica Wratislaviensia 63 (October 11, 2016): 53–67. http://dx.doi.org/10.19195/0557-2665/63.5.
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USE OF DICTIONARIES IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN POLAND: BASELINE STUDY The paper focuses on the use of the dictionaries in the context of French as a foreign language in Poland. We assume, according to the Common European Framework and some other theoretical studies, that a dictionary is not only a learning tool but also a text which implies strategies of use. Consequently we consider that the learners should be provided with full-fledged dictionary skills which would make them able to explore the totality of linguistic and cultural richness of a dictionary. Unfortunately, we can prove that the use of dictionaries particularly the monolingual ones is not frequently integrated as a didactic goal in the French handbooks. Eventually, the analysis of 133 students’ surveys highlights some of the shortcomings and deficiencies in their practice of monoligual dictionaries. Their linguistic biographies emphasize the need of teaching advantages and disadvantages of different kinds of dictionaries and the special features of their micro- and macrostructure.
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DEL OLMO, Claire. "L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION." FRANCISOLA 2, no. 2 (December 31, 2017): 144. http://dx.doi.org/10.17509/francisola.v2i2.9406.
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RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT. Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.
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Tomé Díez, Mario. "Sistema de faltas de pronunciación y corrección fonética en un corpus oral FLE." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 145. http://dx.doi.org/10.4995/rlyla.2018.8783.
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<p>In this article we will discuss the description, organization and operation of the first oral corpus available online on the audiovisual productions of Spanish students of French as a foreign language. This set of sound sequences has allowed us to identify and compile the system of pronunciation errors of the Spanish speakers that was not available until today. The didactic consequences of this system of errors can be decisive for the practice of phonetic correction. For an efficient acquisition of pronunciation it is necessary to attend to the main difficulties and errors of the students and at the same time proceed to a simplification of the normative vowel system of French which had already been suggested by some authors. Numerous examples are proposed, accompanied by the sound files that allow us to understand the context and the process of phonetic correction that characterize the oral productions of the students. Several important improvement factors are noted (vocal warm-up, reinforcement and articulatory effort, autocorrection, collaborative corrections). The pedagogical potential of this corpus is open to the scientific and academic community for its future applications to the teaching and learning of the pronunciation of French.</p>
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TARNAOUI, Moulay Mohamed, and Boujghagh HASSAN. "La ponctuation des lyceens marocains du FLE : Défauts textuels et dispositifs de remediation." FRANCISOLA 3, no. 2 (March 2, 2019): 141. http://dx.doi.org/10.17509/francisola.v3i2.15747.
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RÉSUMÉ. Dans le cadre de cette contribution, notre objectif est d’analyser les défauts de ponctuation des lycéens marocains pour répondre à la question suivante : les signes de ponctuation erronés ne contribueraient-ils pas à l’incompréhension et à l’opacité textuelle ? Le support qui servira de base au dépouillement des données est la production écrite. Il est donc crucial de repérer et de classer ces déviations localisées dans les copies des lycéens du FLE. Ces erreurs sont des indices des problèmes d'apprentissage du français chez nos sujets. Notons que cet aspect de la langue est souvent marginalisé par les enseignants bien qu’il contribue à la cohésion textuelle. Les résultats de ce travail ont révélé que la ponctuation reste non maîtrisée et bloque ainsi la compréhension du texte. C’est pourquoi, il sera fructueux de proposer quelques remédiations didactiques en faveur des futurs enseignants. Mots-clés : défauts textuels, français langue étrangère, ponctuation, production écriteABSTRACT. As part of this contribution, our objective is to analyze the punctuation defects of the Moroccan high school students to answer the following question: the punctuation marks mistakes not contribute to the misunderstanding and the textual opacity? The support that will be used as the basis for the data analysis is the written production. It is therefore crucial to identify and classify localized punctuation deviations in FFL high school students' copies. These errors are indicative of the problems of learning French in our subjects. Note that this aspect of language is often marginalized by teachers, although it contributes to textual cohesion. The results revealed that the punctuation remains uncontrolled. That is why it will be fruitful to propose some didactic remedies for future teachers. Keywords : textual flaws, French foreign language, punctuation, written production
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Malinowski, Tomasz, Tadeusz Mikolajczyk, and Adrian Olaru. "Control of Articulated Manipulator Model Using ATMEGA16." Applied Mechanics and Materials 555 (June 2014): 147–54. http://dx.doi.org/10.4028/www.scientific.net/amm.555.147.
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The paper presents a model for the construction of an articulated manipulator with 3 degrees of freedom (DOF). It is made from lightweight metal. To drive was used the stepper motors. Manipulator control system was made using a ATMEGA16 microcontroller. The control software was elaborated in BASCOM. Manipulator were tested using a manually control by joystick and in automation mode using a data file in array form. Presented solution is useful for didactics. By using more powerful motors and more complicated design it can be used to implementation in industrial conditions.
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EL-ZINE, Nesrine, and Hana AL-NAGGAR. "POUR UNE DÉMARCHE DIDACTIQUO-CULTURELLE DANS L’ENSEIGNEMENT DU FLE À TRAVERS L’EXPLOITATION DES « EXPRESSIONS IMAGÉES »." FRANCISOLA 2, no. 2 (December 31, 2017): 170. http://dx.doi.org/10.17509/francisola.v2i2.9409.
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RÉSUMÉ. L’objectif principal de cet article n’est pas d’insister sur l’importance d’introduire la dimension culturelle dans l’enseignement du Français Langue Étrangère (FLE). Or, ceci n’est certainement pas une idée innovatrice de notre part, mais l’intérêt de cet article est de souligner et de suggérer un aspect culturel possible qui pourrait, tout en étant intéressant et enrichissant, aider nos apprenants à acquérir un savoir-faire interprétatif socio-culturel. Une recherche-enquête sur terrain était menée au sein du Département de Langue Française à l’université de Sana’a afin de répondre aux questions suivantes: Comment peut-on développer chez nos apprenants un savoir-faire interprétatif à travers la découverte des « Expressions imagées » françaises? Quelle est la démarche méthodologique la plus adéquate à adopter compte tenu du niveau de ces apprenants et des moyens fournis par l’université? Les résultats de cette recherche-enquête ont démontré un énorme intérêt chez les apprenants yéménites pour un apprentissage linguistico-culturel du français. Mots-clés : Compétence Communicative, Culture/ Culture de l’Autre, Didactique du FLE, Expressions Imagées, Savoir-faire Interprétatif. ABSTRACT. The main purpose of this paper is not to lay emphasis on the importance of introducing the cultural dimension into the teaching of French as a Foreign Language (FFL), which is certainly not an innovative idea on our part. However, the objective of this paper is to highlight and to suggest a possible cultural aspect that could, while interesting and enriching, help learners to acquire an interpretative socio-cultural competence. A case study research was conducted in the Department of French at Sana’a University to address the following questions: How can we, through the discovery of French "Figurative expressions", develop in our learners of French an interpretative socio-cultural competence? What is the most appropriate methodology to adopt with our learners taking in consideration their language level and the resources provided by the university? The results of this research have shown a great interest among Yemeni learners for a dual learning (linguistic-cultural) of French. Keywords: Communicative Competence, Culture/ Culture of the « Other », Didactic of FFL, Figurative Expressions, Interpretative Competence.
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TARNAOUI, Moulay Mohamed. "Gestion du temps verbal et cohésion textuelle en production écrite." FRANCISOLA 4, no. 2 (April 29, 2020): 56–68. http://dx.doi.org/10.17509/francisola.v4i2.24207.
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RÉSUMÉ. Notre étude s’inscrit dans une perspective didactique et vise l’étude de certains tiroirs verbaux dans la production écrite des apprenants marocains, particulièrement ceux de la 1ère année du lycée qualifiant, section Sciences Expérimentales. A cet égard, notons que la mauvaise gestion de ces temps ne facilitera pas l’interprétation du texte et rendra en conséquence la tâche du lecteur difficile. En effet, les apprenants passent d’un temps à un autre bien que la consigne soit d’ordre narratif exigeant le respect des temps du récit étudié antérieurement en classe. Substituer un temps verbal à un autre sans tenir compte de la cohésion du texte est une entorse à la norme rédactionnelle. Il découle de cette analyse que la conjugaison, le mode, l’aspect et la concordance des temps continuent à créer de vrais problèmes d’apprentissage chez nos apprenants du FLE en milieu institutionnel. Mots-clés : cohésion textuelle, dysfonctionnements, production écrite, temps verbaux. ABSTRACT. Our study is part of a didactic perspective and aims to study some verbal drawers in the written production of Moroccan learners, especially those of the first year of qualifying high school, section Experimental Sciences. In this respect, it should be noted that the mismanagement of these times will not facilitate the interpretation of the text and will make the task of the reader difficult. Indeed, learners go from one time to another although the instruction is of a narrative order requiring the respect of the times of the story studied previously in class. Substituting one verbal time for another without taking into account the cohesion of the text is a departure from the editorial standard. It follows from this analysis that the combination, mode, appearance, and concordance of the times continue to create real learning problems for our FLE learners in institutional settings. Keywords: textual cohesion, dysfunctions, written production, verbal tens.
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NODARI, KAREN ELISABETE ROSA, Fabiane Olegario, and Sandra Mara Corazza. "ARQUIVO ESCRILEITURAS: MODOS DE LER E ESCREVER." Linha Mestra, no. 43 (August 4, 2021): 19–28. http://dx.doi.org/10.34112/1980-9026a2021n43p19-28.
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Este texto toma um dos arquivos produzidos pelo Projeto (XXXXX) (2011-2014) tendo em vista mapear as pistas da invenção presente no Roteiro para inventariar procedimentos didáticos de tradução em uma aula que tratava de uma escrita fabuladora. Neste sentido, cria novos procedimentos analíticos com relação ao material arquivado oriundo das universidades parceiras no Projeto: UFRGS (coordenação), UFPel, UFMT e UNIOESTE. Filiado ao campo conceitual operatório deleuziano, postula em termos educacionais, uma didática e um currículo tradutórios, seguindo as indicações de Corazza (2013). Sendo que tem como base os conceitos de diferença pura e de signo, formulado por Deleuze (1988; 2003), o de invenção postulado por Bergson (2006) e o de arquivo proposto por Derrida (2001). Em termos de resultados é possível afirmar a prevalência dos signos das artes nos procedimentos inventivos, a fim propiciar o surgimento de uma escrita potente. Palavras-chaves: Arquivo. Signos. Invenção. (X) file: ways of reading and writing Abstract: This paper has taken one of the files produced by the Project (XXXX) (2011-2014), aiming at mapping the tracks of invention found in the Guide for an inventory of didactic translation procedures in a class. It designs new analytical procedures in relation to the filed material coming from the Universities that are partners in the Project: UFRGS (coordination), UFPel, UNIOESTE, and UFMT. Following Deleuze’s conceptual operational field, it postulates a translative didactics and curriculum in the educational sphere, by following Corazza’s guidelines (2013), and based on the concepts of pure difference and sign, as formulated by Deleuze (1988; 2003), invention, by Bergson (2006), and file, as proposed by Derrida (2201). In terms of results, it states the prevalence of the signs of the arts in inventive procedures in order to favor the appearance of a powerful writing. Keywords: File. Signs. Invention.
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Katoozian, Katayoon. "Difficultés des apprenants iraniens du FLE dans la gestion des finales verbales en /E/." ALTERNATIVE FRANCOPHONE 1, no. 9 (February 22, 2016): 171–88. http://dx.doi.org/10.29173/af27042.
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Étant donné la difficulté de l’homophonie des formes verbales en /E/ qui peuvent s’écrire par au moins dix formes différentes dont l’infinitif (-ER), le participe passé (-É) et l’imparfait (-AI), le choix entre ces formes reste une question délicate dans l’orthographe grammaticale du français. Cette recherche vise à étudier les problèmes des apprenants iraniens du FLE (Français Langue Étrangère) dans la gestion de ce secteur. Basée sur les recherches antérieures menées auprès d’élèves français et québécois, la présente étude cherche précisément à répondre aux questions suivantes : 1- Comment se fait l’évolution de la compétence de gestion des finales verbales en /E/? 2- Parmi les formes en -ER, -É, et -AI laquelle est mieux réussie ? 3- a) Dans les formes en -É, est-ce que les apprenants font l’accord avec le genre et le nombre sujet ? b) Est-ce qu’ils ont des problèmes d’accord en personne dans les formes en -AI ? Afin de répondre à ces questions, nous avons fait passer un test aux 113 apprenants iraniens du français des niveaux A1, A2 et B1 acquis inscrits à quelques instituts de langue de Téhéran. Les résultats de notre étude à l’aide de l’analyse statistique de variance (ANOVA) montrent que : 1- La gestion des finales verbales en /E/ n’est pas maitrisée à travers ces niveaux. Il n’existe pas de différence significative entre les notes globales de ces trois niveaux successifs. 2- La forme en -ER est mieux maitrisée suivie de la forme en -É et celle en -AI ce qui montre la tendance des apprenants pour l’invariabilité. En plus de ces trois formes, nous avons trouvé d’autres types d’erreurs (ex. erreurs phonétiques et erreurs de segmentation) fréquents dans notre corpus qui n’ont pas été rapportés par les recherches antérieures en FLM (Français Langue Maternelle). 3- a) En ce qui concerne les formes en -É, il n’existe pas d’accord avec le sujet et la tendance réside dans l’invariabilité. b) Quant aux formes en -AI, le problème d’accord en personne ne se pose pas. Ces résultats diffèrent de ceux obtenus dans le contexte d’autres recherches en FLM. Comme perspective didactique, nous avons proposé la redéfinition de la place de l’orthographe dans les méthodes actuelles du français tout en soulignant l’efficacité de la démarche réflexive dans l’enseignement-apprentissage de l’orthographe.
Abstract
Given the difficulty of homophony in verbal endings in /E/ which can be written by at least ten different forms including the infinitive (-ER), the past participle (-É) and the imperfect (-AI), the choice between these forms remains a delicate question in learning French grammatical orthography. The purpose of this research is to study the problems of Iranian learners of French dealing with this issue. Based on previous investigations focusing on French and Quebecois students, the present study aims specifically to answer the following questions: 1- How does the ability to deal verbal endings in /E/ evolve? 2- Among the -ER, -É and -AI forms which is the most successful? 3- a) Among the -É forms, do the learners make agreement between the gender and the number of the subject? b) Do they have any problems with agreement in person among the -AI forms? In order to answer these questions, we have distributed a test to 113 Iranian learners of A1, A2 and B1 levels in French registered in some language institutes in Tehran. Our results based on statistical analysis of variance (ANOVA) show that: 1- The management of verbal endings in /E/ is not mastered at these levels. There is not a significant difference between global scores of these three successive levels. 2- The -ER form is the most successful before the -É and -AI forms respectively, which shows the tendency of learners for invariance. In addition to these three forms, other types of errors (e.g. orthographical errors phonetically-based and errors of segmentation) were frequent in our data yet not reported by previous investigations in French as a First Language (FFL). 3- a) Concerning -É forms, the agreement does not exist and the tendency lies in invariance. b) As for -AI forms, the issue with agreement does not arise. These findings differ from those obtained by other studies in FFL. As a didactic solution, it is suggested to redefine the place of orthography in the actual methods of French language teaching and to emphasize the effectiveness of reflexive way in teaching-learning of French orthography.
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HASSAN, Soulaf. "Les ateliers d’écriture créative littéraire en classe du FLE : quel impact sur la construction des compétences linguistique, interculturelle et esthétique ?" FRANCISOLA 4, no. 2 (December 31, 2019): 10–22. http://dx.doi.org/10.17509/francisola.v4i2.24202.
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RÉSUMÉ. Les ateliers d’écriture créative en FLE ont effectivement leur place. Cependant, les activités proposées portent principalement sur les apprentissages linguistiques et culturels de la langue. Cette recherche tente de déterminer l’impact des ateliers d’écriture créative littéraire dans la construction des compétences linguistiques, interculturelles et esthétiques. L’étude est menée par la méthode qualitative consistant à analyser des productions écrites réalisées lors de l’expérimentation et classées par niveau. Il s’agit d’évaluer des critères relevant, à la fois, de la linguistique textuelle et de la communication esthétique. Les résultats montrent que des savoir-faire linguistiques limités ne sont pas un obstacle à la créativité. Les tâches d’écriture réalisées impliquent constamment un travail sur la langue dont le but est l’expression de soi, de l’évolution de son rapport à la langue acquise et à la communication humaine. Cette étude contribue à la réflexion sur l’élaboration d’un cours de production écriture créative. Mots-clés : Atelier d’écriture, Compétence interculturelle et esthétique, Didactique de l’écrit, Écriture littéraire, Français Langue Étrangère. ABSTRACT. The Creative writing workshops in French as a foreign language have effectively their place. However, the proposed activities focus mainly on linguistic and cultural’s language learning. This research attempts to determine the impact of creative literary writing workshops in the construction of linguistic, intercultural and aesthetic skills. The study is conducted by the qualitative method of analyzing written productions made during the experiment and classified by level. It is a question of evaluating criteria relating both to textual linguistics and aesthetic communication. The results show that limited language skills are not an obstacle to creativity. The writing tasks performed urge every learner to work on the language with the purpose of self-expression, of the evolution of his relationship to the target foreign language and of human communication. This study contributes to the reflection on the development of a creative writing production course. Keywords: Didactic of the Writing, French as Foreign Language, Intercultural and Aesthetics skills, Writing literary, Writing workshop.
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Ferrández Arenaz, Adalberto. "General didactics and special didactics." Educar 17 (February 1, 1990): 9. http://dx.doi.org/10.5565/rev/educar.515.
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Lungoci, Cosmina Simona, and Mariana Pitar. "FORMATION DES ENSEIGNANTS DE FLE EN ROUMANIE: PASSÉ, PRÉSENT ET PERSPECTIVES TRAINING TEACHERS OF FRENCH AS A FOREIGN LANGUAGE WITHIN THE ROMANIAN CONTEXT: REALITIES, OUTCOMES, STRATEGIES." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 3 (December 27, 2019): 99–110. http://dx.doi.org/10.29302/jolie.2019.12.3.6.
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This article aims at offering a presentation – both from a diachronic, as well as from a contrastive perspective – of the teaching training programme provided by the West University of Timișoara, for future teachers of French as a Foreign Language. The training of future teachers has known two distinct stages at the above-mentioned University, in terms of chronology, content and organizing system. The connection between these stages was the Bologna Process, hence we can talk about a pre-Bologna training system and post-Bologna one. Some important landmarks distinguish these two stages, landmarks derived from different concepts regarding the training requirements for future teachers. Thus, the first stage is defined by a relatively limited number of imposed subjects of study (Pedagogy, Psychology, Teaching Methods, accompanied by an important number of practical training classes. This type of training was compulsory, and it was the only professional option of a graduate. The Bologna System once implemented; the disciplines imposed to the students’ teacher training process have a status of their own. They become optional, since teaching is no longer considered the only professional option for the graduates in Letters and French. The training as a whole consists of two main modules, one completed within the BA studies, the other, within the MA studies. Given the relatively important number of hours dedicated to this type of training, there is also a noticeable increase in the number and variety of the disciplines, both optional and mandatory. A synoptic table offers a parallel presentation of the two systems and of the dissimilarities between them. For a better understanding of the teacher training activities, the article gives a detailed presentation of both requirements, as well as of the stages of post- BA training a teacher must answer to, the status of teacher once attained: the ”definitivat” status, and the didactic degrees I and II, as well as other activities that ensure life-long training. We conclude with a presentation of the prospects of improving teacher training through the legal procedures the Ministry of Education has in view for the coming years.
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Brajović, Jelena B. "«Auteurs FLE» pour les apprenants (serbes) de FLE." Анали Филолошког факултета 33, no. 1 (2021): 177–92. http://dx.doi.org/10.18485/analiff.2021.33.1.10.
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Fokkema, Douwe. "Didactics and anti-didactics of comparative literature." Neohelicon 12, no. 1 (March 1985): 93–103. http://dx.doi.org/10.1007/bf02092941.
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Blue, Levon. "Financial Literacy Education with an Aboriginal Community: Identifying Critical Moments for Enabling Praxis." Education Sciences 9, no. 1 (January 10, 2019): 12. http://dx.doi.org/10.3390/educsci9010012.
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Conventional financial literacy education (FLE) practices promote individual choice and responsibility for financial circumstances. The untruth connected to conventional FLE is that achieving financial well-being is possible after acquiring financial skills and knowledge and choosing to make effective financial decisions. In this article, I share an exploration of FLE practices with an Aboriginal community that unfolded after a conventional train-the-trainer financial literacy workshop failed to gain traction. Nineteen semi-structured interviews took place with community members to understand their experiences, interest and perceived relevance of FLE. The importance of site-specific FLE was revealed as the tension between individual wealth accumulation practices promoted in conventional FLE collided with Indigenous ways of being, knowing and doing. Identified are critical moments for reflection that may enable praxis in FLE. By enabling praxis an educator moves away from conventional one-size-fits-all approaches to FLE, where participants’ needs are assumed, and towards more tailored approaches.
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Mierzwa, Ewelina. "THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS." Journal of Education Culture and Society 9, no. 2 (September 5, 2018): 117–35. http://dx.doi.org/10.15503/jecs20182.117.135.
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In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
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Adeyemo, Moridiyat O. A., and William R. Brieger. "Dissemination of Family Life Education to Adolescents by Their Parents in Suburban Ibadan, Nigeria." International Quarterly of Community Health Education 15, no. 3 (October 1994): 241–52. http://dx.doi.org/10.2190/5d3n-j0df-ydm5-je2d.
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Family life education (FLE) is a process of imparting both factual knowledge about human development, sexual relationships, preparation for parenthood, pregnancy, contraception and sexually transmitted diseases and also values, attitudes and perceptions that will enhance health self-concepts and relationships. Although experts agree that the home is the best place to begin FLE, parents themselves are sometimes reluctant as discussion of these topics may be embarrassing or even taboo between generations. Parents also express concern that they may not be knowledgeable enough to handle FLE. The inhibitions on FLE in the home may be exacerbated by urbanization that reduces traditional social support systems. With this background, the investigators looked at the nature and level of family life communication between parents and their adolescent children in homes in the suburban community of Apata in Ibadan, Nigeria. Of six FLE topics, the 253 families interviewed discussed only an average of three. Some parents did not feel competent and others felt that raising such issues might encourage undesirable behavior by the youth. Mothers were found to be the major initiators of FLE. A 12-point communication score was constructed based on potential FLE topics that could be discussed at home. The level of FLE communication was found to increase with parents' level of education. Greater time at home by parents was also associated with better scores. A positive perception of a parental role in FLE was reflected in higher scores. Strategies to increase parents' knowledge on FLE topics as well as their self-efficacy in providing FLE is suggested with special focus on the facilitating potential of schools and women's groups in the community.
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London, Martin J., and Nikolaos J. Skubas. "Echo Didactics." Anesthesia & Analgesia 113, no. 1 (July 2011): 10–12. http://dx.doi.org/10.1213/ane.0b013e31821c36d4.
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Yang, Bo. "Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA." Theory and Practice in Language Studies 11, no. 3 (March 1, 2021): 275. http://dx.doi.org/10.17507/tpls.1103.07.
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Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted a mixed-method approach to investigate how FLE interacts with FLCA to predict and be predicted by Foreign Language (FL) achievement among 589 undergraduate learners of English as a foreign language (EFL) at a key and a non-key university in Northwest China. Participants reported more FLE than FLCA. Significant school differences were found regarding the investigated variables. FLE regulated the debilitating aspect and positively predicted the facilitating aspect of FLCA, whereas facilitating anxiety, in turn, increased FLE via motivation and sense of success. FLE and FLCA significantly predicted FL achievement and vice versa. Qualitative analysis revealed that learner-internal variables were major sources of FLE and FLCA. Facilitating anxiety was reported to significantly and positively connect with FL achievement in both quantitative and qualitative data, although debilitating anxiety exerted a more influential role.
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Jeong, Soon Yeon, Eunjin Kim, Ming Zhang, Yun-Seong Lee, Byeongjun Ji, Sun-Hee Lee, Yu Eun Cheong, et al. "Antidiabetic Effect of Noodles Containing Fermented Lettuce Extracts." Metabolites 11, no. 8 (August 6, 2021): 520. http://dx.doi.org/10.3390/metabo11080520.
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The aim of the current study was to examine the antidiabetic effect of noodle containing fermented lettuce extract (FLE) on diabetic mice as a pre-clinical study. The γ-aminobutyric acid (GABA) content, antioxidant capacity, and total polyphenol content of the FLE noodles were analyzed and compared with those of standard noodles. In addition, oral glucose and sucrose tolerance, and fasting blood glucose tests were performed using a high-fat diet/streptozotocin-mediated diabetic mouse model. Serum metabolite profiling of mice feed standard or FLE noodles was performed using gas chromatography–time-of-flight mass spectrometry (GC–TOF-MS) to understand the mechanism changes induced by the FLE noodles. The GABA content, total polyphenols, and antioxidant activity were high in FLE noodles compared with those in the standard noodles. In vivo experiments also showed that mice fed FLE noodles had lower blood glucose levels and insulin resistance than those fed standard noodles. Moreover, glycolysis, purine metabolism, and amino acid metabolism were altered by FLE as determined by GC–TOF-MS-based metabolomics. These results demonstrate that FLE noodles possess significant antidiabetic activity, suggesting the applicability of fermented lettuce extract as a potential food additive for diabetic food products.
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Ye, Jun, Detelina Marinova, and Jagdip Singh. "Strategic Change Implementation and Performance Loss in the Front Lines." Journal of Marketing 71, no. 4 (October 2007): 156–71. http://dx.doi.org/10.1509/jmkg.71.4.156.
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Adopting a frontline employee (FLE) perspective, this study models a performance loss process during an organization's strategic change implementation. The process is activated by changes in unit management's emphases on cost containment and revenue-generating strategies and is governed by FLE detachment. The authors also examine an intervention mechanism for mitigating performance loss by including the influence of FLE participation in change decisions. The model is tested with data from five service organizations that employ 843 FLEs. The results indicate that (1) FLE detachment is effective in separating out the negative and positive effects of change, (2) FLE change perceptions are sensitive to the focus of strategic change (cost containment versus revenue enhancement strategies), and (3) FLE participation significantly enhances the positive effects of change and mitigates performance loss.
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Ferroni, Letizia, Michela Zago, Simone Patergnani, Shannon E. Campbell, Lise Hébert, Michael Nielsen, Carlotta Scarpa, Franco Bassetto, Paolo Pinton, and Barbara Zavan. "Fluorescent Light Energy (FLE) Acts on Mitochondrial Physiology Improving Wound Healing." Journal of Clinical Medicine 9, no. 2 (February 18, 2020): 559. http://dx.doi.org/10.3390/jcm9020559.
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Fluorescent light energy (FLE) has been used to treat various injured tissues in a non-pharmacological and non-thermal fashion. It was applied to stimulate cell proliferation, accelerate healing in chronic and acute wounds, and reduce pain and inflammation. FLE has been shown to reduce pro-inflammatory cytokines while promoting an environment conducive to healing. A possible mechanism of action of FLE is linked to regulation of mitochondrial homeostasis. This work aims to investigate the effect of FLE on mitochondrial homeostasis in an in vitro model of inflammation. Confocal microscopy and gene expression profiling were performed on cultures of inflamed human dermal fibroblasts treated with either direct light from a multi-LED lamp, or FLE from either an amorphous gel or sheet hydrogel matrix. Assessment using confocal microscopy revealed mitochondrial fragmentation in inflamed cells, likely due to exposure to inflammatory cytokines, however, mitochondrial networks were restored to normal 24-h after treatment with FLE. Moreover, gene expression analysis found that treatment with FLE resulted in upregulation of uncoupling protein 1 (UCP1) and carnitine palmitoyltransferase 1B (CPT1B) genes, which encode proteins favoring mitochondrial ATP production through oxidative phosphorylation and lipid β-oxidation, respectively. These observations demonstrate a beneficial effect of FLE on mitochondrial homeostasis in inflamed cells.
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Mellergaard, Maiken, Stéphane Fauverghe, Carlotta Scarpa, Vladimir Luca Pozner, Søren Skov, Lise Hebert, Michael Nielsen, Franco Bassetto, and Luc Téot. "Evaluation of Fluorescent Light Energy for the Treatment of Acute Second-degree Burns." Military Medicine 186, Supplement_1 (January 1, 2021): 416–23. http://dx.doi.org/10.1093/milmed/usaa299.
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ABSTRACT Introduction The use of photobiomodulation has been proposed to improve wound healing for the last two decades. Recent development in photobiomodulation has led to the development of a novel biophotonic platform that utilizes fluorescent light energy (FLE) within the visible spectrum of light for healing of skin inflammation and wounds. Materials and Methods In this article, FLE was used in preliminary analysis on 18 case studies of acute second-degree burns and in a pilot study using an ex vivo human skin model. Efficacy of FLE on wound healing and tissue remodeling was evaluated by monitoring improvements in the treated tissues, assessing pain for the patients, and by performing human genome microarray analysis of FLE-treated human skin samples. Results Healing was reported for all 18 patients treated with FLE for acute second-degree burns without reported adverse effects or development of infections. Furthermore, preliminary ex vivo skin model data suggest that FLE impacts different cellular pathways including essential immune-modulatory mechanisms. Conclusions The results presented in this article are encouraging and suggest that FLE balances different stages of wound healing, which opens the door to initiating randomized controlled clinical trials for establishing the efficacy of FLE treatment in different phases of wound healing of second-degree burns.
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Culhane-Shelburne, Kathleen, Lynn Chapieski, Merrill Hiscock, and Daniel Glaze. "Executive functions in children with frontal and temporal lobe epilepsy." Journal of the International Neuropsychological Society 8, no. 5 (July 2002): 623–32. http://dx.doi.org/10.1017/s1355617702801308.
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AbstractEven though frontal lobe epilepsy (FLE) is a relatively common seizure type, no formal psychometric studies of children with FLE have been reported. We compared 12 children with FLE and 15 children with temporal lobe epilepsy (TLE) on neuropsychological tests of attention, memory, executive functioning, and adaptive functioning. The results of these tests indicated that the children with FLE had deficits in planning and executive functions, whereas their verbal and nonverbal memory was intact. The opposite pattern was observed in children with TLE. Measures of executive functioning and impulse control were the best predictors of adaptive functioning. The findings suggest that children with FLE have a pattern of cognitive deficits that differs markedly from the pattern seen in children with TLE. Children with FLE have prominent deficits in executive functioning that appear to be related to poor behavioral adaptation.
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Edwards, Chelsea K., Robin K. Landa, Sarah E. Frampton, and M. Alice Shillingsburg. "Increasing Functional Leisure Engagement for Children With Autism Using Backward Chaining." Behavior Modification 42, no. 1 (May 3, 2017): 9–33. http://dx.doi.org/10.1177/0145445517699929.
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Research with individuals with disabilities has demonstrated the utility of intervention approaches to address toy play, also referred to as functional leisure engagement (FLE). Examples include prompting FLE, blocking stereotypy, and differentially reinforcing appropriate FLE with social or automatic (i.e., access to stereotypy) reinforcers. Backward chaining has yet to be evaluated, but may be useful for establishing more complex FLE. The current study employed a treatment package consisting of these components with three school-aged children with autism in a therapeutic classroom. Effects were evaluated during pretest and posttest sessions, which consisted of free access to toys in a novel setting. The percentage of session with FLE was evaluated using a multiple probe design across participants. Results showed all participants demonstrated an increase in FLE and two participants showed decreased stereotypy. Feasibility for classroom implementation is discussed.
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Tomé, Mario. "Prononciation, littérature et apprentissage du français langue étrangère avec les medias sociaux." Anales de Filología Francesa 28, no. 1 (October 23, 2020): 673–88. http://dx.doi.org/10.6018/analesff.430211.
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Literature can provide all kinds of teaching materials for learning pronunciation of French as a foreign language (FLE), but practice and research in this area are still very little developed. New tools and social media can reverse this trend by promoting the oral production of learners and by integrating effective and motivating teaching tasks. For several years we have been conducting research on the applications of new technologies to teaching / learning FLE at the University of León in Spain and we have developed two pioneering and complementary databases: one on literary resources and the other on students' oral productions. We discuss in this article the French Literature Multimedia FLE project, an online audiovisual database on French literature for teaching and learning FLE and the Oral FLE Pronunciation project, an oral corpus of oral productions of Spanish learners of French as a foreign language. La littérature peut fournir toute sorte de matériaux pédagogiques pour l’apprentissage de la prononciation du français langue étrangère (FLE), mais la pratique et la recherche dans ce domaine sont encore très peu développées. Les nouveaux outils et médias sociaux peuvent inverser cette tendance en favorisant la production orale des apprenants et en intégrant des tâches pédagogiques efficaces et motivantes. Depuis plusieurs années nous menons des recherches sur les applications des nouvelles technologies à l’enseignement / apprentissage du FLE à l’Université de León en Espagne et nous avons élaboré deux bases de données pionnières et complémentaires: une sur des ressources littéraires et l’autre sur les productions orales des étudiants. Nous abordons dans cet article le projet Littérature Française Multimédia FLE, une base de données audiovisuelle en ligne sur la littérature française pour l’enseignement et apprentissage du FLE et le projet Oral FLE Prononciation, un corpus oral des productions orales des apprenants espagnols de français langue étrangère.
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Cao, Xinzhi, Zhiyu Qian, Qiang Xu, Junshu Shen, Zhiqiang Zhang, and Guangming Lu. "Altered Intrinsic Connectivity Networks in Frontal Lobe Epilepsy: A Resting-State fMRI Study." Computational and Mathematical Methods in Medicine 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/864979.
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Examining the resting-state networks (RSNs) may help us to understand the neural mechanism of the frontal lobe epilepsy (FLE). Resting-state functional MRI (fMRI) data were acquired from 46 patients with FLE (study group) and 46 age- and gender-matched healthy subjects (control group). The independent component analysis (ICA) method was used to identify RSNs from each group. Compared with the healthy subjects, decreased functional connectivity was observed in all the networks; however, in some areas of RSNs, functional connectivity was increased in patients with FLE. The duration of epilepsy and the seizure frequency were used to analyze correlation with the regions of interest (ROIs) in the nine RSNs to determine their influence on FLE. The functional network connectivity (FNC) was used to study the impact on the disturbance and reorganization of FLE. The results of this study may offer new insight into the neuropathophysiological mechanisms of FLE.
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Balbinotti, Brenda, Keren Fagundes, Bruna Soares, and Sara Farias da Silva. "Francês on-line na pandemia: memes como ferramenta de ensino-aprendizagem." LínguaTec 6, no. 1 (June 17, 2021): 53–69. http://dx.doi.org/10.35819/linguatec.v6.n1.4959.
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Articulando ensino-aprendizagem de Francês Língua Estrangeira (FLE) com as novas tecnologias no cenário da pandemia de Covid-19, pretendemos apresentar neste artigo as (novas) práticas do ensino-aprendizagem do francês com ênfase no perfil do professor de FLE e o uso de memes nas aulas de francês on-line. A motivação para essa pesquisa se deu em razão de duas questões primordiais: o aumento da procura por aulas remotas de FLE e a necessidade do professor de FLE de se reinventar diante do distanciamento social devido à pandemia. A pesquisa qualitativa foi realizada entre março e agosto de 2020 e contou com a aplicação de um questionário on-line, via Google Forms, que teve como objetivo principal realizar um recorte do perfil desse professor de FLE que está trabalhando com o ensino remoto e verificar o uso dos memes como ferramenta de ensino no processo de elaboração dessas aulas. O artigo apresenta, portanto, uma reflexão sobre as novas práticas do ensino-aprendizagem de FLE no contexto da pandemia iniciada em 2020.
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Matalon, S., M. L. Bauer, D. J. Benos, T. R. Kleyman, C. Lin, E. J. Cragoe, and H. O'Brodovich. "Fetal lung epithelial cells contain two populations of amiloride-sensitive Na+ channels." American Journal of Physiology-Lung Cellular and Molecular Physiology 264, no. 4 (April 1, 1993): L357—L364. http://dx.doi.org/10.1152/ajplung.1993.264.4.l357.
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Active Na+ transport by the alveolar epithelium plays a major role in reabsorption of the fetal lung fluid after birth. We characterized the biochemical and physiological characteristics of Na+ conductive pathways in distal fetal lung epithelial (FLE) cells isolated from 20-day-old rat fetuses. We demonstrated that a polyclonal antibody to Na+ channel protein (NaAb) binds to the plasma membranes of FLE cells. In Western blot studies, this NaAb and an anti-idiotypic monoclonal antibody to the amiloride-binding subunit of the Na+ channel protein recognized 150- and 90-kDa polypeptides in plasma membrane vesicles of FLE. 22Na+ flux measurements across plasma membrane vesicles of FLE revealed the existence of electrogenic Na+ transport, which was twice as high as the corresponding adult value. One hundred micromolars of amiloride, benzamil, and 5-(N-ethyl-N-isopropyl)-2'-4'-amiloride inhibited 30, 40, and 70% of the electrogenic Na+ transport across plasma membrane vesicles of FLE cells, respectively. The half-maximum inhibition of electrogenic Na+ transport by these substances occurred between 0.3 and 1 microM. [3H]benzamil equilibrium binding studies in membrane vesicles of FLE cells revealed the existence of two binding sites that had dissociation constant values of 19 and 1,525 nM, respectively. These data indicate the presence of both high- and low-amiloride affinity Na+ conductive pathways (channels) in FLE cells.
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Englot, Dario J., Doris D. Wang, John D. Rolston, Tina T. Shih, and Edward F. Chang. "Rates and predictors of long-term seizure freedom after frontal lobe epilepsy surgery: a systematic review and meta-analysis." Journal of Neurosurgery 116, no. 5 (May 2012): 1042–48. http://dx.doi.org/10.3171/2012.1.jns111620.
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Object Frontal lobe epilepsy (FLE) is the second-most common focal epilepsy syndrome, and seizures are medically refractory in many patients. Although various studies have examined rates and predictors of seizure freedom after resection for FLE, there is significant variability in their results due to patient diversity, and inadequate follow-up may lead to an overestimation of long-term seizure freedom. Methods In this paper the authors report a systematic review and meta-analysis of long-term seizure outcomes and predictors of response after resection for intractable FLE. Only studies of at least 10 patients examining seizure freedom after FLE surgery with postoperative follow-up duration of at least 48 months were included. Results Across 1199 patients in 21 studies, the overall rate of postoperative seizure freedom (Engel Class I outcome) was 45.1%. No trend in seizure outcomes across all studies was observed over time. Significant predictors of long-term seizure freedom included lesional epilepsy origin (relative risk [RR] 1.67, 95% CI 1.36–28.6), abnormal preoperative MRI (RR 1.64, 95% CI 1.32–2.08), and localized frontal resection versus more extensive lobectomy with or without an extrafrontal component (RR 1.71, 95% CI 1.26–2.43). Within lesional FLE cases, gross-total resection led to significantly improved outcome versus subtotal lesionectomy (RR 1.99, 95% CI 1.47–2.84). Conclusions These findings suggest that FLE patients with a focal and identifiable lesion are more likely to achieve seizure freedom than those with a more poorly defined epileptic focus. While seizure freedom can be achieved in the surgical treatment of medically refractory FLE, these findings illustrate the compelling need for improved noninvasive and invasive localization techniques in FLE.
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Dewaele, Jean-Marc, and Livia Dewaele. "Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 45–65. http://dx.doi.org/10.14746/ssllt.2020.10.1.3.
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Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
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Li, Chengchen, Jean-Marc Dewaele, and Guiying Jiang. "The complex relationship between classroom emotions and EFL achievement in China." Applied Linguistics Review 11, no. 3 (September 25, 2020): 485–510. http://dx.doi.org/10.1515/applirev-2018-0043.
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AbstractThe present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64 participants threw further light on this complex relationship. Second, FLCA was found to be significantly negatively related to self-rated proficiency at all achievement groups while FLE was positively related. Similar significant relationships were also found between two classroom emotions and actual English achievement except in the low achievement group. Finally, qualitative data allowed us to investigate the possible causes for this relationship.
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Vachhrajani, Shobhan, Sandrine de Ribaupierre, Hiroshi Otsubo, Ayako Ochi, Shelly K. Weiss, Elizabeth J. Donner, Elysa Widjaja, et al. "Neurosurgical management of frontal lobe epilepsy in children." Journal of Neurosurgery: Pediatrics 10, no. 3 (September 2012): 206–16. http://dx.doi.org/10.3171/2012.6.peds11125.
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Object Pediatric frontal lobe epilepsy (FLE) remains a challenging condition for neurosurgeons and epileptologists to manage. Postoperative seizure outcomes remain far inferior to those observed in temporal lobe epilepsies, possibly due to inherent difficulties in delineating and subsequently completely resecting responsible epileptogenic regions. In this study, the authors review their institutional experience with the surgical management of FLE and attempt to find predictors that may help to improve seizure outcome in this population. Methods All surgically treated cases of intractable FLE from 1990 to 2008 were reviewed. Demographic information, preoperative and intraoperative imaging and electrophysiological investigations, and follow-up seizure outcome were assessed. Inferential statistics were performed to look for potential predictors of seizure outcome. Results Forty patients (20 male, 20 female) underwent surgical management of FLE during the study period. Patients were an average of 5.6 years old at the time of FLE onset and 11.7 years at the time of surgery; patients were followed for a mean of 40.25 months. Most patients displayed typical FLE semiology. Twenty-eight patients had discrete lesions identified on MRI. Eight patients underwent 2 operations. Cortical dysplasia was the most common pathological diagnosis. Engel Class I outcome was obtained in 25 patients (62.5%), while Engel Class II outcome was observed in 5 patients (12.5%). No statistically significant predictors of outcome were found. Conclusions Control of FLE remains a challenging problem. Favorable seizure outcome, obtained in 62% of patients in this series, is still not as easily obtained in FLE as it is in temporal lobe epilepsy. While no statistically significant predictors of seizure outcome were revealed in this study, patients with FLE continue to require extensive workup and investigation to arrive at a logical and comprehensive neurosurgical treatment plan. Future studies with improved neuroimaging and advanced invasive monitoring strategies may well help define factors for success in this form of epilepsy that is difficult to control.
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Salanci, Ľubomír. "Didactics of Programming." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 32–39. http://dx.doi.org/10.1515/ijicte-2015-0012.
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Abstract Programming is as an important part of informatics at Slovak schools, and therefore we put focus on didactics of programming. We have observed various issues that are related to teaching and didactics of programming. These issues should be mastered by future teachers of informatics that we prepare at our faculty. In order to prepare future teachers we have designed a course of didactics of programming. For example, we have observed that our students - future teachers do not differentiate between levels of complexity when trying to teach various programming topics, or they skip important steps when explaining solution of a problem. We came to conclusion that it is necessary to design various activities related to teaching of programming and problem solving that allow students to collect their own practical experiences by resolving various didactical problems and to develop their critical thinking about teaching.
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Bensalem, Elias. "Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?" Vigo International Journal of Applied Linguistics, no. 18 (January 18, 2021): 9–34. http://dx.doi.org/10.35869/vial.v0i18.3363.
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The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.
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Sarmiento Sequeda, Favio, and Iván Darío Vargas González. "FLE Potentialisation des plateformes virtuelles: un défi dans l’enseignement de l’écriture en FLE." Revista Internacional de Cooperación y Desarrollo 7, no. 1 (June 30, 2020): 156–65. http://dx.doi.org/10.21500/23825014.4691.
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Escribir en clase de FLE trae muchos desafíos, como la motivación del estudiante para escribir, la capacidad creativa y el dominio del idioma extranjero. Conscientes de esto, propusimos una investigación - acción desde el nivel A2 del MCERL con el objetivo de profundizar en la investigación en torno a la producción escrita a través del uso plataformas virtuales en un programa de licenciatura. Para ello, gracias a la implementación de un taller de escritura creativa, los investigadores proponen algunas vías metodológicas que incluyen actividades de análisis, de descripción y de creación para el tratamiento de la escritura en la clase FLE, reflexionando siempre sobre la integración de plataformas virtuales en la clase de idioma extranjero.
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KERRITA, Abdenbi. "LA DIDACTIQUE DE L’ART CINÉMATOGRAPHIQUE EN CLASSE DE FRANÇAIS LANGUE ÉTRANGÈRE : ENJEUX ET PERSPECTIVES." FRANCISOLA 2, no. 1 (July 5, 2017): 58. http://dx.doi.org/10.17509/francisola.v2i1.7527.
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RÉSUMÉ. L’idée de ce travail a commencé à germer après le constat d’une situation apparente de démotivation de la part des professeurs et des élèves en classe de FLE, tout simplement parce qu’il n’y a pas cette part de plaisir. On a essayé donc de proposer cet outil permettant à la fois de motiver les apprenants, changer les méthodes basées sur l’oralité et favoriser l’enseignement du français langue étrangère. En effectuant ce travail, nous avons cherché à comprendre la réalité, la pertinence, les enjeux et les perspectives de l’utilisation du support filmique en classe de langue. De manière plus précise, nous nous sommes intéressés à l’impact de celui-ci en classe de français langue étrangère. A fin de pouvoir réaliser cette recherche, nous avons mené notre enquête auprès d’un public d’enseignants et d’apprenants au niveau des directions provinciales de Meknès et de Sidi-Kacem. Mots-clés : cinéma, compétence linguistique et culturelle, motivation, gestes professionnels, transposition didactique.ABSTRACT. The idea of this work began to germinate after the observation of an apparent situation of demotivation on the part of teachers and pupils in the class of teaching French as a Foreign Language, simply because there is no such great deal of pleasure in learning. Thus, we have attempted to propose cinema as a tool to motivate learners, change methods based on orality, as well as to promote the teaching of French as a foreign language. In carrying out this work, we sought to understand the reality, the pertinence, the challenges and the perspectives of the use of filmic support in language classe. We were, more precisely interested in the impact of the latter one in the class of French as a foreign language. In order to execute this research, we conducted our survey with a public of teachers and learners at the level of Meknès and Sidi-Kacem. Keywords: Cinema, linguistic and cultural competence, motivation, professional gestures, Didactic transposition.
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Sony, Michael, and Nandakumar Mekoth. "The dimensions of frontline employee adaptability in power sector." International Journal of Energy Sector Management 8, no. 2 (May 27, 2014): 240–58. http://dx.doi.org/10.1108/ijesm-03-2013-0008.
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Purpose – The power sector needs frontline employees (FLEs) who are adaptable to the dynamic and complex business environments. There is yet to be a study that defines FLE adaptability as a lived in experience. The main purpose of this study is to explore the dimensions of FLE adaptability in power sector. Design/methodology/approach – FLE adaptability being multifaceted and context based, the research is conducted as a qualitative research in an attempt to identify FLE adaptability dimensions. FLE's working in three power utilities in Western, India participated through purposeful sampling frame. Data were collected using interviews, group discussions and open-ended questionnaire and analyzed in line with grounded theory. Findings – The analysis revealed seven dimensions of FLE adaptability. The dimensions being interpersonal aspect of adaptability, service offering aspect adaptability, political aspects of adaptability, social aspects of adaptability, physical aspects of adaptability, group aspect of adaptability and organizational aspect of adaptability. Research limitations/implications – Given the authors' exploratory qualitative approach and small sample size, these findings should be interpreted with caution until they have been replicated in a variety of settings and with multiple methodologies. Participants in this study were drawn from power sector organizations located in Western, India. This may delimit generalizations. Substantial research needs to be carried out in order to fully develop a complete understanding of this important FLE adaptability construct. Social implications – Power sector is one of the major parameters for the development of country. FLEs are one of the main cogs in the efficient management of power sector. This research stresses the need for FLE for adapting to the social fabric of society especially for services which are essential in nature. The new term coined by the researchers is social consciousness which depicts employee social orientation. Originality/value – There is academic scarcity on research that defines FLE adaptability as a lived in experience. In the previous research on employee adaptability, there was a consistent divide between the setting (laboratory vs field), construct dimensionality (uni- vs multidimensional), assessment format (objective task scores vs subjective ratings), and sample (military vs non-military setting). Thus, the previous research on adaptability could not be generalized on the adaptability spectrum of FLEs; hence, this study revisits the attributes of FLE adaptability.
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Yang, Qingbao, Yanhua Qi, Jingming Zhou, Yumei Chen, Chao Liang, Zhanxiang Liu, Xiaoli Zhang, and Aiping Wang. "Development of a fluorescent immunochromatographic assay based on quantum dots for the detection of fleroxacin." RSC Advances 11, no. 36 (2021): 22005–13. http://dx.doi.org/10.1039/d1ra03065e.
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Sony, Michael, and Nandakumar Mekoth. "Fleadapt scale: a new tool to measure frontline employee adaptability in power sector." International Journal of Energy Sector Management 9, no. 4 (November 2, 2015): 496–522. http://dx.doi.org/10.1108/ijesm-05-2014-0005.
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Purpose – An adaptable frontline employee (FLE) would be an asset for the organization, customer and to other constituents, external to the organization. Previous research by the same authors conceptualizes FLE adaptability in the power sector, using grounded theory as a multidimensional construct (Sony and Nandakumar, 2014). The purpose of this study is to explore this concept by developing a new scale to measure the FLE adaptability. Design/methodology/approach – The research is conducted in various phases to build up a new 41-item self-reported scale to measure adaptability of FLEs using structural equation modelling on data obtained from FLE ' s working in the power sector in India. Findings – The finding of the paper is a valid FLEADAPT scale which can be used for measuring adaptability of FLEs. Research limitations/implications – Although this study has provided relevant and interesting insights into the understanding of FLE adaptability, it is important to recognize its limitations. First, data in this study were obtained from firms in Western India. Although it can be said that the two samples represent a cross-section of a large number of businesses, it would be useful to obtain a broader and wider sampling frame from other countries. Because respondents’ perceptions, attitudes and behaviour are influenced by their cultures, it would be useful to test whether the existing FLE adaptability scale can be generalized to situations in other countries. Practical implications – FLE adaptability is identified as a key process in job performance, and hence, the scale will become an important managerial assessment tool. Social implications – This scale has a dimension to measure the social aspect of frontline adaptability, thus giving organizations a new tool to measure adaptability among the front lines. Originality/value – Despite the increasing research attention paid to the concept of FLEs, to date, there has been no valid and comprehensive operational measure of FLE adaptability. To the best of the authors’ knowledge, this is the first study to provide a comprehensive, psychometrically sound and operationally valid measure of an FLE’s adaptability.
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Bakhtina, Olga Ivanovna, and Vadim Makarievich Monakhov. "The theoretical basis of the functioning of the methodical system of electronic education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 43–57. http://dx.doi.org/10.51314/2073-2635-2018-4-43-57.
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The article continues the analytical consideration of the idea of division of didactic science into four disciplines: «Theoretical didactics», «Applied didactics», «Experimental didactics», «Metrological didactics», focusing the reader's attention on the analysis of scientific responsibility «Applied didactics» in the forth coming creation of the state information system (GIS) and in the formation of the concept of modernization of professional activity of teachers in the conditions of the introduction of digital educational- methodical complexes instead of traditional school textbooks.
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Wang, Wanyuan, Hansi Tao, and Yichuan Jiang. "Efficient Delivery Services Sharing with Time Windows." Applied Sciences 10, no. 21 (October 22, 2020): 7431. http://dx.doi.org/10.3390/app10217431.
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Delivery service sharing (DSS) has made an important contribution in the optimization of daily order delivery applications. Existing DSS algorithms introduce two major limitations. First, due to computational reasons, most DSS algorithms focus on the fixed pickup/drop-off time scenario, which is inconvenient for real-world scenarios where customers can choose the pickup/drop-off time flexibly. On the other hand, to address the intractable DSS with the flexible time windows (DSS-Fle), local search-based heuristics are widely employed; however, they have no theoretical results on the advantage of order sharing. Against this background, this paper designs a novel algorithm for DSS-Fle, which is efficient on both time complexity and system throughput. Inspired by the efficiency of shareability network on the delivery service routing (DSR) variant where orders cannot be shared and have the fixed time window, we first consider the variant of DSR with flexible time windows (DSR-Fle). For DSR-Fle, the order’s flexible time windows are split into multiple virtual fixed time windows, one of which is chosen by the shareability network as the order’s service time. On the other hand, inspired by efficiency of local search heuristics, we further consider the variant of DSS with fixed time window (DSS-Fix). For DSS-Fix, the beneficial sharing orders are searched and inserted to the shareability network. Finally, combining the spitting mechanism proposed in DSR-Fle and the inserting mechanism proposed in DSS-Fix together, an efficient algorithm is proposed for DSS-Fle. Simulation results show that the proposed DSS-Fle variant algorithm can scale to city-scale scenarios with thousands of regions, orders and couriers, and has the significant advantage on improving system throughput.
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Cord-Maunoury, Brigitte. "Analyse du site Polar FLE." Alsic, Vol. 3, n° 2 (December 15, 2000): 239–54. http://dx.doi.org/10.4000/alsic.1880.
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